Students will use a graphic organizer to draft the introduction paragraph of their expository essays.

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. 

Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.

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.

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 use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.

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.

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.

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.

Students will identify supporting details and the main idea in a passage.

In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.

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. 

Students will actively read as a critical component; they will infer in expository text.

Students will read expository text, categorize findings, and reformulate the text into an obituary.

Students will be able to determine the meaning of words using Greek, Latin, or other linguistic roots and affixes.

Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.

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.

This lesson demonstrates a small group intervention that scaffolds instruction of main idea for native English or Spanish speaking students. This lesson is scripted in both languages.

The students will analyze online sources for credibility and reliability while respecting others opinions through collaboration.

Students retell or re-enact events in sequence from "The Gingerbread Man" using pictures.

Students will work independently and collaboratively to recognize the theme within a variety of texts. Students will create theme topics and theme statements from texts read.