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Worksheet
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\n\"Collect\n\n
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\nCurated OER\n
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\nCollect and Organize Data: Homework\n

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\nIn this collecting and organizing data learning exercise, students use the tally chart for the students' eye color to answer the first two questions. Students then survey their family for eye color, record those results in a tally chart,...\n
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Lesson Plan
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\n\"Researching\n\n
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\nEngageNY\n
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\nResearching about the Red Cross: What Is a Multinational Aid Organization?\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nLend a helping hand. Pupils read two informational articles about international aid organizations and how they help areas affected by natural disasters. Scholars attempt to uncover the gist of each text, discussing their thoughts in...\n
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Organizer
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\n\"Understanding\n\n
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\nMark Twain Media\n
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\nUnderstanding Informational Text Features\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nEverything you need to know about informational text features can be found in this resource. Recognizing these types of text features and how they are used in text allows readers to better understand information. Teachers...\n
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Lesson Plan
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Details from Nonfiction Text to Organize Sequence of Events\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nIs it important to do things in a certain order? Yes, especially when making a peanut butter and jelly sandwich. Or so your class will learn in a lesson on sequencing. After guided practice, class members generate their own “how-to”...\n
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Lesson Plan
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nIt's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...\n
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Lesson Plan
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\n\"Text\n\n
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\nStatistics Education Web\n
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\nText Messaging is Time Consuming! What Gives?\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe more you text, the less you study. Have classes test this hypothesis or another question related to text messages. Using real data, learners use technology to create a scatter plot and calculate a regression line. They create a dot...\n
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Lesson Plan
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing Text Structure: “Generation Z Stereotyped”\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nBreaking the stereotype. Readers use the Generation Z Stereotyped Structure anchor chart and find the central idea of the text. They then read Generation Z with partners and discuss the text using guiding questions. Finally,...\n
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Lesson Plan
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\n\"How\n\n
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\nCurated OER\n
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\nHow To Write a Social Studies Outline\n

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\n\nFor Teachers\n\n5th\n
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\nOne of the keys to success in school is organization. This resource leads learners through the process of creating an outline for a chapter from a social studies text. In addition, they review facts they have learned in their class...\n
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Lesson Plan
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\n\"Book\n\n
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\nCurated OER\n
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\nBook Discussions in a Reading Partnership\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nDo you have a lot of different reading levels in your class? Pair kids up by level and have them choose a book to read independently. They will make predictions, ask questions, make connections, etc. Consider creating a general reading...\n
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Lesson Plan
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\n\"Order!\n\n
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\nCurated OER\n
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\nOrder! Order!\n

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\n\nFor Teachers\n\n1st - 4th\n\nStandards\n
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\nPolish organization skills in your youngsters. With this lesson, they are introduced to the trait of organization and participate in activities that reinforce organization. They cut apart a familiar story, receive different...\n
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Lesson Plan
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\n\"Research\n\n
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\nRead Write Think\n
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\nResearch Building Blocks: \"Organize This!\"\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nLearners organize the information they have compiled through the research process. Throughout this unit, students not only learn the research process but also experience it firsthand.\n
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Unit Plan
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\n\"Constructing\n\n
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\nUniversity of Delaware\n
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\nConstructing Text-Based Arguments About Social Issues\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nEighth graders take a stand on a variety of controversial topics with a lesson on argumentative writing. As they view an informative presentation and work with collaborative groups, they decide which side of each argument they want to...\n
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Assessment
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\n\"English\n\n
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\nNew York State Education Department\n
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\nEnglish Language Arts Examination: June 2016\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe English Language Arts Examination handout contains a variety of multiple-choice questions to assess reading comprehension, in addition to a source-based argument essay and text-analysis response prompts.\n
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Lesson Plan
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\n\"Alphabet\n\n
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\nCurated OER\n
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\nAlphabet Organizer\n

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\n\nFor Teachers\n\n2nd - 8th\n
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\nStudents practice organizing their vocabulary words in an online organizer tool. For this vocabulary lesson, students read a text and take notes. Additionally, students organize their vocabulary words into an online \"Alphabet Organizer\"...\n
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Lesson Plan
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\n\"Researching\n\n
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\nEngageNY\n
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\nResearching about the Red Cross, Continued: Who Is the Red Cross and What Does This Multinational Organization Do?\n

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\nCode red! Learners read an informational article about the Red Cross, discussing the gist of the text in small groups. On a three-column note catcher, pupils take notes to show how the Red Cross functions as a multinational aid...\n
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\n\"Taking\n\n
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\nEngageNY\n
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\nTaking Notes Using a Graphic Organizer: Inferring About Work and Play in Colonial America\n

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\nWhat was life like in colonial America? Follow this instructional activity and your pupils will find out what people in colonial times did for work and for fun. Ask learners to compare and contrast the two texts and explain what the...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Answering Text-Dependent Questions About Librarians and Organizations Around the World\n

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\nThis is a skills-based assessment that asks test takers to use textual evidence to determine the main idea of an excerpt from an informational text as well as respond to text-dependent questions. The assessment is the middle point...\n
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Lesson Plan
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\n\"Planning\n\n
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\nEngageNY\n
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\nPlanning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nLet's get organized! Pupils organize the information they have gathered about overfishing into a Quote Sandwich graphic organizer in preparation for their informative consumer guides. Next, they engage in a pair share activity to discuss...\n
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Lesson Plan
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\n\"Using\n\n
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\nEngageNY\n
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\nUsing Multiple Resources of Information: Creating a Cascading Consequences Chart about DDT and Practicing a Fishbowl Discussion\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nFor every action there is a consequence. Scholars continue their work on creating a cascading consequence chart about DDT using Welcome Back, The Exterminator, Rachel Carson: Sounding the Alarm on Pollution along...\n
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 2: Unit 1, Lesson 12\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWhat happens when a tenuous grasp on sanity begins to slip? Compare Edgar Allan Poe's \"The Tell-Tale Heart\" and Emily Dickinson's \"I Felt a Funeral, in my Brain\" with a lesson plan focused on developing a common central idea. High...\n
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\n\"Documenting\n\n
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\nEngageNY\n
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\nDocumenting Research: Sorting and Recording Information About the Wheelwright\n

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\nFourth graders practice using a graphic organizer to record their notes and answer text-dependent questions while supplying evidence of how they found their answer. They focus on a machine called the wheelright, which was commonly...\n
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\n\"Short\n\n
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\nCurated OER\n
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\nShort But Sweet\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nAfter analyzing and evaluating news summaries found in the New York Times \"Week in Review\" section, middle schoolers study the steps for summarizing a news article briefly and accurately. They write two news summaries: one on a newspaper...\n
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Organizer
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\n\"Organize\n\n
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\nPolk Bros Foundation\n
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\nOrganize an Argument\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nPrepare your pupils for a debate or argumentative writing assignment. Students can use the two columns here to take notes on two different arguments about the same topics. They then note down their own positions and briefly explain their...\n
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\n\"Making\n\n
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\nOdell Education\n
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\nMaking Evidence-Based Claims: Grade 9\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nSorry, Charlie. Scholars take a close look at Apology by Plato. Activities analyzing the text help pupils understand, make, organize, and write about claims. Learners work in groups, complete claim tools, and evaluate thinking by filling...\n
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