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.   

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 collaboratively apply revising and editing skills to make their way through passages and a series of questions to decode a lock. If groups successfully complete the tasks, they will escape the room and win a prize.

Students will write a draft that is sequenced and logical after brainstorming.

Students will work collaboratively to infer the implied meaning of a metaphor used in a poem. Students will complete a graphic organizer in which they discuss with their peers the two items being compared in the metaphor, write and illustrate the literal meaning of each word being compared, and use this information to infer the implied meaning of the metaphor. The lesson has a strong focus on vocabulary development and is designed with English learners (ELs) in mind.  
 

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.   

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

Students will use a checklist to peer edit a composition. They will check for coherence through the proper use of transition words and conjunctions.

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.

Students will use a variety of vocabulary strategies to apply their knowledge of unknown and multiple-meaning words.

Students will discover the necessary components of a complete sentence and use the complete subject and complete predicate in their own writing through a process called ratiocination.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

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After students examine an image by Faith Ringgold, they will write supporting sentences when given a central idea sentence.

The purpose of this lesson is to sequence the events of a story chronologically and be able to summarize the major events.

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.

Students will participate in a workshop-style lesson that includes partner and small-group work, teacher modeling, and independent reflection to not only label and identify text features within informational text, but to also connect the feature to its purpose.

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. 

Students will work together and problem-solve in a timed breakout session to gather clues and answer questions involving cause-and-effect, sequential, and comparative relationships in text. 

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.

In this lesson, students will write about a classmate’s best day.  They will then add details to the writing to support the central idea. This lesson integrates the instruction of the main idea in reading and writing.