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.

Students receive the same pre-generated sentence and discuss with a partner how to revise that sentence, adding details either by writing or drawing. 

Students will learn how to use textual evidence to make inferences and to support their understanding.

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.

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

Students learn how to use the pictures in their books to retell a story in sequence. The teacher models how to use the pictures to retell the story Stellaluna by Janell Cannon. The students and teacher complete a graphic organizer using picture representations from the book. The graphic organizer is a frame for all the elements of a strong retell and requires students to include new vocabulary; the characters and setting; and the beginning, middle, and end of the book, Stellaluna. Students will apply the picture retell strategy by completing a graphic organizer for their own book and retelling the story to peers and their teacher.

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.

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.

Students will be able to understand vowel digraphs (ai/ay pattern).

Students will infer the message the author is trying to convey using schema and evidence from the text. Readers use this strategy, known as making inferences, to think about what they are reading.

Students progress from a surface-level understanding of text to a deeper understanding by processing and expressing details and examples to support their understanding of observations through background knowledge and textual evidence.

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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. 

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. 

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

This lesson guides students to use sentence stems to clarify their thinking as they identify and locate text features in isolation while using an interactive text features wall. Students will then transition to gaining information from text features as they search for text features in their books and share the information gained with their partners.  

Students will use mystery bags and graphic organizers to identify clues and use their schema to make an inference. Students conclude this lesson by connecting text as evidence and playing a context clue game with cucumber sentences.

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 focus on context clues in a vocabulary lesson.

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

Students apply their understanding of the text in order to retell the plot sequence.
 

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.