The Next Steps to Great Writing
Students will write a draft that is sequenced and logical after brainstorming.
Teacher introducing lesson
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.
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.
Connecting Author’s Purpose and Organizational Patterns
Students explore and analyze how the author can achieve a specific purpose by using a variety of organizational patterns.
Quality Questioning
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.
Analyzing the Text for Summary and Connections
Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.
Reading Strategies: Choose, Monitor, and Comprehend with Nonfiction Texts
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.
Organized Authors: Name That Structure
Students will read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.
Students working
Write Right
This research lesson encourages students to become better illustrators and authors. Students will work in collaborative groups and independently to develop drafts.
The Key to Key Signature
Students will review previous learning about half steps, whole steps, and enharmonics and will begin to learn the construction of tetrachords using the whole and half step sequence.
Reading on the Farm
In learning stations, students collaboratively generate inferences and make predictions about expository text.
Civil War Inferring
Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.
Retelling Fiction with Logical Order
Students will be able to understand how to retell a fictional story in logical order using transitional words.
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.
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.
Who Is the Culprit?
Engaging in a crime scene investigation, students will collaboratively examine the evidence, make inferences about their observations, and write a detailed description of the crime. Students will then read an informational text about investigating a crime scene and answer inference questions.
Main Idea
Students will identify supporting details and the main idea in a passage.
Crime Scene Inferences
In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.
Moving Beyond P. I. E.
In this lesson, students infer the author’s purpose of selected paragraphs of expository text. The lesson is designed with English learners in mind and utilizes instructional strategies designed to scaffold instruction such as collaborative learning strategies, student generated questions, anchor charts, and sentence frames to facilitate oral responses.
Inferring: It’s a Beast!
Using a digital forum, seventh-grade students will collaboratively generate authentic inferences about character motivation. Students will utilize textual evidence and draw from personal schema in order to make logical connections across multiple genres.
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.