• Resource ID: TXLS119
• Subject: Math

### Analyzing Data Using a Dot Plot

Students will construct a dot plot using data collected on the faces of a cube after it is rolled. Students will then use a key to change the data to represent a larger population.

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.

• Resource ID: TXLS138

### Rolling into Compound Sentences

Students will create compound sentences from simple sentences.

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.

• Resource ID: TXLS086

### Fun with First Drafts

The lesson will support students’ writing a first draft of a personal narrative story by providing opportunities to listen to their previously recorded story, review their (graphic organizer) draft web, and add sticky notes with further details to their webs.

• Resource ID: TXLS014A

### The Battle Between Editing and Revising

Students will apply revision strategies to mentor texts. They also will have the opportunity to create a new book.

• Resource ID: TXLS068

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.

• Resource ID: TXLS079

### Did You Get the "Text" Message?

Students will work independently and collaboratively to recognize the theme within a variety of texts. Students will create theme topics and theme statements from texts read.

• Resource ID: TXLS100

### Put on Your Detective Cap: Making Inferences

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.

• Resource ID: TXLS120

### Sticky Note Summarizing

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.

• Resource ID: TXLS172

### Inference in the Real World: Using Clues to Identify Key Details

Students will actively read as a critical component; they will infer in expository text.

• Resource ID: TXLS025B

### Inferring with Dr. Seuss

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.

• Resource ID: TXLS009

### Main Idea

Students will identify supporting details and the main idea in a passage.

• Resource ID: TXLS123

### Text Evidence and the Moral Lesson

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.

• Resource ID: TXLS024

### A Reader’s Survival Guide: Connecting and Synthesizing Ideas in Nonfiction Texts

This lesson is designed to teach students to synthesize and make connections between ideas within a text and with previous texts students have read.

• Resource ID: TXLS157-0

### My Version of the Three Little Pigs

Students will create their own version of "The Three Little Pigs" using story elements on a Beginning, Middle, End (BME) story map. First, students will draft their story map with detailed pictures in sequential order, and then go back and add their words later. Once their story is completed, students will be able to retell their story to peers and their teacher.

• Resource ID: TXLS162-0

### A Lesson in Kindness and Thematic Complexity

Students explore their internal definition of kindness, using visual and textual evidence to collaboratively expand that definition, perform a close reading of a poem. Students then use internal text to express the author’s complex and subtle thematic message.

• Resource ID: TXLS165-0
• Subject: Math

### Multiplication at the Market

Students will solve one-step multiplication problems using concrete objects, pictorial models, arrays, and equal groups.

• Resource ID: TXLS149-0

### Making an Inference

The class will review previous  learning about how authors describe characters using speech, thoughts, effects on others, actions, looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a short-answer response on chart paper with evidence and inference for the focus question.

• Resource ID: TXLS109-0