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Flying High with Inferences
In this lesson, students integrate background knowledge and textual clues to respond to inferential questions that were generated by the students themselves. The lesson utilizes instructional strategies that have been identified as best practice for teaching inference such as: generating questions, identifying keywords, and activating prior knowledge. Additionally, the lesson is designed to support English learners and utilizes visuals, graphic organizers, sentence frames, and cooperative learning.
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.
Creating Connections Across Literary Texts
Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.
What’s Your Feature?
Students will learn how to use text features to locate information and verify answers within an expository text.
Choose Your Words Wisely!
Students will create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.
Students will read a group of words, arrange them to make sense as a complete thought, and recognize and use capitalization at the beginning and a period as the ending punctuation mark.
Journalists Research, Too!
Students will research information in order to create a newspaper article about the topic.
Revising and Editing Escape Room
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.
Locating Facts and Details in Text Features
First-grade students will rotate through engaging learning stations and read portions of expository texts to identify facts and details embedded within text features.
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.
Glaciologist in Action (Lab)
Students participate in a hands-on lab in which glacier (ice) effects on the Earth’s surface is demonstrated.
Students will work in small groups of two to three on a structured challenge around circuits which includes requirements such as including using a switch or a conductor. They will then use that knowledge to work on a collaborative challenge to solve a relevant problem related to elephant poaching. Students will create a containment system that will have an alarm system, a lighting system, and a way to pass through. Finally, they will review the other projects and discuss similarities and differences in the design.
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.
Revising for Coherence
Students will use a checklist to peer edit a composition. They will check for coherence through the proper use of transition words and conjunctions.
Traditional vs. Contemporary: "The Three Little Pigs"
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.
Analyzing Author’s Purpose: Argumentative Text
Students will read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.
Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.
Students assume roles of paragraph parts, including the main idea and supporting details, in order to reassemble a text that has been divided into pieces based on textual purpose.
Communication in Space
Students will work in cooperative groups to create an accurate arrangement of mirrors that work together to relay a laser beam from a Mars space station to Earth’s Mission Control, which will model utilizing satellites in space for communication, an accommodation necessary for manned space exploration.