It's all a matter of opinion! Pupils take Part II of the mid-unit assessment, in which they continue organizing their notes in preparation for writing an opinion speech. Using the resource, they add reasons, evidence, and a concluding...

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. 

Great literature discussions are a consequence of carefully crafted questions, interpretative questions that permit more than one response, and responses supported by specific evidence from the text. The discussion questions in a guide...

It's time to put pen to paper. Scholars complete the first part of the mid-unit 3 assessment, writing a short constructed response about international aid following a natural disaster. Next, pupils use informational texts and note...

Fifth graders prepare for their end of the unit essay assessment by continuing to look at what makes an earthquake a natural disaster. They complete a graphic organizer and write a topic sentence. To finish, they view a model essay and...

An English language arts unit closely examines spelling, grammar, reading, and writing skills. Scholars practice spelling patterns and tricky words. A read-aloud details the War of 1812 and introduces adverbs, and a close reading looks...

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. 

Teach learners how to interact with both fiction and non-fiction text with a packet of activities and worksheets. After looking over text structure and the difference in text features between different types of writing,...

The proof is in the reading. Using the informative resource, scholars read a second article about either Althea Gibson or Roberto Clemente. As they read, they continue adding reasons and evidence to their graphic organizers to show how...

Shoo fly. Scholars read DDT Spray Scares Mosquitoes Away, Study Finds and You Think You Have It Tough? to complete a mid-unit assessment. The learners compare and contrast author presentation and conduct a credibility check on each...

How does recognizing the author's purpose help you draw conclusions about a topic? Using two articles (both are attached), learners brainstorm why each author wrote each article. Are their purposes similar or different? Learners use a...

Improve class understanding of colonial times by reading an informational text and filling out the accompanying graphic organizer. Class members work with a partner to read, take notes, make inferences, and synthesize information.The...

Scholars work in groups to compare Brown v. Board of Education excerpts and A Mighty Long Way. They use the Paired Text note catcher to organize their thoughts and divide the work using a jigsaw activity to track Carlotta's journey.

Examine the text features of non-fiction. Start the lesson by reading editorial samples provided by their instructor and analyze the texts for word choice, details, and organization. An editorial example and graphic organizer are...

Lend 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...

Everything 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...

Is 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”...

It'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...

Breaking 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,...

Do 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...

Polish 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...

The 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.

Young scholars practice organizing their vocabulary words in an online organizer tool. In this vocabulary lesson, students read a text and take notes. Additionally, young scholars organize their vocabulary words into an online "Alphabet...

Code 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...