In this lesson, students integrate background knowledge and textual clues to respond to inferential questions that were generated by the students themselves. The lesson utilizes instructional strategies that have been identified as best practice for teaching inference such as: generating questions, identifying keywords, and activating prior knowledge. Additionally, the lesson is designed to support English learners and utilizes visuals, graphic organizers, sentence frames, and cooperative learning.

In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.

Students will read a group of words, arrange them to make sense as a complete thought,  and recognize and use capitalization at the beginning and a period as the ending punctuation mark.

Students will research information in order to create a newspaper article about the topic.

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.

First-grade students will rotate through engaging learning stations and read portions of expository texts to identify facts and details embedded within text features.

Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

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 learn how to use the pictures in their books to retell a story in sequence. The teacher models how to use the pictures to retell the story Stellaluna by Janell Cannon. The students and teacher complete a graphic organizer using picture representations from the book. The graphic organizer is a frame for all the elements of a strong retell and requires students to include new vocabulary; the characters and setting; and the beginning, middle, and end of the book, Stellaluna. Students will apply the picture retell strategy by completing a graphic organizer for their own book and retelling the story to peers and their teacher.

Students receive the same pre-generated sentence and discuss with a partner how to revise that sentence, adding details either by writing or drawing. 

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 be able to understand vowel digraphs (ai/ay pattern).

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

Students will observe the teacher sorting details that she read from a book about a dog. The teacher is making groups with the details and models her thinking. Students to help determine a title for each group. The students replicate that work in collaborative small groups using details they provided to the teacher after reading a book about the moon the previous day.

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.