Painting With Expository Writing
After students examine an image by Faith Ringgold, they will write supporting sentences when given a central idea sentence.
Summarizing with Sarah at the ER
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
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Mapping Out Our Learning
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.
Rolling into Compound Sentences
Students will create compound sentences from simple sentences.
Texas Essential Knowledge and Skills (TEKS) Vertical Alignment
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It's a Maniac Breakout
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
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Our Best Day
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.
What's in a Name?
Students will participate in hands-on activities to extend their knowledge of the parts of speech.
Diving Deeper: Using Text Evidence to Support Inferences
Students learn new ways to evaluate their thinking when making local and global inferences and justifying their validity.
Investigating Cause and Effect Through the Lens of the Alamo
This lesson is structured as a gradual release model of cause and effect. Students start by identifying cause and effect within a sentence, then progress to paragraphs, and finally finding cause and effect relationships on a given page in the book. This lesson integrates fourth-grade social studies standards with a text about the Alamo.
Retelling Fiction with Logical Order
Students will be able to understand how to retell a fictional story in logical order using transitional words.
Morphology Mania
Students will discover and use knowledge of Greek and Latin roots to determine the meaning of unknown words.
Texas Essential Knowledge and Skills (TEKS) Vertical Alignment
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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.
Una Reseña de un Restaurante
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.
Many Stripes of Inferring
Students will infer character feelings and motivations and support their inference with text evidence.
Texas Essential Knowledge and Skills (TEKS) Vertical Alignment
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Teaming up with Transitions
Students participate in an activity where they must link cause and effect statements using transition words. The lesson is designed with English learners in mind, and it includes instructional strategies designed to provide comprehensible input, such as visuals and collaborative learning.
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.
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.
Increasing Student Agency with Nonfiction Text
Students compare deep reading with an iceberg. Instruction focuses on teaching students’ close reading and annotation skills and increasing agency as students dive into informational text. Students are empowered through conversations, tech tools, and co-creation of criteria to read deeply.
Intelligible Inferences
Students will work in cooperative learning groups that foster empathy to make inferences from pictures and text. They will discuss the differences between inferences made from pictures and inferences made from text.
Students working on poster
Combining Sentences
Students will manipulate word and punctuation cards from mentor sentences to compose and decompose compound sentences.