In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.

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 create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.

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

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

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.

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

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

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.

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. 

In learning stations, students collaboratively generate inferences and make predictions about expository text.

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