EngageNY
Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
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.
EngageNY
Using Peer Feedback and Summarizing Our Research In Informational Text Boxes
Insert text box here. Learners use index cards to create their own informational text boxes. The text box includes information about an insect in the rainforest. Scholars also complete the draft of their research science journal entries.
EngageNY
Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
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.
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Research: Close Read of Text 1 for Each Expert Group
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,...
EngageNY
Research: Close Read of Text 2 for Each Expert Group
Pass the chalk! Pupils participate in a Chalk Talk activity to synthesize information from multiple texts about Roberto Clemente and Althea Gibson. Scholars also read an informational article about one of the athletes, searching for...
EngageNY
Organizing an Opinion, Reasons, and Evidence: Text 2 for Each Expert Group
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...
EngageNY
End of Unit Assessment: Drafting the Informative Consumer Guide
Not all sandwiches are edible. Scholars use a Quote Sandwich graphic organizer to draft the written content of their informative consumer guides. Additionally, they view a mini-lesson on formal writing.
EngageNY
Conducting Research: Analyzing a Variety of Sources to Capture Information about My Insect
From picture to words. Scholars analyze a picture of an ant and then list two facts they observed and any questions that may arise. Expert groups from the previous instructional activity then look at a diagram about either an ant or...
EngageNY
Gathering Information about Water Management: Assessing and Reading Internet Sources, Day 3
Water is life! Using the informative resource, scholars first read two informational articles about water management in agriculture. Then, they use a Venn diagram to contrast the different types of evidence authors use to support a...
EngageNY
Finding Relevant Information and Asking Research Questions: The Big Thirst
Let's get to the gist. As scholars continue their study of Charles Fishman's The Big Thirst, they practice writing the gist of the text. Additionally, pupils add notes about the industrial uses of water to their researcher's notebooks.
EngageNY
Research: Close Read of Text 3 for Each Expert Group
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...
EngageNY
Researching Information about Sustainable Fishing
Go fish! Scholars continue using their research skills to find factual information to use in their consumer brochures about overfishing. They work in triads to research information about sustainable fishing practices and share their...
EngageNY
Analyzing the Features of an Informative Consumer Guide
Analyze, strategize, synthesize! Scholars analyze informative consumer guides to determine what features to include in their own guides. Next, pupils select charts and images to use in their guides.
EngageNY
Planning Content of Informative Consumer Guide: Sustainable Fishing Methods
There's no such thing as over-planning. In preparation for their informative consumer guides, scholars complete a Quote Sandwich graphic organizer to compile their information about sustainable fishing methods. Next, volunteers share...
EngageNY
Planning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion
Let'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...
EngageNY
Performance Task: Final Informative Consumer Guide
Formative feedback should be kind, specific, and helpful. Pupils engage in a peer editing process, using a rubric to critique a partner's writing. Next, scholars use the feedback to create the final version of their informative consumer...
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Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods
Sustainable seafood is not an oxymoron. Pupils watch a video about how consumers purchase seafood responsibly. Then, using resources in their assessment research folders, they complete a graphic organizer to record factual information...
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Taking Notes and Citing Quotes from Text: Gathering Information on our Rainforest Insects
In other words. Scholars practice using paraphrasing and quotes. They partner in pairs to write a paraphrase for an information text strip. Individuals then use their skills to paraphrase information from the text Fire Ants.
Texas Education Agency (TEA)
Gaining Understanding and Information from Introductory Material, Headings, and Other Division Markers in Texts (English III Reading)
All teachers are teachers of reading! The 13-part interactive series ends with a lesson that teaches learners (and their instructors) how to approach reading their textbooks. After learning about several strategies, users test their...
Curated OER
Is That a Fact?
Investigate popular scientific claims and gather evidence to defend or argue against an author's stance. Writers synthesize information and compose their own "Really?" columns modeled after those found in the weekly "Science Times"...
EngageNY
Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
The gist should be short and sweet! Pupils practice finding the gist of an informational text and then write a summary of the text. Next, they gather with their research teams to discuss a focus question based on the novel Bud, Not Buddy...
EngageNY
Researching about the Red Cross: What Is a Multinational Aid Organization?
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...
EngageNY
Documenting Research: Sorting and Recording Information About the Wheelwright
Fourth 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 used...
EngageNY
Revising the Informative Consumer Guide: Sentence Structure, Transitions, and Works Cited
Transitions are the glue that link paragraphs together. Pupils listen to a mini lesson plan on sentence structure and transitions and use what they learned to revise their informative consumer guides. Next, they self-assess their writing...