Just like instant replay, it's time to take a closer look! Pupils work together to add ideas to a Close Readers Do These Things anchor chart. They then put their knowledge to the test as they read an informational article about the...

Context matters! Using the intuitive resource, pupils decipher context clues to determine the meaning of unknown words from an informational text. Also, in small groups, they practice identifying the author's opinion and supporting...

What's the gist? Learners determine the gist of an informational article about sports in America. They also participate in a jigsaw activity, rereading the article and discussing the author's opinion and supporting evidence. 

Game on! Pupils take their end-of-unit assessment, writing an opinion paragraph about the importance of sports in American culture. To support their opinions, they use evidence from the informational articles they've read throughout the...

Let's take a walk! Scholars participate in a gallery walk to view images and text about athletes Althea Gibson and Roberto Clemente. After summarizing the information they've learned, pupils choose which athlete they are interested in...

Working in small groups, scholars continue reading an informational text about either Roberto Clemente or Althea Gibson. As they read, pupils create graphic organizers in their journals to help map their ideas logically. 

How do athletes break barriers? Pupils consider the question as they continue looking for evidence to support their opinions about how their chosen athlete created a legacy. In small groups, they read an informative article about either...

Take a closer look to determine the legacy. Learners participate in a close reading of an informational text about either Roberto Clemente or Althea Gibson. Next, they determine how their athlete broke barriers and created a legacy,...

Let's race to the finish line. Scholars read an informational text about a chosen athlete. While reading, they add evidence and reasons to a graphic organizer to support their opinions about how their athlete broke barriers. 

Pupils read informational texts about the Mary River Project, searching for the gist. As they read the expert texts, they complete a graphic organizer to identify and analyze point of view.

Using the thought-provoking resource, scholars continue researching opposing points of view about the Mary River Project proposal. They read an informational text, watch a video, and record the gist of the text and video in their...

Pupils take a mid-unit assessment, completing a point of view graphic organizer based on an informational article about offshore drilling. Next, learners answer text-dependent and short-answer questions about the text.

Scholars complete an assessment, read an informational article, and answer text-based questions. Also, pupils use the Painted Essay technique to write a draft editorial about a topic they studied throughout the unit, the Mary River Mine...

As scholars begin using informational texts, it's important they understand their uses and features. This visual activity has readers match three text titles to corresponding pictures. Next, they examine a book cover with the...

Explore how the library or Internet resources function as textual information. Young writers research a chosen topic then read and comprehend the collected information. They structure the information with texts and graphics for a...

Compare information from a US population cartogram and a standard US map. Learners draw conclusions about population density by analyzing census data a population distribution. They discover that census data is used to apportion seats in...