The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can introduce students to the concepts of recycling and conservation, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.
The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can provide the background information needed for students to design a solution for cleaning a polluted environment, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.
The teacher will present an informational text from the website, ReadWorks. Students will interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will describe the freshwater distribution on the Earth's surface and provide a graphical representation of freshwater reservoirs. This activity can serve as reinforcement after students have already learned this concept or be used as an assessment at the conclusion of a lesson.
Students begin by brainstorming types of poetry, then examining themed poetry collections to find examples. They create a working definition of poetry that they will revisit throughout the unit. Next students reexamine the collections, identifying what the poems have in common and generating a list of characteristics of thematic poetry collections. Students then begin work on their own poetry collection. In each session, they read, analyze, and write a different form of poetry, including diamante, cinquain, 5W, Bio, I Am, Name, Acrostic, Limerick, and Two-Voice poems. In some forms, they write about themselves, and for others, they interview and write about a classmate, but all the poems follow the theme of "getting to know each other". Throughout the process, students complete a checklist to organize and track what they learn about poetry forms and elements of poetry. Graphic organizers are included for each poetic form.
While students in grades 4–6 often have the necessary skills to decode words, they sometimes struggle with comprehending the words they have read. In this lesson, students use the INSERT (Interactive Notation to Effective Reading and Thinking) technique to help them monitor their own thinking and make connections between texts and their own experiences. Students begin with an introduction to the strategy and a teacher-directed demonstration of the strategy using a text about mummies. Students are then given an opportunity to practice the strategy in small groups and reflect on the benefits of the INSERT technique. In subsequent sessions, students are divided into three instructional-level groups to practice using the strategy and participate in various writing and reading activities.
This lesson is a great way to teach both scientific and English content to a class, although the teacher can easily choose another book and subject area. In this lesson, students listen to poems in the book Science Verse by Jon Scieszka. Students then create diamante, acrostic, or theme poems with illustrations. To help increase fluency, students read their poems to the class. Finally, students create original poems using facts they have learned in the current science curriculum.