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Author’s Purpose: Reading for Meaning
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.
The Write Way
Students will use a graphic organizer to draft the introduction paragraph of their expository essays.
The Bucket Brigade
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.
Analyzing and Using Organizational Patterns
Students used organizational patterns (compare and contrast, argumentative, cause and effect, problem and solution, chronological) to create anchor charts. Students then worked in groups to analyze text and plan a composition, using the anchor charts to complete the tasks. Ultimately, students created a plan from a self-generated topic to demonstrate an understanding of the use of organizational patterns.
Welcome to the Jungle!
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.
What Can You Infer?
Students will learn how to use textual evidence to make inferences and to support their understanding.
Where am I going?
The teacher will engage the students to make inferences through visuals, pictures, and informational text using problem-solving and self-questioning strategies.
Writing Summaries with Get the Gist
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.
Civil War Inferring
Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.
Analyzing Context Clues to Understand the Meaning of a Word
Students will focus on context clues in a vocabulary lesson.
Cause and Effect: The Story of Wangari Maathai
Students will be able to identify cause and effect relationships using an expository text.
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.
Hooked on Inferring
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.
What’s Your Feature?
Students will learn how to use text features to locate information and verify answers within an expository text.
Drawing Conclusions and Making Inferences With Expository Text
Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.
Syncing with Inferences
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.
Uncovering Tone in Poetry
Students will interpret the tone of a poem, cite text evidence to justify their response, and research a synonym for the word they chose to expand their understanding of Tier 2 vocabulary.
Bulldogs “Paws” for a Good Summary
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.
Text Features are a Bear
Students are expected to work with partners and then in groups to complete a text feature (scavenger) hunt activity using the same nonfiction text.
Can You Summarize?
Students will work with partners, as well as independently, to create and evaluate summaries of expository text.