Students will read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.

Students participate in an activity where they must link cause and effect statements using transition words. The lesson is designed with English learners in mind, and it includes instructional strategies designed to provide comprehensible input, such as visuals and collaborative learning.
 

Students will work in cooperative learning groups that foster empathy to make inferences from pictures and text. They will discuss the differences between inferences made from pictures and inferences made from text.

Students will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.

Students will make inferences using evidence gathered from a collection of objects and a text.

Using previous knowledge of the story elements: characters, setting, problem, and solution, students will determine the key events of a story and logically sequence those events in order to create a retelling.

Students participate in a set of stations about the work done in different areas of a hospital. During each station, students revise paragraphs based on word choice, clarity, and transitions while also looking at introductions and adding or deleting sentences.

Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.

Students will use a checklist to peer edit a composition. They will check for coherence through the proper use of transition words and conjunctions.

Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.

Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.

Students will collaborate and examine a reading passage to determine the topic and main idea of the passage.

Students will apply knowledge of text features to locate information in specific text to help better understand what they are reading.

Students will discover the necessary components of a complete sentence and use the complete subject and complete predicate in their own writing through a process called ratiocination.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

The lesson will support students’ writing a first draft of a personal narrative story by providing opportunities to listen to their previously recorded story, review their (graphic organizer) draft web, and add sticky notes with further details to their webs.