Students will learn how to use text features to locate information and verify answers within an expository text.  

Students will collaboratively apply revising and editing skills to make their way through passages and a series of questions to decode a lock. If groups successfully complete the tasks, they will escape the room and win a prize.

Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.

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 work collaboratively to infer the implied meaning of a metaphor used in a poem. Students will complete a graphic organizer in which they discuss with their peers the two items being compared in the metaphor, write and illustrate the literal meaning of each word being compared, and use this information to infer the implied meaning of the metaphor. The lesson has a strong focus on vocabulary development and is designed with English learners (ELs) in mind.  
 

In this lesson, students use text evidence and background knowledge to generate and evaluate inferences about the author's purpose for specific sections of a passage as well as the entire passage. The lesson is designed with English learners (ELs) and students from families that speak nonstandard dialects of English in mind. The lesson provides scaffolded instruction through the use of strategies designed to make input comprehensible: visuals, graphic organizers, sentence frames, hand gestures, and collaborative learning.

This lesson helps students summarize information in expository text using logical order. The lesson begins with students using a T-chart to categorize information as they summarize a text. By the end of the lesson, students will independently summarize information. As students transition through activities in the lesson, they will work both in groups and independently using a variety of best practices and a checklist to heighten intrinsic motivation, increasing chances for success.

In this lesson, students integrate relevant text evidence and background knowledge to generate valid inferences when reading a historical fiction text. The lesson was designed with English learners in mind, so it includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, visuals, cooperative learning, anchor charts, graphic organizers, and sentence stems/frames.

Students will learn how to use textual evidence to make inferences and to support their understanding.

Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

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 discover and use knowledge of Greek and Latin roots to determine the meaning of unknown words.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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Students will apply revision strategies to mentor texts. They also will have the opportunity to create a new book.

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.

This lesson offers an engaging format for fourth graders to spend time working with different cause-and-effect situations and text to help move them toward the objective of correctly identifying an implicit cause-and-effect relationship within a text.

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.

After students examine an image by Faith Ringgold, they will write supporting sentences when given a central idea sentence.

Students are expected to work with partners and then in groups to complete a text feature (scavenger) hunt activity using the same nonfiction text.

The purpose of this lesson is to sequence the events of a story chronologically and be able to summarize the major events.

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.

Students will participate in a workshop-style lesson that includes partner and small-group work, teacher modeling, and independent reflection to not only label and identify text features within informational text, but to also connect the feature to its purpose.