Students will read about Galileo and his amazing creation through this comprehension worksheet. During this sheet, students will analyze the text to respond to the open-ended question that is asked.

This lesson introduces students to a model mini-essay with two body paragraphs: one in which the author describes elements of mythology in the myth of Cronus, and a second in which the author describes a significant theme in that same myth.

In this lesson, students dig deeper into Paragraphs 20–22 in order to answer text-dependent questions. This is their final day to work with the Steve Jobs speech.

In this end of unit assessment, students read an excerpt from President Barack Obama’s Back-to-School Speech from 2009. They independently apply the same reading strategies and skills they practiced in reading and analyzing the Steve Jobs speech.

In this lesson, students gather details from the text to answer the question and then connect those details to make a claim. To prepare students to work independently on making an evidence-based claim in Lesson 11, in this lesson they identify one detail and the thinking behind choosing one detail as a whole group.

A majority of students in grades 4 to 6 are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of making connections. Students learn the three types of connections (text-to-text, text-to-self, and text-to-world) using a double-entry journal. They also learn about the life of Cesar Chavez and his work to promote civil rights.

In this recurring lesson, students use an anticipation guide to preview and make predictions about texts. The lesson begins with teacher-directed whole-group instruction in which students are introduced to the concept of previewing and guided in completing a prepared anticipation guide for Teammates by Peter Golenbock. Students are then given an opportunity to complete a portion of the anticipation guide independently. In the days that follow, students work in both teacher-guided and student-facilitated groups to extend their use of the previewing strategy with other texts. Finally, students discuss as a class how using anticipation guides helped them better understand the reading.

This PDF allows students to read passages, identify the text structure, and write information from the passage into the appropriate graphic organizer. The handout will serve as a great means of practice to remediate, enrich, or extended students? knowledge about various types of text structures found in informational text.

In Jackie Joyner-Kersee's autobiography, she writes of the challenges she faced early on while becoming a track and field athlete. In this CCSS lesson students will explore Jackie Joyner-Kersee's life through text dependent questions, academic vocabulary, and writing assignments.

Students will have an opportunity to develop such "live interviews" with ancient athletes; working in small groups, they will produce a script based on the results of their research and they will perform the interview for other students in the class.

Students will explore the personalities of the Revolutionary War's Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate.

This PDF allows students to read six nonfiction passages, identify the main idea and text structure, and come up with an appropriate title for each text.

In this lesson, students will focus on the question, "What adversity did people face as a result of the Black Death?" Students will read an excerpt of text and answer questions about word and phrase meanings as well.

This Achieve the Core 7th grade mini-assessment for The Long Night of the Little Boats by Basil Heater includes the text excerpt, quantitative and qualitative analyses of the text, question annotations, and supplemental materials so that students will experience an indepth understanding of the text.

This is an PBL project that includes a Driving question, grabber, culminating activity and a rubric. By giving students text and expecting them to summarize the articles and be able to come to their own ideas about what they think about the topic. And by letting them analyze the material it gives the students the opportunity to examine the text for themselves.

This lesson plan uses graphic organizers to help students create podcasts/ radio broadcasts using a Natural Inquirer article.

Have you ever wondered how to get students talking meaningfully about books? The Question-Answer Relationship (QAR) strategy helps students identify questions as "in the book" or "in my head" so that they know whether to draw on their own impressions or the book for answers. In this lesson, which can also be used in the sixth-grade classroom, introduce QAR through a read-aloud, sorting questions as they are answered and working with students as they learn how to sort questions themselves. Students then use the strategy to develop questions for a peer-led book discussion.