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.

First-grade students will rotate through engaging learning stations and read portions of expository texts to identify facts and details embedded within text features.

Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.

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 read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.

Students will participate in stations with board games that reinforce rhyming, onset, and rimes, and blending.

Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

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.
 

Students will observe the teacher sorting details that she read from a book about a dog. The teacher is making groups with the details and models her thinking. Students to help determine a title for each group. The students replicate that work in collaborative small groups using details they provided to the teacher after reading a book about the moon the previous day.

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 will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.

Students will analyze multiple texts on the same topic to identify the text structures used and find each author’s purpose.

Students will make inferences using evidence gathered from a collection of objects and a text.

Using previous knowledge of the story elements: characters, setting, problem, and solution, students will determine the key events of a story and logically sequence those events in order to create a retelling.

Students will use the revision process to turn simple sentences into compound sentences.

Students will focus on context clues in a vocabulary lesson.