Focus on similarities and differences with a jigsaw activity that requires pupils to compare Waiting for the Biblioburro to other texts they have read. To prepare, class members first respond to text-dependent questions, moving on to...

Expose your class to Waiting for the Biblioburro, narrative nonfiction that will act as the bridge between ficiton and informational texts to come. Class members do a close reading of the text, looking at excerpts instead of the whole...

What kind of text features help children build a strong vocabulary? Class members use text features such as headers to unpack new vocabulary words. They create vocabulary journals in which they will write what they think the definition...

Couple an in-depth study guide with your unit on The Sign of the Beaver by Elizabeth George Speare. With vocabulary exercises, discussion questions, and activities about facts and opinions, the study guide is a good way to...

Discuss the themes and events of Elizabeth George Speare's The Sign of the Beaver with a collection of journal topics. Each chapter contains two or three questions for kids to consider and write about, for a total of 24 questions.

Learners compare and contrast sine and cosine graphs in order to describe their characteristics in a collaborative activity. As they explain their reasoning, learners strengthen their writing and vocabulary skills associated with...

It's time to start journaling. Scholars look at examples of science field journals. They work in pairs to examine and complete a note catcher about a field journal. They then add to an anchor chart by discussing the different features...

Look carefully. Scholars practice observing and recording the natural world around them by looking out a window or viewing an image. Learners discuss how their experience compares to that of Meg Lowman in The Most Beautiful Roof in the...

I spy with my little eye! Learners observe page 23 in The Most Beautiful Roof in the World and practice what they would add to a field journal. They discuss how details from the text help add to their thoughts. To finish,...

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.

What can you contribute? Scholars read text to determine how ants contribute to the rainforest. First, they categorize and sort facts gathered from reading. Next, readers focus on specific terms in each paragraphs of the text Ants by...

Let's ask an expert. Scholars divide into groups to research and become experts on either ants or butterflies. Learners use task cards and text on their topic to complete a note catcher. At the end, they share their information with a...

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...

Get the facts straight. Scholars complete their mid-unit assessment by reading a text, watching a video, and observing a picture about howler monkeys. They take notes about the facts they discover to use in future lessons.

The fabulous four. Scholars learn the four key components for creating an excellent journal entry. They then work to create a journal entry rubric and participate in a mini lesson plan about organizing and outlining journal entries. 

Mail me a postcard. Individuals design a postcard to show what Meg Lowman from The Most Beautiful Roof in the World might have written to her friends at home. They then continue to work on writing a science journal entry.

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.

Let me draw you a picture. Scholars read a quote from Roger Tory Peterson and discuss his views on drawings. They then create their own drawings of an ant or butterfly to add to their science journals. 

One, two, three go!  Scholars work independently to finalize the three components of their final task. They complete a science journal entry, scientific text box, and scientific drawing. While working, learners sign up for an...

Give me more details. Scholars complete an end of unit assessment by creating an information text box to go with their field journal entries about howler monkeys. Learners use the class time to work independently.

Students tour a virtual gallery of Mexican Art and create a glossary of art terms. They explore the history and culture of Mexico through studying Mexican art. They access websites imbedded in this plan to study the artwork.

Students use the food guide pyramid established by the U.S. Department of Agriculture to evaluate the nutritional value of their favorite foods.

Students create a time line of their lives from the perspective of 50 years in the future.

Students research events relating to the Chicana rights movement and analyze the 1973 Chicana Caucus Resolutions. They draft a set of Chicana rights resolutions.