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

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

Students will focus on context clues in a vocabulary lesson.

Students will be able to identify cause and effect relationships using an 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.

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.

Students will identify explicit cause and effect relationships using keywords and phrases while reading relevant informational texts aligned with technology and current events.

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. 

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.

This lesson is designed to teach students to make complex inferences, choose specific text evidence that strongly supports the inference, and develop a coherent explanation of how the evidence strongly supports the validity of the idea within the genre of poetry.

Texas Essential Knowledge and Skills (TEKS) Related to the Unit

Click below to learn about the TEKS related to this unit. 

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.

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.

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 join like text features by reassembling a deconstructed nonfiction text.

In cooperative groups, students rotate through stations to identify the main idea of selected passages while making inferences using expository text.

Students retell or re-enact events in sequence from "The Gingerbread Man" using pictures.

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.

The teacher will engage the students to make inferences through visuals, pictures, and informational text using problem-solving and self-questioning strategies.

This lesson offers an engaging format for fourth graders to spend time working with different cause-and-effect situations and text to help move them toward the objective of correctly identifying an implicit cause-and-effect relationship within a text.

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 are expected to work with partners and then in groups to complete a text feature (scavenger) hunt activity using the same nonfiction text.