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 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 analyze multiple texts on the same topic to identify the text structures used and find each author’s purpose.

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 collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.

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.