Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.

Students will learn how to use text features to locate information and verify answers within an expository text.  

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.

Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.

In this lesson, students analyze, rate, and revise questions generated in response to their reading of a short story. They use the questions in student-led conversations and activities, helping them understand the connection between strong questioning, inferring, and communicating during reading.

Students assume roles of paragraph parts, including the main idea and supporting details, in order to reassemble a text that has been divided into pieces based on textual purpose.

Students participate in an activity where they must solve a crime. Students visit different stations that include surveillance tape, tips, eyewitness statements, and a crime scene. Each station is formatted as a different organizational pattern allowing students to practice creating summaries reflecting the structure used.

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 read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.

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

In this lesson, students use text evidence and background knowledge to generate and evaluate inferences about the author's purpose for specific sections of a passage as well as the entire passage. The lesson is designed with English learners (ELs) and students from families that speak nonstandard dialects of English in mind. The lesson provides scaffolded instruction through the use of strategies designed to make input comprehensible: visuals, graphic organizers, sentence frames, hand gestures, and collaborative learning.

Students explore and analyze how the author can achieve a specific purpose by using a variety of organizational patterns.

This lesson helps students summarize information in expository text using logical order. The lesson begins with students using a T-chart to categorize information as they summarize a text. By the end of the lesson, students will independently summarize information. As students transition through activities in the lesson, they will work both in groups and independently using a variety of best practices and a checklist to heighten intrinsic motivation, increasing chances for success.

In this lesson, students integrate relevant text evidence and background knowledge to generate valid inferences when reading a historical fiction text. The lesson was designed with English learners in mind, so it includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, visuals, cooperative learning, anchor charts, graphic organizers, and sentence stems/frames.

Students will create compound and complex sentences with proper comma usage and present their explanations to the class. 

Students will apply their analytical skills to different types of poems by reviewing the devices used in poetry, reading and analyzing two poems, and creating a poster to demonstrate their learning. 

Students will learn how to use textual evidence to make inferences and to support their understanding.

Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

Students describe a restaurant in restaurant review form using simple phrases and sentences. As they write, students focus on noun-adjective agreement and sentence structure.