LambReads

Four poems from www.gigglepoetry.com are used to ask students to make inferences by adding clues from the text with prior knowledge.

Two poems from www.gigglepoetry.com are used to ask questions about elements of poetry and making inferences.

This worksheet includes clues for the four parts of reciprocal teaching (predicting, questioning, clarifying, and summarizing) and space to record student thinking about each part.

This graphic organizer makes an analogy between writing a paragraph to a burger. The first sheet allows for teacher modeling and/or student practice with adding details (meat, cheese, lettuce) to a topic and conclusion sentence (the bun). The directions explain that just like you cannot build a good sandwich without ingredients to put between the bread, you cannot build a good paragraph without interesting details. Topics for this activity include friendships, computers, and reading. The se

Students will work in groups to chart 10 trials of one person dropping a ruler for another to catch. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary responses and student activity sheets. When students are engaged in the performance tasks they should follow this basic format: • The teacher introduces the task

The students will work in groups to complete the activity. One student will drop the tennis ball to the floor. The three students who are not dropping the ball will have to watch closely to see how high the ball bounces and record the distance on the chart. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary respo

Students will work in cooperative learning groups to design a new toy for a toy company's contest. This performance task provides students with cooperative group experience that includes independent reflection or questioning as follow-up. The task consists of a teacher direction sheet with sample performance criteria or exemplary responses and student activity sheets. When students are engaged in the performance tasks they should follow this basic format: • The teacher introduces the task.