5th Take Home Activity

Skill Ladder of Goodell
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Sample Lesson Plans
Basic Sight Words

Lesson Plan Title: Word Chomp
Source: https://www.education.com/lesson-plan/word-chomp/
Using Phonetic Analysis

Lesson Plan Title: Rhyming Words for Pre- K
Source: https://www.education.com/lesson-plan/rhyming-words-for-pre-k/
Using Structural Analysis

Lesson Plan Title: Suffixes
Source: https://www.education.com/lesson-plan/suffixes/
Idioms and Figurative Language

Lesson Plan Title: Simile or Metaphor
Source: https://www.education.com/lesson-plan/simile-or-metaphor/
Finding the Main Idea

Lesson Plan Title: In Search of the Main Idea
Source: https://www.education.com/lesson-plan/the-idea-is-in-the-bag/
Finding the Supporting Details

Lesson Plan Title: Supporting Details
Source: https://www.education.com/lesson-plan/supporting-details/
Classifying and Organizing Facts

Lesson Plan Title: Classifying Nonfiction Details
Source: https://www.education.com/lesson-plan/classifying-nonfiction-details/
Inferring Meaning and Drawing Conclusion

Lesson Plan Title: Inferring Meaning
Source: https://betterlesson.com/community/lesson/20116/inferring-by-reading-between-the-
lines?from=search
Following Directions
Lesson Plan Title: Following Directions
Source: https://www.education.com/lesson-plan/following-directions/
Using Parts of the Book

Lesson Plan Title: Parts of a Book
Source: https://www.education.com/lesson-plan/parts-of-a-book/
1 | 5th Take Home Activity: Sample Lesson Plan -- Skill Ladder of Goodell
Using a Dictionary
Lesson Plan Title: My “A” Dictionary
Source: https://www.education.com/lesson-plan/my-a-dictionary/
Using Reference Materials

Lesson Plan Title: Research Where to Find the Answers
Source: https://www.education.com/lesson-plan/research-where-to-find-the-answers/
2 | 5th Take Home Activity: Sample Lesson Plan -- Skill Ladder of Goodell
Word Chomp
Kindergarten Reading
by Chris Herman September 4, 2015
Chomp along to "The Three Little Fish and the Big Bad Shark" as students focus on high frequency words and
final consonant sounds. This lesson is sure to be an ocean-themed favorite!
Learning Objectives
Students will be able to read multiple high-frequency words.
Materials and preparation
High-frequency sight words shaped as fish

(such as after, before, and is)
Write and Draw Sight Words worksheets
Alphabet flashcards
Pictures of sea creatures
The Three Little Fish and the Big Bad Shark by
Ken Geist
Whiteboard
Markers
Attachments
PDF
Write and Draw Sight Words: All
PDF
Write and Draw Sight Words: Under
Introduction (5 minutes)
Have your students "shake sillies out" and then do a silent stretch for 10 seconds to settle themselves.
Have your students catch a "bubble" in their mouths by opening their mouths and gulping.
Demonstrate a shark "chomp" to begin the lesson by placing one hand on your hip, the other on your
head, and clapping your hands together to chomp.
EL
Beginning:
Display a picture of a shark for students to reference when introducing a shark chomp.
Define the word "chomp" as a big bite and ask students to practice opening their mouths and taking a
pretend "big bite" of food.
Intermediate:
Ask students to think about how an animal might take a big bite of something, then have them
demonstrate taking a big bite or "chomp" using their hands.
Get more lesson plans at https://www.education.com/lesson-plans/

Explicit Instruction/Teacher modeling (15 minutes)
Instruct your students to pretend to be sharks and find certain words to "chomp" fish sight words.
Have the entire group chomp in the background as a student volunteer "swims" around trying to find the
words.
Read The Three Little Fish and the Big Bad Shark aloud to the entire class.
Include action movements and predictions to capture their attention during story.
EL
Beginning:
Review the definition of sight word by going over word wall words with the class.
Model how to make a prediction and then have students turn and talk to share their predictions for
different parts of the story (pause as you read) with a peer, using the sentence frame "I think ____ will
happen next."
Intermediate:
Have students turn and talk to a partner to share what a sight word is.
Ask students to point to the word wall and read sight words aloud chorally.
During the read aloud, provide students with sentence frames to support prediction "I think that ____ will
happen next because ____."
Guided Practice (10 minutes)
Have students volunteer to share words they know that rhyme with fin.
Then, use letter flashcards to sound out different letter combinations, such as win and tin.
If the letter combinations are not a real word, put them back in the "ocean" (on the carpet).
EL
Beginning: Provide images to accompany rhyming words to use in game.
Intermediate: Pair students together to play a rhyming sight word game together.
Independent working time (10 minutes)
Give your students the sea-themed Write and Draw Sight Words worksheets to complete.
EL
Beginning:
Group students together and read aloud the worksheet before having them complete it.
Review words in students home language as needed.
Intermediate:
Provide students with a visual for the word "under" and review any unknown vocabulary as needed.
Related books and/or media
GAME: Sight Words Match: Set 1

Find interactive books for each child’s level.
Differentiation
Enrichment: Introduce consonant blends at the beginning and end of words including /ch/ and /sh/.
Teach words such as chin, shin, fish, and shark.

Support: Focus on sight words instead of rhymes for the duration of the lesson.
Assessment (10 minutes)
Track the high frequency words that students read correctly.

Ask your students to identify words that rhyme with the sight words.
EL
Beginning: Provide students with images of rhyming words and ask them to match the rhyming words
together, assess if students are able to match words correctly.
Intermediate: Pair students together and have them verbally share rhyming words.
Review and closing (10 minutes)
Have students volunteer to share their favorite parts of The Three Little Fish and the Big Bad Shark.
Ask your students to review and write new words that they learned on the whiteboard.
EL
Beginning:
Pair students together and provide them with sentence stems to use when responding to the prompt, "My
favorite part of the story was ____."
Intermediate:
Have students use the sentence stem, "I liked the ____ part because ____ when reflecting on the story."
Have students draw or verbally state new words rather than writing them.

Rhyming Words for
Pre-K
Preschool, Kindergarten Reading 50 minutes Standards: RF.K.2.A
by D’Vonne White April 21, 2015
Get your students ready to read by practicing rhyming words. Engage your class by introducing
families of easily identifiable rhyming words.
Learning Objectives
Students will be able to identify and say rhyming words with the endings –at, -og and –ish.

Materials and Preparation Key Terms:
Rhyming Word worksheet rhyming words
Pencils
Whiteboard markers
Fish image
Dish image
Log image
Frog image
Dog image
Hog image
Cat image
Hat image
Mat image
Magnets or clips to attach pictures to whiteboard
Whiteboard
Scissors
Glue
Get more lesson plans at www.education.com/lesson-plans/

Attachments
DOCX
Rhyming
Words
Lesson
Have your students seated at their desks or on a mat.
To motivate and activate your students, tell them that they will be learning about rhyming
words, which are words that have the same ending sounds. Ask for examples of words that
rhyme. For example, potential discussion questions include: What rhymes with bat? How
do you know?
Ask your students to identify the pictures that you will show them.
Show the students a picture of a fish, a dish, a log, a frog, a dog, a hog, a cat, a hat, and a
mat.
Have them raise their hands if they know the answers.
Explicit Instruction/Teacher Modeling (10 minutes)

Attach the picture of the cat to the whiteboard.
Make a list of the following words on the board: fish, dish, log, frog, dog, hog, mat, hat, and
fat.
Point to each word and read it aloud. Have your students repeat the words after you.
Ask your students which words rhyme. For example: What does cat rhyme with? Have them
refer to the pictures to answer.
Show your students similar endings in words by underlining the –at in cat, mat, hat, and fat.

Guided Practice/Interactive Modeling (10 minutes)
Select a student to come up to the whiteboard.
Give that student the picture of a fish.
Ask the class to look at the words written on the whiteboard, and have them raise their
hands if they know which word rhymes with fish.
Repeat steps 1-3 using various images from the list.
Independent Working Time (10 minutes)

Have your students work independently at their desks.
Provide them each with the Rhyming Words worksheet.
Read the instructions to your students, and have them complete the worksheet
independently.
If your students need support, have them draw pictures of words that rhyme next to the
pictures on the worksheet.
Extend
Differentiation
Enrichment: Give your students a typed list of words and some cut out words that rhyme
with the words on the list. Have them paste the cut out words next to the correct rhyming
word on the list.
Support: Only introduce the –at family of words. Have your students sound out each letter
in the words, and assist the student in blending the words.
Related Books and/or Media

One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss

Review
Walk around the classroom, and complete a mini-conference with each student.
Randomly give each student a word from the vocabulary list, and ask each person to
identify a word that rhymes. For example, show a picture of a dish, and have your student
produce a real word that also ends in -ish.
Review and Closing (5 minutes)

Separate the class into two, and have the teams compete to see which group can say these the
fastest.
Fish rhymes with dish or wish.

Cat rhymes with fat, mat or hat.
Dog rhymes with hog, log or frog.
Copyright © 2006 - 2015 Education.com, Inc. All rights reserved.

Suffixes
Third Grade Reading, ESL
by Caitlin Fahey July 22, 2015
This introductory lesson on suffixes is sure to get your young scholars excited about root word modification.
Students will work both independently and in pairs as they work on a bunch of fun worksheets.
Learning Objectives
Students will able to identify suffixes and their meanings and properly add them to root words.
Materials and Preparation Key Terms
Teacher copy of the Part of the Job worksheet suffix

Class set of the Grammar: Suffixes worksheet root word
Class set of the Circle the Suffixes worksheet
Class set of index cards
Document camera
Attachments
PDF
Part of the Job
PDF
Grammar: Suffixes
PDF
Circle the Suffixes
PDF
Circle the Suffixes
Ask students to discuss the definition of root word. Give them time to share their ideas, and then review
the meaning and examples with them.
Read aloud the Learning Objective and have students repeat it. Explain that students will be playing with
words and different word parts today to figure out the meaning of new words they create.
Introduce the concept of a suffix, which is a set of letters that comes after the root word and changes its
meaning. Give an example: "big," "bigger," and "biggest" mean different things.
Write on the board: "A suffix can change the part of speech of the root word."
Give the following examples: "teach" is a verb, while "teacher" is a noun. "React" is a verb, while
"reaction" is a noun.
Write a list of common suffixes you would like students to learn, such as -ful, -less, -y, -ly, -able. Share the
meaning of each of the suffixes and provide examples of words using each suffix.
Display the top portion of the Part of the Job worksheet on the document camera. Share the meaning of
each of the suffixes, and then model thinking aloud about the correct suffix for each root word. Then
share the meaning of each new word that was created with the addition of the suffix.

Distribute a copy of the Grammar: Suffixes worksheet to each student and display a copy on the
document camera. Put students into small groups of three to four students.
Guide students through the first few examples in each section of the worksheet together, and then ask
them to work together in their groups to complete the remainder of each section.
Go over the answers as a class by calling on nonvolunteers. Call on other students to share whether they
agree or disagree with the answer, and have them explain why.
Hand out the Circle the Suffixes worksheet to each learner and have them complete it independently.
Circulate and provide support and feedback as necessary.
Differentiation
Enrichment:
Ask students to maintain a list of suffixes for the duration of the lesson. They can add the suffixes they
know, in addition to any they learn about while completing the worksheets. Then, challenge them to
come up with a list of words with those suffixes.
Support:
Pull struggling students aside and help them complete the worksheets. Reteach when needed.*
Give each student an index card for the Exit Ticket and instruct them to write a sentence using one of the
following suffixes: -ful, -less, or -able. Have them circle the word with the suffix.
Utilize the completed worksheet from Independent Practice as a formative assessment of students'
mastery of the Learning Objective.
Ask students to turn to a shoulder partner to review the definition of suffix and come up with two
examples of words with suffixes. Call on nonvolunteers and have them share out with the class.
Explain that when we understand the meaning of certain word parts, it helps us to understand the
meaning of new words. This helps us build a better vocabulary!

Similes and
Metaphors:
Comparisons Done Right
Fourth Grade Reading, Writing 100 minutes Standards: L.4.5.A
by Susan Russell July 6, 2015
Your little poets will love how their creative writing abilities will grow with this lesson about
similes and metaphors. Students engage in fun activities to learn about similes and metaphors
and write comparisons as directed.
Learning Objectives
Students will be able to identify and explain the meaning of simple similes and metaphors in
context.

Notebook paper simile
Pencils metaphor
Book of poems, optional

Lesson
Tell students that a good way to improve their descriptive writing is to use comparisons.
There are two common types of comparisons people use when writing. These comparisons
are called metaphors and similes.
Tell your students that a simile is a comparison that uses the words "like" or "as." Write
“She is as busy as a bee.” on the board. Ask for a volunteer to explain what that comparison
means.
Tell your students that a metaphor is a word or group of words that compares two people,
animals, things, or places. Write "The classroom was a zoo when the substitute teacher
was there." on the board. Ask a volunteer to explain this comparison.
Make anchor charts to display the rules of simile or metaphor comparisons if desired.

Review once again that similes and metaphors are comparisons.
Emphasize that the comparisons are not meant to be taken literally. Note: ESL students
have great difficulty understanding the technique of using a comparison that is not meant to
be taken literally.
Check for student understanding of this writing technique before proceeding.
Tell your students you are going to play a simile game and that you will first demonstrate
how to play it.
Students will be making up comparisons about themselves to create a simile. Display a list
on your board or document camera as follows:
I am as tall as a ___________________.
I am funny like a ___________________.
I am as fast as a ___________________.
I am as happy as a ___________________.
I am as clever as a __________________.
Demonstrate the technique by answering the first two comparisons in relation to yourself.
Explain why you chose the comparison you did and reinforce that it is a simile because it is
a comparison that uses the word “as” or “like."
Go around the room and let each student finish one of the statements of their choice.
Always discuss the comparison and reinforce why it is a simile.
Write down some of the comparisons the students make and save those comparisons for
the Guided Practice section.
Repeat the activity, but this time students will be making metaphors.
Review the definition of a metaphor. Stress that a metaphor does not make a comparison
with the words “as” or “like." This activity is usually more challenging and students will need
guidance to create a metaphor. Help them develop their comparison and to make it a
metaphor and continue to demonstrate this comparison as needed.
Write on the board or document camera the following:
The snow is ___________________.
Her heart is a ___________________.
My teacher is a ___________________.
The world is a ___________________.
My best friend is a ___________________.
Demonstrate the technique by completing several of the metaphors.

Go around the room and allow students to select the comparison they want to complete.
Ask students to explain the meaning of their comparison as you did with the similes. Write
down several of the responses for Guided Practice.
Check for understanding.

Have the simile and metaphor responses you recorded from the Explicit Instruction activity.
Tell students that they will practice identifying similes and metaphors. Read the class'
examples.
Ask for a student volunteer to identify the type of comparison and to explain what the
comparison means.
Check for understanding and work with students struggling with these comparisons in a
small group.

Select an engaging and fun topic such as zombies for this segment.
Tell students that you want them to take out a piece of notebook paper and write down two
similes and two metaphors about zombies.
Collect their papers when completed and use for assessment.
Extend
Differentiation
Enrichment: Challenge students to take the comparisons they wrote during independent
working time and create a poem that uses two or more of the comparisons they wrote.
Support: Provide small group support for struggling students so they can review and
practice the comparison techniques of metaphors and similes.

Review
Review student zombie comparisons and check for mastery of similes and metaphors.
Provide feedback on their papers and return.

Ask students to volunteer to share their examples of similes and metaphors with the class.
Ask other students to explain why the student example was a simile or metaphor.
Summarize the lesson by reinforcing the rules that make a comparison a simile or
metaphor.
Consider reading a poem to the class that contains some examples of similes or metaphors
and discuss how those comparisons enrich the writing of the poem.

In Search of the Main Idea
Third Grade Reading
by Dee Mulhern October 6, 2015
Young learners will love finding the main ideas in short informational texts. Featuring a bunch of fun worksheets,
this lesson will help students learn about different topics while improving their reading skills.
Learning Objectives
Students will be able to identify main ideas and supporting details.
Materials and preparation Key terms
Graphic organizer on chart paper or drawn on main idea

board supporting details
Class set of the Find the Main Idea: Elephant
worksheet
Class set of the Find the Main Idea: Moon
worksheet
Class set of the Find the Main Idea: Shark
worksheet
Attachments
PDF
Find the Main Idea: Elephant
PDF
Find the Main Idea: Moon
PDF
Find the Main Idea: Shark
PDF
Find the Main Idea: Elephant
PDF
Find the Main Idea: The Moon
PDF
Find the Main Idea: Shark
Tell students that the main idea is the most important or central idea in a paragraph. Just like there is a
main street in a town, there is a main idea in a written passage.
Show students a box. Place various cooking supplies in the box. Pull out one object from the box at a
time. At the end, ask what these items all have in common.
Make the connection that the theme of this box is also its main idea.
EL
Beginning: Give students the name of all the objects. Allow ELs to act out how they would use the tools
to show they're understanding.
Intermediate: Encourage them to provide an example of how all the objects are used together. Provide

a word box of the tools.
Have ELs tell a partner the definition of main ideas and supporting details, either in English or their
home language (L1). If needed, provide the sentence stem "The main idea is ___."
Model with a familiar or culturally relevant topic.
Tell students that just like the box had a main idea, a paragraph or story also has a main idea.
Read the paragraph on the Find the Main Idea: Elephant worksheet. Explain that often the main idea or
what the paragraph is mainly about is stated in the first or last sentence. Reread both of these sentences
and note their similarities.
The main idea is, “Elephants are the largest living land mammals.” Write this in your graphic organizer.
Tell students that to find the supporting details, they need need to look for ideas that tell a little more
about the main idea. Every detail must match the main idea.
Go through and model picking out the supporting details. Write these details in the graphic organizer.
Think aloud about how each detail must support the main idea.
EL
Beginning: Provide a simple definition in their home language (L1) or new language (L2) for the
following words: pounds, mammal, gestation, longest, place value terms (e.g. hundred, thousands, and
millions). Provide cognates of the key terms if there are any in their home language.
Allow ELs to verbally summarize the Find the Main Idea: Elephants worksheet.
Distribute a copy of the text and allow them to work with a partner as they copy your teacher
markings on their papers.
Intermediate:
Pair ELs with sympathetic non-EL and have them alternate reading a paragraph each.
Give students a copy of the Find the Main Idea: The Moon worksheet. Have students draw the same
organizer that you used on your chart paper on the back of the worksheet.
Have students work in pairs to discuss the main idea and supporting details that support the main idea.
Instruct them to put the information into the chart.
EL
Beginning: Pair beginning ELs with sympathetic partners and have their partner read the text aloud.
Then, have the beginning EL tell what the text was about.
Provide a partially completed chart with phrases ELs can use to complete the chart. Ask them to
orally explain their placements to their partners and/or the teacher.
Intermediate: Allow them to use an online illustrated dictionary or give them definitions from the Find
the Main Idea: The Moon worksheet for the following words: miles, furthest, constellation, telescope, light
years.
Ask ELs to rephrase the meanings of the key words in partners. Allow them to use their L1 or L2.
Pair ELs with sympathetic non-EL and have them alternate reading a paragraph each.
Provide a word bank and/or sentence frames they can use to complete the graphic organizer. Ask
ELs to share their sentences aloud before writing them on their graphic organizer.
Have students complete the Find the Main Idea: Shark worksheet independently.
EL
Beginning: Give them a shortened version of the text that is on grade-level and allow them to read it
with a partner. Ask them to summarize their reading before completing the graphic organizer on their
own.
Support their independent practice by providing a partially completed chart with phrases ELs can
use to complete the chart. Ask them to orally explain their placements to you.

Intermediate: Briefly summarize the text and allow them to read it with a partner and then complete
the graphic organizer on their own.
Allow ELs at low to intermediate levels of English to use a glossary. The student-friendly glossary
could include the following words: work, lazy, patient, hard worker
Allow students to use sentence frames/stems for oral and written work.
Differentiation
Enrichment: Have advanced students select a paragraph from a nonfiction classroom reading book.
Have the student identify the main idea and supporting details in a separate graphic organizer.
Support: Scaffold student learning by providing the main idea in another example. Have the student go
through each sentence in the paragraph and answer "yes" or "no" if the sentence is connected to or
supports the main idea in some way. Have the student highlight the topic and conclusion sentences to aid
in knowing where to look to find the main idea.
Circulate the room as the students work.

Invite the class to participate in a discussion. Ask questions like, "What is the main idea? How did you
know?" and "How does this detail support the main idea?"
Collect students' worksheets once they're done. Review them later to assess students' understanding.
EL
Beginning: Focus on the content of ELs response when assessing their understanding of the main ideas
and supporting details.
Provide oral directions in simplified sentences and ask them to repeat the instructions.
Intermediate: Allow them to use a word bank of key terms when they share their ideas.
Review with students how finding the main idea was similar to naming the theme of the box in the
beginning of the lesson.
Ask students to share the strategies they used to differentiate a main idea from a supporting detail. Then,
have them share how they determine if the supporting detail supports the main idea.
EL
Beginning: Allow them to share their ideas in pairs before sharing aloud. Encourage them to use their
vocabulary cards and word webs when they explain their graphic organizer.
Intermediate: Encourage ELs to use their graphic organizer as reference during their writing and oral
delivery.

Supporting Details
Kindergarten Writing 50 minutes
by Jasmine Gibson July 13, 2017
Your students will try their best to convince their school principal that they need more recess during this letter
writing lesson.
Learning Objectives
Students will be able to use supporting details in a persuasive letter.
Class set of the Write a Persuasive Letter persuasive

worksheet supporting detail
Pencils
Crayons
Lesson
Ask your students to imagine the most amazing indoor playground that they can.
Invite students to share what they think would make the playground amazing. Encourage them to include
as many details as possible.
Tell students that they are going to try to persuade the principal to turn the gym into an indoor
playground.
Explain that persuade means to convince. Tell them that in order to persuade someone of something,
you need to use supporting details.
A supporting detail is a detail that helps explain why someone should listen to you.
Use a large piece of chart paper and begin to write a letter to the principal. Start with something like,
“Dear Principal, We would like you to consider adding an indoor playground to the gym. Here is why we
think this is a good idea...”
Pass out index cards to each student and encourage them to think of a reason why the principal should
listen to them. Ask them to draw a picture and/or write words using as much detail as possible.
Ask students to share out their supporting details with the class, and add several of the reasons to the
letter.
Tell your students that now they will get a chance to write a letter to their parents to convince them of
something.
Ask the class to think of something they would like to convince their parents to get or do (e.g. get a pet,
go on a trip, stay up later, etc.).
Pass out the Write a Persuasive Letter worksheet to each student and send them to work independently

after they tell you what they are going to write about.
Circulate around the classroom work with individual students as needed.
Extend
Differentiation
Enrichment: Have more advanced students write a second persuasive letter to you, their parents, or another
person in their life.
Support: Provide struggling students with index cards to write or draw out their supporting details.
More Persuaive Writing Worksheets
Tell Me Why: Desserts worksheet

Convince Me: Sports worksheet
Review
Ask students to pair up with a partner and pretend to be one another’s parents. Have students read their
letter to their partner.
Collect the finished letters. Use these to assess whether students were able to include supporting details.
Ask a few students to share their letter with the whole class. Ask the other students in the class if they
were convinced. Encourage them to share why/why not.
Review as needed.

Classifying Nonfiction Details
First Grade Reading
by Sara Ellberg February 7, 2017
As students re-read nonfiction texts, have them classify visual features and record learnings from the captions.
Learning Objectives
Students will be able to re-read a leveled nonfiction text, identify a visual feature, and record a fact from the
caption.
Class set of Classifying Visual Text Features diagram

worksheet photograph
Sticky notes (three per student) illustration
Nonfiction books caption
Nonfiction mentor text (something you have chart
read before)
Enlarged copies, one of each with a caption:
diagram, chart, illustration, and photo
Attachments
PDF
Classifying Visual Text Features
Tell students they will be rereading their nonfiction books, paying specific attention to the visual text
features like diagrams, illustrations, photographs, and charts. Explain that visual features can give
important information, too.
They will each get three sticky notes to mark and identify visual text features that really stand out.
Students will also note one fact they’ve learned from the caption, which is explainer text below a visual
feature.
EL
Beginning:
Provide examples of a variety of fiction and nonfiction texts for students to explore.
Encourage students to share what makes the books similar and different with a partner.
Intermediate: Preview the nonfiction texts students will be reading to ensure student understanding of the
content.
Show students a selection of enlarged copies of nonfiction visual text features with captions.
Ask your class how they might classify each visual: diagram, chart, illustration, or photo. Explain the

features of each visual text feature. Diagrams are pictures with labeled parts, illustrations are
drawings, charts visually display data, and photographs are captured with a camera.
Model how to describe each visual text feature with a sentence frame like, “I can tell this is a chart
because ____.”
Share a fact you’ve learned from each caption.
EL
Beginning: Have students follow along by providing them their own copy of the model nonfiction text.
Intermediate: Have students point to the text feature in their individual book copies and say the name aloud.
Model how you marked text features with sticky notes in a familiar mentor text. Explain why you found
the visual text features interesting.
Explain to your class how easy it is to share each visual text feature with a partner later by having a
sticky note for reference.
Preview the Classifying Visual Text Features worksheet by demonstrating how to reference sticky notes in
the nonfiction texts. The sticky notes can be numbered and noted on the worksheet for correspondence.
Also record facts learned from the captions.
EL
Beginning: Have a student volunteer come up and model how to share what made the visual text feature so
interesting.
Intermediate: Be explicit about how to find and use the sticky notes when sharing the text features with a
partner.
Give each student three sticky notes to mark and identify their text features and a copy of the Classifying
Visual Text Features worksheet.
Have students get their familiar nonfiction books, start reading, and use sticky notes to mark visual text
features that stand out. Ask them to record the facts they learn on their Classifying Visual Text Features
worksheets.
EL
Beginning:
Pre-pick nonfiction texts to ensure that students have a wide variety of nonfiction text features to work
with.
Work with students to help them identify the different kinds of text features in their text.
Intermediate: Post a visual word bank of nonfiction text features for students to reference.
National Geographic Kids Readers, Level 1

Differentiation
Enrichment: Have students imagine and sketch new visual text features and caption details for their text.
Support: During independent work time, students may work in partners with the same text, or take turns with
each of their own.

Technology Integration
You may choose to show your read aloud through a projector so students can see better (especially your
sticky notes).
During independent work time, walk around and check in with students, identifying which students to pull
into small groups.
EL
Beginning: Assess student understanding by checking how students are using their sticky notes. Can students
identify the difference between text features? How are students sharing their text features with a peer?
Intermediate: Check that students understand the difference between different kinds of nonfiction text
features by listening to them share their target text features with a partner. Are they able to share an idea or
thought using a complete sentence?
Have students bring the book they want to share to the rug and model how to talk to their partner.
Have a chart read with sentence stems:
My book is called ____.
I found a ____ text feature that showed ____.
I learned ____ from this caption.
This was interesting to me because ____.
This diagram shows ____.
This photograph shows ____.
Close by celebrating accomplishments and then point out parts of the exercise that need more practice.
EL
Beginning: Have students turn and talk to share with a partner.
Intermediate: Post the sentence stems for students to utilize during the reflection.

Inferring Meaning and Drawing Conclusion
By Melissa Oliver
Lesson Objectives
 Students will be able to create logical inferences based on lines that are directly stated
in a story.
Standard Name
 Identify the main ideas in a story and use story details and prior knowledge to
understand ideas that are not directly stated in the text.
Do-Now
Reading in-between the lines: Put up on chart paper or on display a page of a picture
book that was read and deliberately cut one of the lines that states an action that happened
out of the story. Ask students to write in their notebooks, on white boards, or on a note card
what the missing line is of the story.
Opening
Have you ever heard the phrase, “can’t you read in-between the lines” … connect to a
personal moment when this happened to you and explain how what the person really wanted
you to do was to make an inference about something. When we make inferences bout
something or read between the lines we are actually very aware of what is going on, when we
do this in conversation or caring about someone’s actions it shows that we care and have a
greater understanding for a person. When we do this in a text it shows that we have care and a
greater understanding for what is going on in the text.
As we are becoming master infers we are actually doing something called “reading in-
between the lines”.
Directed Instruction
When we read in-between the lines we are taking time to really think, and critically
analyze what we are reading and what is going on in our passage or text. Today we are going to
practice reading a few lines and then adding a line of our own in-between when we make an
inference.
Guided Practice
Blow up text on an overhead projector/promethean board/or on paper. Model how you
would read text and then insert your inference “in between the lines” on the paper. Go
through different types of passages.
Independent Practice
Students will complete the same “reading in between the lines” activity on their
own. Students can also write their own actions and then have other students read in between
the lines in a center or group activity. Teacher can also incorporate test preparation skills by
having the students use text from previous tests for review.

What is a way that you can use reading between the lines to show that you are a
stronger reader and comprehended?
Following
Directions
First Grade Reading 55 minutes Standards: SL.1.2
by Laura Crotts June 30, 2015
Knowing what to do is half the battle of any task. This lesson teaches kids about following
directions. After playing Simon Says and completing some fun worksheets, your students will
certainly become better at understanding instructions.
Learning Objectives
Students will by able to follow instructions by utilizing their listening comprehension skills.

Simon Says task list directions
Following Instructions worksheets
Blank index cards (one per student)
Listening Skills quiz
Attachments

PDF PDF PDF PDF
Simon Says Following Following Listening

Tasks Instructions Instructions Skills Quiz
(1) (2)

Lesson
Tell students that directions are steps given to complete a job. Sometimes directions are
written and sometimes they are spoken. It is important to follow directions exactly as they
are given in order to do work properly. Following directions can be very difficult, or even
impossible, if the person receiving directions doesn't listen or isn't focused.

Tell the students that today we will play a game that is likely very familiar: Simon Says.
Explain, "The object of the game is to listen carefully to the instructions and only do what is
instructed if you hear the words 'Simon says.' If you do not hear the words 'Simon says'
before an instruction, it is important that you do not do what was instructed. If you do what is
instructed without first hearing 'Simon says,' you will be out of the game.
Say, "Let's practice first to make sure everyone understands the game. Everyone stand
beside your seat. Ready? Simon says pat your head." (Look around to see which students
patted their heads.) "You were a good listener if you patted your head, and you would still
be in the game."
Play another round. Say, "Ready? Pat your head again." (Look around to see which
students patted their heads.) "You were a good listener if you remained still, because I did
not say 'Simon says pat your head.' If you did pat your head this time, you would have to
take a seat for the remainder of the round."
Allow students to ask questions about the rules of the game.

Play two rounds of Simon Says and then have the students be seated.
Ask the students about what they thought was easiest or hardest about the game.
Ask, "What would make it easier to be more successful in this game?"

Explain to the students that the worksheet they are going to complete will also require them
to really pay attention to what is being said.
They will not have to rely on hearing "Simon says," but they will have to look closely at the
answer choices.
Have students work independently on either of the Following Directions worksheets (1 if
they're at level or struggling, 2 if they're advanced).
Once they're done, distribute the index cards and have them each write one direction on the
card. Use these cards for future Simon Says games.
Extend
Differentiation
Enrichment: Assign to advanced students the Following Instructions (2) worksheet during
Independent Working Time.
Support: Assign to struggling students the Following Instructions (1) worksheet during
Independent Working Time.

Review
Have students complete the Listening Skills quiz.
Collect the quizzes and worksheets at the end of the lesson, and review them later to
assess student comprehension of the lesson content.

Have students place their non-writing finger in their ear. Now, give one direction, such as
"Simon Says put your pencil behind your ear."
Ask a student who was successful with this to explain to their classmates what was to be
done.
Ask the students, “Was the task hard? What might be the reason some of you did not
complete this task?"
Remind the students the most important part of following directions is to know exactly what
needs to be done. In order to do this, the one who is working must be focused on the task at
hand. If that person is talking to someone else or cannot hear the directions given, it will
usually result in the task not being done, or the task being done incorrectly.

Identifying Parts of a Book
Kindergarten Reading
by Cortney Nagler August 19, 2015
Let your students learn more about books with this lesson that helps them learn to identify key parts of a
physical book. This information will have them well prepared for research projects later on.
Learning Objectives
Students will be able to correctly identify parts of a book.
Enough picture books for each student and author

yourself to have one illustrator
Scissors poem
Markers storybook
Sticky Notes title
Note: See pictures provided to see how to prep
for this lesson
Attachments
PDF
Prep Pictures
Tell the students that they will be learning about the different parts of a book in today's lesson.
Ask them if they know any parts of a book off the top of their head, and jot them down on the whiteboard.
EL
Beginning:
Play a quick game of Around The Room by saying the name of an item and having students find and
touch the item (e.g. "Find a pencil").
Explain that just like pencils, erasers, and desks have different names, there are different names for parts
of a book and today you will be learning about them.
Intermediate:
Ask students to turn and talk to a partner to share what they know about books.
Provide them with the sentence stem, "I know that books have____" for support.
Note: The larger your demo book is, the easier it will be for your students to follow along.
Go through the book and point to and label each of the eight parts of the book: the title, author,
illustrator, front cover, pictures, pages, copyright info, and back cover.
As you explore the different parts of the book, make sure you explain what each part of the book is and
why it is important. For example, ask students to think about the role the author and illustrator have
when making a book. Reinforce that the author writes the words and the illustrator draws the pictures.

Ask students to think about why the author and illustrator are important when making a story. Reflect on
how the illustrator makes a story come to life.
Encourage students to think about what type of text this is. Write down the words poem and storybook
on the whiteboard. Ask a student to come up to the whiteboard to circle the correct type of text. Ask the
student to explain their reasoning, and explain that you are reading a story with many pages, and poems
are usually shorter.
EL
Beginning:
Pair students up and have them follow along using a model book. Ask them to place their finger on each
part of the book as it is shown during the teacher demonstration.
Intermediate:
Have students repeat the name of each book part and then find the part in their own picture book.
Pair up your students. They will be given a set of 8 labels with parts of a book already labeled on them.
Have students work together to identify these 8 parts.
Walk around, answer questions, and assist any pairs needing assistance.
EL
Beginning:
Pair students up with a partner who speaks the same home language.
Provide labels in the students' home language as able.
Intermediate:
Pair students up in strategic partnerships to support their learning.
Provide students with an anchor chart to refer back to that contains pictures along with labels.
After students have successfully completed labeling a book in pairs, they will show what they know
independently.
Make sure to mix the books up so that the students aren't labeling a book that they just did with their
partner.
Each student will get a book and set of already labeled sticky notes.
Provide students with enough time to label the book and have them bring it to you when they are
finished.
EL
Beginning:
Allow students to refer to a previously labeled book for support.
Intermediate:
Encourage students to refer back to a classroom word wall or anchor chart to identify unknown words as
they work.
Differentiation
Enrichment: See if students can come up with other items to label in a book. For example, they could
label characters, the spine, the title page, etc. Let their imagination run wild.
Support: Allow struggling students to label only 4 or 5 parts of the book and then add one on at a time
to scaffold instruction for students.

Assess student understanding by checking for the correct placement of the sticky notes on the
corresponding parts of the book.
Allow students to explain their answers if you are having a hard time identifying where the sticky notes
are on the book.
EL
Beginning:
Say a part of the book aloud and ask students to point to that part in their book.
Intermediate:
Have students point to each part of the book that they labeled and identify the part by name.
Have the students see if they can name the parts of a book and tell you why they are important.
Reinforce that it is important to understand the parts of a book so we can become better readers!
EL
Beginning:
Pair students up to share different parts of the book and discuss why the part is important.
Intermediate:
Ask students to share the names of different parts of a book aloud by providing them with the sentence
frame, "This is the ____ We use it to ___. "

My "A" Dictionary
First Grade Reading
by Lily Jones May 15, 2018
Students build vocabulary and spelling skills through this engaging lesson. After brainstorming words that start
with the letter A, students use words and pictures to create their own "A" dictionaries.
Learning Objectives
Students will be able to spell and define words that start with the letter A.
Paper (five pieces per student) dictionary

Pencils definition
Crayons or markers
Ask students to turn to a partner to share words that start with the letter A.
Have students come back to the group and share the words they brainstormed.
Tell students that they are going to create a dictionary for A words. Explain that a dictionary lists words
and their definitions, or meanings.
Model how to create a dictionary entry for the word "apple." Define apple as a sweet fruit that grows on
trees. Draw a picture of the apple.
Tell students that they can design dictionary pages however they like as long as they include the word,
definition, and a picture.
Ask for a student to come up and share how you could redesign the page you made for "apple," using the
board to draft the new page.
Hand out five pieces of paper to each student. Tell them that they should create a dictionary page for five
different A words.
If students finish early, have them partner with another student to share their dictionary pages.
Differentiation
Support: Have students create dictionary pages for two A words.
Enrichment: Challenge students to create dictionary pages for 10 A words.
Assess how students are spelling and defining A words.

Call on students to share their dictionary pages. Write the words students defined on a master list on the
board.

Research: Where to Find the
Answers
Fifth Grade Reading
by Brandy Metzger July 22, 2015
This lesson introduces students to a variety of resources that they can use when doing research. It will also help
them differentiate between print and digital sources and how to use each.
Learning Objectives
Students will identify print and digital sources and successfully use them to find information.
Index cards print source

Board digital source
Books on a variety of states research
Book about any specific breed of dog
Computers or tablets (1 per pair)
Paper
Pencils
Class set of My Research Notes worksheet
(optional)
Attachments
PDF
My Research Notes
Explain to your students that they are going to research, or investigate, a question.
On the board, create a class brainstorming list of all the resources that can be used to look up
information. For example, students can use an encyclopedia, read books, and search for information
online.
EL
Beginning
Provide a student-friendly definition for the key term "research" in (L2) and/or in students' home
language (L1).
Intermediate
Show students examples of some of the resources that are brainstormed by the class (i.e., a physical
encyclopedia and an online encyclopedia).
Explain to your students that when researching, there are two main categories of sources that people use
to access information: print and digital. Explain that print sources have information that is found on

paper, while digital sources have information that is found online or through an electronic device.
Give an example of a family that gets lost while on a trip.
Tell your students that the family could use a map, which is a print source, or a GPS device, which is a
digital source.
Read your class a short book from your school library about a specific breed of dog. For example, find a
book on golden retrievers.
Then, go online to the American Kennel Club website (see related media), and look up the same breed of
dog.
Help your students recognize the similarities and differences in the two sources, and discuss why they
should use multiple sources when doing research.
EL
Beginning
Provide a visual glossary with vocabulary that students might hear in the text (i.e., "loyal," "domestic").
Intermediate
Use a graphic organizer, like a Venn diagram, to record similarities and differences between the print
resource and digital resource.
Ask your students to choose a state and and work with a partner to read about the state in a print source,
such as a book about Florida.
Have your students take notes on paper, and direct them to identify important pieces of information
about the states, such as the events leading up to becoming part of the United States of America.
EL
Beginning
Partner students intentionally so ELs may discuss in their home language or with more advanced
learners.
Provide an article about a state in place of a book, so that beginner ELs are working with shorter, more
manageable texts. Encourage students to highlight key facts in the text as they read.
Intermediate
Provide a graphic organizer for students to use as they conduct their research. Model how to use the
organizer and provide sentence frames if needed (e.g., "The state of ____ is...").
Provide a list of topics that students should focus on as they conduct their research (e.g., state flower,
state capital, population).
Direct your students to access a computer or tablet. Have them search for their state online and select at
least three articles to read and record important information.
Ask your students to combine the information they found from both the print and digital sources. Make
sure they have at least three facts from each.
EL
Beginning
Have students read only one digital resource, rather than three.
Allow ELs to use a glossary or dictionary in their home language for unfamiliar words.
Intermediate

Give ELs extra time to complete the task.
Allow students to continue using a graphic organizer to record the information they gather.
WEBSITE: 50 States
WEBSITE: American Kennel Club
Find interactive books for each child's level.
Differentiation
Support:
Give your students specific websites to look for information and possible sentence starters to help guide
their notetaking. For example, they can use the 50 States website (see related media).
Enrichment:
Have your students create either a print or digital brochure that has facts about the states they
researched.
Technology Integration
In this lesson, your students will use computers or tablets to find information.
EL
Beginning
Provide a specific website or online article that uses student-friendly language.
Intermediate
Model or pre-teach students how to use search engines to find student-friendly websites, like kids'
encyclopedias.
Circulate the room, and make sure that your students are writing facts, not opinions, about their states.
EL
Beginning
Meet with small groups of beginner ELs to review their research notes. Support them in focusing on facts
by highlighting the facts they recorded in their notes.
Intermediate
Ask students to verbally share examples of facts they found in their research.
Provide sentence frames when you ask students to share their findings (i.e., "One fact I learned about the
state of ____ is...").
Write the following words on index cards: "book," "magazine," "map," "encyclopedia," "newspaper,"
"GPS," "computer," "tablet," and "internet." Write one word per card, and make four sets of these index
cards.
Divide your students into four groups, and give each group a set of cards.
Designate the front of the room for print sources and the back of the room for digital sources.
Have groups do a relay to get all of the index cards to the correct place.

Check to make sure that all cards are in the correct place and discuss any misunderstandings.
EL
Beginning
Include a visual on each card to help students identify the terms.

Review the definition of the terms on each card before beginning the relay.
Intermediate
Allow students to have two minutes of discussion time with their small groups before beginning the relay.
Prompt students to discuss each term on the cards so that all students are familiar with the words before
they begin.

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Skill Ladder of Goodell

Basic Sight Words

Using Phonetic Analysis

Using Structural Analysis

Idioms and Figurative Language

Finding the Main Idea

Finding the Supporting Details

Classifying and Organizing Facts

Inferring Meaning and Drawing Conclusion

Using Parts of the Book

Using Reference Materials

by Chris Herman September 4, 2015

Students will be able to read multiple high-frequency words.

Materials and preparation

High-frequency sight words shaped as ﬁsh

Get more lesson plans at https://www.education.com/lesson-plans/

Guided Practice (10 minutes)

Beginning: Provide images to accompany rhyming words to use in game.

Independent working time (10 minutes)

Related books and/or media

GAME: Sight Words Match: Set 1

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Assessment (10 minutes)

Track the high frequency words that students read correctly.

Review and closing (10 minutes)

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by D’Vonne White April 21, 2015

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Explicit Instruction/Teacher Modeling (10 minutes)

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Independent Working Time (10 minutes)

Related Books and/or Media

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Review and Closing (5 minutes)

Fish rhymes with dish or wish.

Copyright © 2006 - 2015 Education.com, Inc. All rights reserved.

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Third Grade Reading, ESL

by Caitlin Fahey July 22, 2015

Materials and Preparation Key Terms

Teacher copy of the Part of the Job worksheet suﬃx

Explicit Instruction/Teacher Modeling (10 minutes)

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Independent Working Time (10 minutes)

Review and Closing (2 minutes)

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by Susan Russell July 6, 2015

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Demonstrate the technique by completing several of the metaphors.

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Independent Working Time (15 minutes)

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Review and Closing (15 minutes)

Copyright © 2006 - 2015 Education.com, Inc. All rights reserved.

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Third Grade Reading

by Dee Mulhern October 6, 2015

Students will be able to identify main ideas and supporting details.