Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3

Let's take a walk! Scholars participate in a gallery walk to view images and text about athletes Althea Gibson and Roberto Clemente. After summarizing the information they've learned, pupils choose which athlete they are interested in...

Identifying nonfiction text features is a skill students can take to any subject. A packet of posters demonstrate different text features that learners would encounter in a textbook or informational article, encouraging pupils to think...

Pupils read informational texts about the Mary River Project, searching for the gist. As they read the expert texts, they complete a graphic organizer to identify and analyze point of view.

Guide learners through a discussion about Natalie Babbitt's Tuck Everlasting with a helpful graphic organizer. As they read through the novel, individuals note their reactions to statements about the book's themes, and fill out a chart...

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...

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...

It's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...

Here's a resource that explicitly teaches, models, and provides readers with opportunities to practice the process of drawing inferences from text. Packed with strategies elementary, middle, and high school teachers can use, the resource...

How does recognizing the author's purpose help you draw conclusions about a topic? Using two articles (both are attached), learners brainstorm why each author wrote each article. Are their purposes similar or different? Learners use a...