Informational Text

Fears and Phobias Unit Plan

In this unit plan, educators can see where the Selecting and Analyzing Evidence mini-task fits into a broader unit of study about fear. In this unit, students have guided opportunities to read multiple informational and fictional texts and practice selecting and elaborating on evidence to support a claim. The unit plan includes the standards addressed, instructional foci, and various forms of assessment.

SOURCE: Building Educator Assessment Literacy

ELA Mini-Task

This mini-task, used by the teacher and coach in the BEAL English Language Arts videos, involves reading a nonfiction text, then making a claim and supporting it with evidence from the text.

SOURCE: Building Educator Assessment Literacy

 

Thinkaloud Survey

Teachers at Cornell Elementary School use the state-developed Thinkaloud Survey to reflect on how well they are implementing the thinkaloud strategy in classroom instruction. The survey asks teachers to rate their overall skill, describe how frequently they use the strategy, and identify the parts of the strategy with which they need assistance. For further information on the use of thinkalouds, view Dr. Joe Dimino’s demonstration in the video, Thinkaloud Examples in Comprehension and Phonics.

 

FEATURING: Cornell Elementary School (IA)

SOURCE:  Doing What Works

Social Studies Pair-Sharing and Discussion Guidelines

This PowerPoint outlines a seventh-grade social studies lesson that scaffolds text discussion strategies to help students develop an understanding of the experiences of Chernobyl survivors. The lesson plan includes student guidelines for engaging in partner and small group discussions. The lesson concludes with class presentations, a question-and-answer period, and individual student reflections. An example of student work is also included here.

 

FEATURING: Laurie Erby, Seventh-Grade Teacher, Saline Middle School (MI)

SOURCE: Doing What Works

Student-Driven Discussions in Social Studies

Listen to a teacher talk about how she scaffolds text discussion using pair-share, small group discussion, and large group share-out activities. Hear her description of the gradual release of responsibility from teacher to student, with the end-goal of student-driven discussions. View the related sample material, Social Studies Pair-Sharing and Discussion Guidelines.

 

FEATURING: Laurie Erby, Seventh-Grade Teacher, Saline Middle School (MI)

SOURCE: Doing What Works

Analyzing Speeches

These materials assignments from teacher Jim Burke's high school English class include assignments using Obama's keynote address assignment, a speech assignment on Cesar Chavez's speech, note-taking sheets for identifying figurative language, and a template for comparing and contrasting speeches by Chavez and King.

 

FEATURING: Jim Burke, English Teacher, Burlingame High School (CA)

SOURCE: Doing What Works

Building Academic Literacy Through Text Discussion

 

Listen to high school English teacher Jim Burke describe the importance of providing opportunities for adolescents to discuss text. He explains how he establishes a supportive environment for discussions and describes note-taking organizers he uses to help students prepare for text discussions. View the sample materials, Analyzing Speeches and "Four R" Notetaking Template, for more details.

 

FEATURING: Jim Burke, English Teacher, Burlingame High School (CA)

SOURCE: Doing What Works

Reflective Science Reading Logs and Evaluation Rubric

Science teacher Heather Howlett uses reading logs to support student questioning and text discussion. The evaluation rubric is used to assist students with self-evaluation of their progress and understanding. Student work examples are included to show how these resources were used during an astronomy lesson.

 

FEATURING: Heather Howlett, Eighth-Grade Teacher, Three Fires Middle School (MI)

SOURCE: Doing What Works

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