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.

In this lesson, students identify and use keywords in a paragraph to infer the relevant meaning of multiple-meaning words. Students build a deep understanding of words by creating semantic maps that show relationships among words. The lesson was designed with English learners in mind and utilizes instructional strategies such as cooperative learning, visuals, graphic organizers, and sentence frames.   

Students will use a variety of vocabulary strategies to apply their knowledge of unknown and multiple-meaning words.

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.

In this lesson, students use the Get the Gist Strategy to analyze text and identify the main idea. The lesson was designed with English learners in mind and utilizes strategies such as cooperative learning, visuals, graphic organizers, cloze reading, and sentence frames.   

Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.

Students will write a draft that is sequenced and logical after brainstorming.

Teacher will read How Spiders Got Eight Legs as a read-aloud. Students will write notes about what they think the moral is. Students will collaborate in groups to determine what they think the moral lesson is. Students will reread, highlight, and write the text evidence that identifies the moral lesson.

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 use a graphic organizer to draft the introduction paragraph of their expository essays.

Students will infer character feelings and motivations and support their inference with text evidence.

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 used organizational patterns (compare and contrast, argumentative, cause and effect, problem and solution, chronological) to create anchor charts. Students then worked in groups to analyze text and plan a composition, using the anchor charts to complete the tasks. Ultimately, students created a plan from a self-generated topic to demonstrate an understanding of the use of organizational patterns. 

Students will work with partners, as well as independently, to create and evaluate summaries of expository text.

In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.

Students will read expository text, categorize findings, and reformulate the text into an obituary.

Students will practice using a protocol to create a summary of an expository text.

Students will be able to understand how to retell a fictional story in logical order using transitional words.

Students will be able to determine the meaning of words using Greek, Latin, or other linguistic roots and affixes.

Students will collaborate and examine a reading passage to determine the topic and main idea of the passage.