Students will create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.

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 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 engage in activities that allow them to take a book walk and use criteria to choose a good-fit book, use strategies to self-monitor their own comprehension while independently reading, and use partner talk criteria to reflect on their strategies collaboratively. 

Students will participate in stations with board games that reinforce rhyming, onset, and rimes, and blending.

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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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.

In learning stations, students collaboratively generate inferences and make predictions about expository text.

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.