RL5.7 requires students to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. In this small unit, which can be taught in one to two weeks, students will experience scaffolding, as a teacher model
As a 5th grade teacher at a Title 1 school, I've spent numerous hours learning how to write Learning Targets and Success Criteria.
It is easy enough to write an 'I can statement' on the board. How are you going to determine that your students truly
In this lesson plan, after answering comprehension questions, students will try to identify metaphors in Chapter 6 of Esperanza Rising. Following their independent reading time, students will work through a worksheet that includes several examples
It's been common to have "I CAN statements" on the board so students understand what they're supposed to be able to do at the end of a lesson.
With this document however, not only will you receive the common core standard, you'll have a student
As teachers, we hear the question, "I finished my assignment, what should I do next?" To share with my fellow teachers, I've created a "What Should I Do Next" poster that you can hang on a bulletin board in your classroom. During the beginning of
In the text, High 5! by Dymock and Nicholson, as a 'reading comprehension strategy', the strategy: questioning is a strong focus. These authors offer 3 types of questions. They are: "Right There Questions," "Think & Search Questions," and "On My
The 4 L's is a poster for the expectation of what should take place during 'elbow time' or 'turn and talk' time. With clear expectations outlined on this poster, as a teacher, you can establish a protocol that will work throughout your school year