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Analyzing Author’s Purpose: Argumentative Text
Students will read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.
Which Organizational Pattern Is It?
Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.
Syncing with Inferences
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.
What Can You Infer?
Students will learn how to use textual evidence to make inferences and to support their understanding.
Bulldogs “Paws” for a Good Summary
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.
"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: Reading for Meaning
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.
2 Texas Middle School Fluency Assessment: Administering and Interpreting Results
This binder details how to score and interpret the results of the Texas Middle School Fluency Assessment (TMSFA). This course is Unit 4 of the Texas Adolescent Literacy Academy (TALA). These materials are available for view only; no credit or certificate is provided.
The Write Way
Students will use a graphic organizer to draft the introduction paragraph of their expository essays.
Escribir una carta persuasiva
This lesson was intended to be delivered in a face-to-face classroom environment. Due to the COVID-19 pandemic of 2020, this lesson has been modified from its original design to be executed in a virtual setting.
This virtual lesson was designed to prepare students to communicate familiar topics in the presentational writing mode in the target language. Students will act as a college advisor and respond to a prospective student’s email regarding housing options. Students will then peer evaluate each other’s writing and provide meaningful feedback using a rubric.
The Bucket Brigade
In this lesson, students rotate to various learning stations and work with a partner to complete tasks that require them to generate inferences, infer the theme of short reading passages, write personal narratives or stories that exemplify a selected theme, and develop Tier Two high utility vocabulary. The lesson incorporates best practices for English learners (ELs) and at-risk students such as the use of collaborative learning, graphic organizers, anchor charts, and technology applications.
Analyzing and Using Organizational Patterns
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.
Paired Passages with a Purpose
Students will make inferences about the author’s purpose after reading paired passages involving the same subject.
Poetry With Purpose
Students collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.
Can You Summarize?
Students will work with partners, as well as independently, to create and evaluate summaries of expository text.
Students will evaluate a set of inferences to determine if they are valid or invalid and use text evidence to support their stance. The lesson incorporates best practices for English learners (ELs) and at-risk students such as the use of graphic organizers, anchor charts, and cooperative learning.
Write, Revise, Repeat!
Students develop their perseverance skills as they continue to revise their writing for coherence. The teacher focuses on providing students with three tools to develop the students’ paragraphs for sentence-to-sentence connectedness and clarity.
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.
Where am I going?
The teacher will engage the students to make inferences through visuals, pictures, and informational text using problem-solving and self-questioning strategies.
Writing Summaries with Get the Gist
This lesson teaches students to use the Get the Gist strategy to find the main idea of a section. Students will then put those Get the Gist statements together to begin a written summary of their text.
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