Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

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 interpret the tone of a poem, cite text evidence to justify their response, and research a synonym for the word they chose to expand their understanding of Tier 2 vocabulary.

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 analyze one of four ways to incorporate grammar and syntax into their everyday language through the use of technological instruction. Once students have comprehended their grammatical type, they will practice among their peers to master and share the lesson (grammar rule) in a Jigsaw activity.

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

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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In this lesson, students will expand their critical thinking skills by making inferences found in a short film and listening to a literary fictional text on tablets. Working collaboratively in groups, students will create anchor charts to demonstrate their understanding of making inferences and present their detailed anchor charts to their classmates. 

Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.

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 Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.

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

Students will determine the important parts of a story and recognize and compose an individual summary by using color-coordinated sticky notes and the Somebody, Wanted, But, So, Then (SWBST) strategy. Students will practice correctly identifying the parts of the SWBST strategy during a read-aloud. Students will work in groups and read a short story together, identify key components, and compose a written summary. Students will demonstrate their ability to recognize a good summary by writing two components of summarization on an exit ticket.

Students pretend to be detectives while being presented with various pictorial and textual clues that lead them to make an overall inference about what happened on Tuesday.

Students work collaboratively using reading and comprehension skills to demonstrate their mastery of summarizing a text or piece of literature. 

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.