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.  
 

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.

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

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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.

Students compare deep reading with an iceberg. Instruction focuses on teaching students’ close reading and annotation skills and increasing agency as students dive into informational text. Students are empowered through conversations, tech tools, and co-creation of criteria to read deeply.

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

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

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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.

Students will create compound sentences from simple sentences.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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Students will work together and problem-solve in a timed breakout session to gather clues and answer questions involving cause-and-effect, sequential, and comparative relationships in text. 

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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In this lesson, students will write about a classmate’s best day.  They will then add details to the writing to support the central idea. This lesson integrates the instruction of the main idea in reading and writing.

Students will participate in hands-on activities to extend their knowledge of the parts of speech. 

Students learn new ways to evaluate their thinking when making local and global inferences and justifying their validity.

This lesson is structured as a gradual release model of cause and effect. Students start by identifying cause and effect within a sentence, then progress to paragraphs, and finally finding cause and effect relationships on a given page in the book. This lesson integrates fourth-grade social studies standards with a text about the Alamo.

This lesson is focused on revising one sentence in isolation. The student and teacher choose a revision focus question before the lesson for the student to use as a guide for revising their sentence. Students provide feedback to their peers on how they could revise their sentence based on the selected focus question. Once feedback is completed, students begin revising their own sentence using toolboxes. At the end, students publish their revised sentence onto the online discussion tool and share out how they revised their sentence.