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Drawing Conclusions and Making Inferences With Expository Text
Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.
"C" to the "E" Can't Conquer Me
Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.
Author’s Purpose, Text Features, Informational Text, and Daily Three
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.
Who is My Neighbor?
Students will make inferences using evidence gathered from a collection of objects and a text.
Retell Me Something Good!
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.
Analyzing Context Clues to Understand the Meaning of a Word
Students will focus on context clues in a vocabulary lesson.
Cause and Effect: The Story of Wangari Maathai
Students will be able to identify cause and effect relationships using an expository text.
Summarizing Expository Text
The students will watch the teacher model how to create a summary, and then work in groups to create a summary from an expository text.
Tackling Expository Text
The students will read and summarize expository text using a graphic organizer to aid the process.
In learning stations, students use textual evidence and personal schema to make inferences about the structure and elements of poetry, and provide textual evidence to support their understanding.
The Domino Effect of Cause and Effect
Students will identify explicit cause and effect relationships using keywords and phrases while reading relevant informational texts aligned with technology and current events.
Traditional vs. Contemporary: "The Three Little Pigs"
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.
Super Sequencing Strategies
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.
Too Hot for Main Idea
Students will collaborate and examine a reading passage to determine the topic and main idea of the passage.
What Does the “Text Feature” Say?
Students will apply knowledge of text features to locate information in specific text to help better understand what they are reading.
Inferring the Message in Poems
Students look for meaning in poems using poetry tools and work in groups to identify how parts of poems fit together to give a message. They then independently infer the message from a poem their teacher reads.
Target 2% Lessons to Support Comprehension for Grades K through 5
These comprehension activities are designed to enhance the instruction of all teachers of reading and to meet the learning needs of all students, as indicated by data.
ELPS Instructional Tool
The ELPS Instructional Tool outlines how to plan focused, targeted, and systematic instruction to meet the linguistic needs of ELLs identified at the beginning and intermediate proficiency levels in grade 3 or higher.
ELPS Linguistic Instructional Alignment Guide (LIAG)
The ELPS Linguistic Instructional Alignment Guide (LIAG) is designed to help teachers gather information needed to ensure that classroom instruction meets the individual academic and linguistic needs of English language learners (ELLs).