SNOWBALL FIGHT! The ultimate win-win for teachers and students! This powerful learning activity engages students like no other, releases their extra energy, and allows you to quickly assess their skills. Here's how you can unleash the power of snowball fights in your classroom!
I have finally gotten back into "school mode", not "blogging mode" or "tpt mode", but actually getting ready for my classroom mode. Makes sense, since I went into the room for the first time this summer to get things moved around. My husband came in and helped me move all of the furniture around (and NOT ONCE complained as I was sitting ordering him around while he picked up my bookshelves and moved desks in place.) Anyway, I started to think about planning and how I was going to start off the year. Math and language arts popped up into my mind but then.....science. UGH! Science is just so hard in 5th grade. You see, I teach at a Math/Science/Technology magnet so there is a bit of added pressure to be good at science...and quite frankly I am not. So I have to start the year off on a good note, getting the kids to really understand the scientific process, variables, et al... Immediately I thought of something I did at the end of last year, thanks to my friend Ari, The Science Penguin. After a dismal showing at the Science Fair, I realized that my students just didn't understand the entire scientific process the way that I thought they should. They got the basics, but really setting up an experiment and knowing WHY it happened weren't quite cemented. So I was stalking pinterest looking for something easy that would help them to understand a bit better (since it was the last week of school and all), and I came across this pin. After a little investigating clicking on the pin, I found out that this was none other than Ari's fabulous idea and I had to do it. She IS the Science Penguin after all! She has this awesome pack (which you can get from her TpT store), with this great Skittles activity in it. Basically, the kids set up an entire experiment, going through the scientific process, making hypotheses, crafting a procedure, conducting the experiment, and writing up a conclusion, using Skittles. It was exactly what I needed. So I got ahold of the pack and materials, and we were off and running in my room. The kids LOVED this. I mean, they were so into it. We went through the whole process on the recording sheet (which INGENUOUSLY she has made without a back on it so that it can go in the science notebooks.) The kids set up the experiment in their science groups, took the times themselves, created their own graphs, and then came to their own conclusions. It really was fabulous. We then talked about WHY it all happened. Why did they think the Skittles dissolved faster in the hot water than in the cold water...and surprisingly some of them remembered our earlier experiments with uneven heating and molecules from Earth Science. It all just came together. Next, we listed our variables to see if this was a valid experiment. I used this sheet that I showed you at the beginning of last school year (in this post). It really went over well. I think that I am going to really have to be diligent about using this in this upcoming school year. It seemed to really cement the issue of variables for the kids. Click here to download the variable sheet. So the first week back to school, my plan is to do this experiment again. I am going to load them up with all of this background knowledge on the scientific process, focusing on the WHY this year, so that when we do go into the Science Lab, they know what I want. (Oh, I did forget to mention that the pack Ari sent had more than just this experiment...it really lays out the scientific process fabulously! And, no, she didn't ask me to write any of this...I just am :)) And then, come Science Fair, we knock it out of the park. How do you plan your science time so that the kids really understand what it is that they are doing?
I have to admit, I love a good picture book. I may teach upper elementary (actually, fifth is considered middle school in my district) but l...
Science of reading activities can be so helpful for students of all ages. Reading is an essential skill to have in order to succeed in school and life. It’s not just about being able to read the words, it’s about understanding what you are reading and connecting those ideas with what you already know.
Many United States teachers may not have heard of the term "hot seating" yet, but we envision this creative teaching idea jumping across the pond from the U.K very soon! Overview “Hot Seating” is a teaching strategy in which either the teacher or student takes on the role of a character from a book or real person and sits in the hot seat. Then the other classmates ask questions and the person in the “hot seat” must answer the questions the way the character or historical figure would have answered. Background Knowledge For “Hot Seating” to be effective, students involved must have background knowledge of the character/person. This will need to take place during normal classroom instruction or outside of school. In order for students to acquire the background knowledge, they must do the research/read the book. Acquiring background knowledge can be accomplished through a variety of ways: Classroom textbook/or literature book Books from the school or public library Online resources (Encyclopedia Britannica, Explora, Kids Discover, etc.) Questioning At the center of “Hot Seating” are the questions that the students will be asking. It is highly recommend that you model the questioning process. You want the questions to focus on the personal feelings and observations that the character would be familiar with. It is important that you are the moderator during the questioning period so the questions stay on topic. Grouping Hot Seating can be structured a few different ways: Whole Class- This is where the entire class takes turns to ask another student(s) in the “hot seat” questions. Small Group- This is where a small group of students (5-6) ask one another student in the “hot seat” questions. Partners- This is where one student is in the “hot seat” and the other student asks the questions. Debate One interesting twist that you could do with your class is to have opposing viewpoints as part of a debate. There are two ways to do this. The first way would be to give a student in the hot seat a specific amount of time to answer questions from the audience. Then his/her “opponent” would do the same. The second way would be for both students are in front of the class taking turns answering the same questions (back and forth). This can really help students understand different perspectives. Extension Ideas During “Hot Seating”, you could have your students take notes on how the character/person answers the questions. Once the “Hot Seating” session has ended, have each student choose how he/she would like to display what he/she learned. Some choices could be: Make a poster Write a news article Create a timeline Perform a news show Write a song Teacher Tips: Decide how you want the hot seat to look in your classroom. In other words, decide if you want to do it as a whole class, small groups, or partners. Decide which student(s) will be on the hot seat. Choose the role/figure that they will portray. Find a "hot seat" for the person. It can be a simple student chair, or a special one for the activity. You may also want to show the students how to write a bibliography if students are doing a historical figure and are taking notes from various media. When the research is complete, or the literature book is finished, organize your class and figure out how questions will be asked. Make sure to help facilitate between the character/person and the audience asking questions. Check out our Hot Seating resources here. We hope you can try "Hot Seating" in your classroom. Your students will love it! Follow us on TPT. Find us on Pinterest.
Whether you teach ratios at the beginning of the year or the end...I THINK THEY ARE SWEET! Plus students always seem to love them and everyone could always use a review. Here are TWO activities for you that make it easy (and the perfect excuse) to STOP. DROP. and REVIEW. How stinking fun are these FRUITOMINOES (yes, that's the real name!)????? I LOVE these for ratio's because students are comparing two different things (rather than dots...even though I love regular dominos too). This is part of my FRUIT SALAD station. Every perfect fruit salad has the right amount of strawberries, not too many bananas, and lots of oranges (at least in my book)! I LOVE this station for writing ratios and having students find equivalent ratios. You can purchase FRUITOMINOS HERE. Ratios are SWEET aren't they. I'm currently smack dab in the middle of this product and this picture is a #roughdraft of it all. So if you see a spelling error, help a sister out! BUT I've posted this below so grab a copy if you are up a creek without a paddle--or ya just need a quick center! Thanks for reading my blog! I call these babies "FLIP STRIPS". Print punch and keep together with a ring or brad (like in the picture above). AND you can just keep them plain as well (no judgement here!) #dowhatyougottado. It's a quick and sweet center. Here are some handy dandy recording pages AND in case you want to throw some proportions in there too (graphs, tables, tape diagrams, pictures, you name it) I have a recording sheet with a what if column so students have to APPLY their knowledge of ratios. This is great for differentiation too--and great if you have some kiddos that just need to focus simply on ratios themselves without throwing in proportions. Save and Print with the PDF below!
I don't know about you, but I feel like my students need a little fun project to break from the nonstop review - review - review that we are doing right now. Our big state test is in one week and I thought I'd share with you a fun fraction project I plan to complete with them this week. It will review fraction concepts and give them a chance to cut and color :) I got this idea from a fellow third grade teacher. She made a larger version for a book report. This is a dodecahedron dedicated to reviewing fraction concepts. Students will review ... partitioning fractions naming fractions shading to show a fraction (area model) plotting fractions on a number line (with area model help) plotting fractions on a number line (no area model) comparing fractions on a number line equal sharing problems finding equivalent fractions changing a fraction to a whole number Wow! That's a lot in one little project. I plan to have students complete the 6 pages in pencil. No coloring or cutting will be allowed until I check to make sure all work was done correctly. Below is a look at the 6 circle cut outs.. After all circles are cut out - you fold on the sides and glue! I don't have much detailed directions ;) Below is a picture of what it looks like when you start putting the circles together. Download the Printable Enter your email & receive your fun fraction freebie today! Success! Now check your email to download the Fun Fraction Freebie! There was an error submitting your subscription. Please try again. Email Address Send me the Printable! We hate SPAM and promise to keep your email address safe. Powered by ConvertKit MORE Dodecahedron Projects Happy Teaching! Visit my blog @ Learning With Mrs S. Visit my TPT Store Follow me on Pinterest! Follow me on Facebook :)
Learn 5 engaging states of matter hands on experiments and activities to teach grade 4 5 6 students in your classroom.
For the most part, reasoning, deducing, inferring, and critical thinking are not skills that come naturally to our students. Rather, they must be nurtured and developed. We want our students to become critical thinkers so they can reason and apply logic to solve novel problems throughout their lives. These skills will set them up to...
Anchor chart inspiration for elementary teachers. Use my Not-So-Pinteresty Anchor Charts for Reading, Math, Grammar, and Writing.
Having a wide vocabulary is a huge part of what helps students to be successful in both reading comprehension and writing. This is why vocabulary is one of the National Reading Panel’s five core elements
Find 23 ready to use, effective vocabulary activities your students will love, by The Teacher Next Door!
Teach upper elementary students about character traits by having them analyze their characters' feelings, actions, thoughts, and dialogue within the story. This blog post contains everything you need for a complete character traits lesson... for free! The reading passages on the anchor chart, the sentence strip activity, and the interactive notebook foldable are all free!
Free checklist and tips for developing classroom procedures that build character in students
A blog full of tips, lessons, and ideas to use in the upper elementary classroom.
I've heard it from teacher after teacher: " I dread teaching measurement every year. " It's hard to blame them. There's nothing ground-shaking about measurement. There's nothing exciting about metric vs. customary. It's just one of those skills that our stud
Use Voices in the Park to model point of view with a gradual release model for solid understanding.
We have begun our unit on living systems in science (thank GOSH because Earth and Physical science have quite literally killed me this year...seriously, I feel like the most incompetent teacher when I teach science...but I digress...). Our main focus for the past week before Spring Break was the circulatory and respiratory systems. I thought I would share some of the things we have been doing, in case some of you are in the same unit yourselves. To get us started, we watched a few BrainPOP videos about circulation and blood. I found these in the HEALTH section, not the science section. The kids were very enthralled with these videos (they ALWAYS are really) There was quite a lot of information in them, which got us started on the right foot. The videos mentioned how the circulatory system was the delivery system of the body and that all systems were connected to this one. After some discussion, the students created this Circulation Data Disk from the Easy Make & Learn Projects: Human Body (Grades 2-4) (affiliate link) book. The idea of this circular disk was to show how all of the organs in the body played a very special part in relation to the circulatory system. I purposefully whited out the info on the disk so that the kids could do the research themselves. Using our health and science books, the students discovered the role of each organ in circulatory system. We then used the Easy Make & Learn Projects: Human Body (Grades 2-4) (affiliate link) book and created a model of the heart. The kids diagrammed the model to up the rigor a bit. They then placed these in their science journals. Another great find (that the kids had a blast playing) was the Circulation Game from Ellen McHenry's homeschooling website. This is a free download and I am so glad I found it! It took a while to set up and explain, but once they were going, the kids really were into the game. They learned quite a bit about how blood travels through the body and how it disposes of waste. (just a little note, I printed out 5 of these and had each table play. That way, there weren't as many people playing on one game board) Finally, the kids watched the School House Rock video, "Do the Circulation". (I have the actual DVD Schoolhouse Rock! (Special 30th Anniversary Edition), (affiliate link) but you can get it on YouTube if the school doesn't block it....like mine does) I gave them the words and, combining language arts with science, we looked for all of the facts and opinions (as well as figurative language) in the song. We discussed why the writers would put opinions and figurative language in a song intended to teach us about the Circulatory system. The students decided that it was because without the opinions and figurative language, the song would be B.O.R.I.N.G! We also began working on our Body Systems project on Google Drive. I made a template for each body system and the kids all began filling in the information about the circulatory system. This worked out perfect here because the kids had so much background knowledge at this point. They didn't really need to do as much research since we were learning so much as it was! (click here to get the project for your own class!) This is a screenshot of the slide before the kids actually did any work. I forgot to take pictures of them working! To explore the respiratory system (a bit further, as we really were talking about it all along with the circulatory system), we first diagrammed the organs involved. Then, the students did a little experiment to measure their vital lung capacity (how much air can be forcibly taken in and blown out) and the tidal lung capacity (how much is taken in and out during normal breathing). The kids has SO much fun with this one! They really were surprised at how much air they *couldn't* blow. I think they all thought they would pop the balloons in one breath when, in actuality, they hardly inflated them at all! You can find the exact experiment and printables here. So there you have it. Our basic introduction to the systems of the human body. Up next is the digestive system. Wish me luck ;) What experiments have you conducted in your class to teach your students about the circulatory and respiratory systems? Follow me on Snapchat for even more teaching ideas!
Find 23 ready to use, effective vocabulary activities your students will love, by The Teacher Next Door!
An Upper Elementary Collaborative blog written by 13 teachers. Includes teaching ideas and resources for grades 3, 4, and 5.
We all know how critical it is for our students to receive feedback on the spot, but you can’t always do that with a science worksheet! In my early teaching years, I would sometimes assign something but wasn’t able to grade it until later that day. I would see that my students had not yet ... Read more
These nine main idea strategies will help your students successfully master this important reading skill. The Teacher Next Door shares her favorite main idea strategies for teachers of upper elementary students.
This digital resource for activities can be used during state testing or during distance learning. It can be used by students independently or in various groupings. It is a HyperDoc and includes links and activities for students to view and/or complete. It is in PDF format but the link to copy the ...
Etymology, which is the study of the historical word orgins and their meanings, is a powerful tool for improving vocabulary.
The only time I ever lied to ANY of my teachers, was in 5th grade. It was over a long division packet. Sorry Mrs. Larabee, I didn't lose my packet, I am pretty sure I burned it and hid in a deep dark crevasse in the earth. Well, maybe I just tossed it, but if I had that packet now, I would most certainly find pleasure in destroying it right proper! The guilt I have carried for the past undefined years, has made a lasting impression on how I approach teaching long division with my own 5th graders. I truly try not to impose my own distaste for completing long division algorithms with my class, but my stomach turns at a page of long division problems. I will never give my students a packet of long division problems, nor will they ever have to complete a whole page of long division in one sitting. After completing several directed lessons from our math series on how to complete long division using estimation strategies with the divisor, students were to complete 25 long division algorithms. I took the opportunity to have students analyze one algorithm with a partner using this worksheet I created using the Icons of Depth and Complexity. This is available for free at my TPT store. Freebie! Student Samples After students completed this in depth analysis with a partner, students were then directed to complete an "Explain Everything" presentation using the iPads (see below for the link). In this presentation, they needed to describe the thought process of completing this problem to a student who may not know how solve the problem. This is just a sample, and as you can see, there is an error. But, the error provides opportunities for discussion. I gave the students a 20 minute time limit, which turned into 30 minutes, but they were very very engaged and using scholarly language while creating their presentations. These presentations were limited in pizzaz and fine tuning, but due to the time constraint, it is what I expected and requested! If I had given them all day, these would have been masterpieces complete with light saber pointers and other flair. When they finished, I had them complete each other's problems from the assignment, with the promise that we would check our work using the presentations students created. I did not have the students complete all the problems, only about half the problems, and of those, the most difficult. My rationale is that if students can work through a difficult problem with a partner and understand the process, then they do not need to complete a whole page of mindless algorithms. I will say this is the most successful I have been at teaching and mastering long division and the students enjoyed it too! My principal observed this lesson as part of my yearly review and commented on how this lesson was a perfect example of a teacher being a "facilitator." Success! IMS Bove
With the new school year quickly approaching, now is the time to get organized! There are so many resources in the Ancient Civilizations Complete Curriculum, it might seem like a daunting task to get everything together and sorted. I had the idea of creating (FREE) binder covers, spines, tabs, and section dividers to organize all
In social studies, we are currently studying about early European Exploration of the New World. To get the students researching and learning about the time period, I thought I would combine our computer lab time with something related to our social studies topic. I wanted something that my students could complete rather quickly (we only had a few sessions left in the computer lab) *and* would allow them to apply the lessons we have been learning about researching, parsing questions, and word processing skills such as changing the font and importing clip art. When I went on an internet search and came across this fabulous {free} template for an Explorer Trading Card from Ginger Snaps. There are two different templates. One is a static, prefilled topic one that you can use if you don't have computer access for the students. The other one, however, is an editable power point that the students can actually type on! Once I found the template, I knew that this fit what I was looking for to a T! The computer lab teacher put the template on each computer for the kids to access and then we all got to work. For our first session, I gave the students an explorer and a graphic organizer to help them research the information that I wanted them to find. Since they had already learned how to parse the question and effectively word a search on Google (in previous lessons in the lab), they were off and running rather quickly. The entire 45 minute computer time was spent filling in the information on the explorer. The next computer session, I showed the students how to create text boxes and input the researched information. This actually took a bit longer than I had expected. I really did have to go box by box with them. Turns out text boxes are rather tricky for fifth graders to master. Once they got the basic idea, the students worked on their own with me troubleshooting. Much of the time, they were ok and managed to work independently. This did take two computer lab sessions to really get good, thorough information on the card. So, I would recommend planning at least 3 hours worth of computer time for the students to complete this project as fully as they can. Overall, I think this project came out just how I wanted it to. The students were able to use their skills that were learned in the computer lab to create a product that evidenced those skills. All in all, I am quite happy! What is a computer project you do that doesn't take *too* much time, but allows the students to showcase their computer skills?
If you can answer “yes” to these three questions, this blog post will take your social studies class to the next level: Do you want your students to genuinely enjoy social studies class? Do you want to
In this resource, there is a nonfiction reading passage based on Minerals & Their Properties. It is differentiated for your high, mid, and lower level students to teach mineral properties. Integrate science content with your reading texts and meet each reader's needs with this set. Guided Readin...
If you are looking for some fun back to school science ideas for your upper elementary class, you’ve come to the right place! Check out 6 of my favorite science resources for Back to School. Access Free Resources Sign up with your personal email and check your email for immediate access to the free resources ... Read more
This week we reviewed mass, volume, and density, and also began discussing the idea of conductors of heat. (We'll talk more about co...
If Montezuma had an Instagram account, what would he say when Cortez arrived in…
I created these centers to use with the book If You Lived in Colonial Times by Ann McGovern to get my kids up and moving while they learn. In order to use these centers, you will need to have at least one copy of the book, but a class set is ideal. Each center takes about 10-15 minutes. The five centers include: What Did the Colonists Eat? - sorting What Did the Colonists Wear? - multiple-choice task cards with a QR code option What Was School Like? - matching Where Did the Colonists Live? - sorting Other Interesting Things - short answer I have also included alternative versions of recording sheets that use less paper. Common Core RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. Blog post related to this product: Fifth in the Middle - {If You Lived in Colonial Times} Find more ELA centers {here}. Find more SS centers {here}.
Knowing the answer is one thing...but being able to justify your thinking by citing text is an entirely different type of skill. Taking the text and combing through it, like an old man at the beach with a metal detector, determined to find some treasures, not only takes strong reading comprehension skills, but also takes some perseverance, to find what we're looking for. In this post by The Teacher Next Door, I'll share the six steps I use in my classroom, to teach this important reading skill.
Classroom magazines have become an invaluable resource in my classroom for exposing my students to informational texts. Our language arts curriculum lacks quality non-fiction selections. Classroom magazines, such as Time For Kids and Scholastic News have been great for exposing my students to engaging and current non-fiction material. However, I use to struggle with the best way to work them into my language arts block. This post explains what I have done to make the most of all those classroom magazines. Each year, I am so excited when our magazines start to arrive. However, they use to quickly start pile up, week after week, and I found myself squeezing them in whenever I could. Looking back, I realize that I was using them as filler. My challenge this year was finding a way to integrate them into my language arts program in a way that was more meaningful and focused. So, here are several ways that I have been using magazines in my classroom this year. Focus on Text Features At the beginning of the year, we first spent a lot of time focusing on the parts of a magazine, particularly the text features. We talked about each feature and students identified them in their magazines. Then we talked about the information that can be gathered from different text features, and how they are used to add meaning to the text. Later, my students started “collecting” text features in a packet. We wait until the end of the week, when we are done with the entire magazine, then they cut out the different text features and sort them in their packet, adding to their “collection” each week. They love this!! Focus on Text Structures After several weeks of reading the magazines as a class, we began to focus on the different text structures. Instead of simply summarizing or identifying the main idea, we began to take a closer look at the structure of each text. We talked about the different structures and identified signal words for each type. Now when my students read and respond to each article, there is an emphasis on the particular text structure. Practice Close Reading Now that my students are comfortable with text features and structures, we put it all together to practice close reading. My students use a checklist to read through a text, at least 3 times to identify text features and structure, to find the main idea and evidence, and to truly comprehend what they are reading. Close reading helps students to dig deeper and to understand what they are reading in different ways. Expand Student Vocabulary Reading classroom magazines exposes my students to new ideas and new vocabulary that they might not otherwise be exposed to. They use context clues to determine the meaning of each word. Then they define and draw pictures for each new word to show their understanding, and to help visualize the meaning of the new words they learn. They have developed quite a collection! Talk and Write About Informational Texts Lastly, I use magazine articles as meaningful topics for class discussions and writing assignments. Sometimes, after reading a debate or opinion piece, my students will share their opinions with their classmates, then write an opinion essay on the topic. I also ask them to choose articles to do additional research on, in order to produce an informative writing assignment. It is so important that students use texts to write, and that they learn to refer to texts when providing evidence in their own writing and conversations. The current events and ideas from classroom magazines serve as a great springboards for both conversation and writing. I like to have my students organize all of their materials in reading folder, so that they have all the tools they need when working with non-fiction texts!! If you would like to learn more about some of the resources from this post, check out my Non-Fiction Toolkit in my teacher shop by clicking on the pic below.
Teachers know that having a rich vocabulary is an asset to students as readers and as writers. We know that students who are avid readers, tend to have more advanced vocabularies than those wh
If you are looking for some fun back to school science ideas for your upper elementary class, you’ve come to the right place! Check out 6 of my favorite science resources for Back to School. Access Free Resources Sign up with your personal email and check your email for immediate access to the free resources ... Read more
This is an originally written non-fiction "book", (originally written by me), of how mummies are made. I wanted the "book" to be a high-interest piece and a tool to teach comprehension rather than one that was too technical. Students will analyze and visualize ancient Egyptian culture with this nonfiction read. INCLUDED: *vocabulary cards * journal writing page * graphic organizer * vocabulary portable word wall * review game for comprehension * thinking beyond the text writing * report template * hieroglyphic challenge *Egyptian message scroll *core standards (5th & 6th) *ESL Insights (guide for teachers of ELs) * mummy review game for two players * game directions for playing and an answer key for the game cards * 18 game cards Website sources are listed and some have interactive games for kids about Egypt. Special thanks to for borders and frames. Colored pages reproduce well in grayscale. Standards: CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-LITERACY.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range You might also be interested in another reading resource: Australian Animals Nonfiction Comprehension and Extended Response Fluency Product Other resources: I KNOW ABOUT FIREFLIES NONFICTION READER w/ 7 Activities DIGITAL Close Reads Chocolate & Vanilla Nonfiction Five Types of Context Clues in Nonfiction Internet Research Templates A RAINFOREST FLIP BOOK from ANT TO JAGUAR w/CRAFT AN OCEAN FOOD CHAIN BOOK from PLANKTON TO ORCA 10 Non-fiction Animal Selections for Comprehension Practice Wild Cats of Brazil Integrating Information and Combining Text Guide Word Interactive Notebook Lesson Facts About Cinnamon Comprehension Check Roberto Clemente Patricia Bath Test Prep Close Read A Dandelion's Life WHAT WILL I FIND IN THE GREAT BARRIER REEF TEXT EVIDENCE READ AND RESPOND WINTER-THEMED Here is a lower level reader: What Will I Find in the Desert SOCIAL MEDIA: Jackie Crews Facebook Page Jackie Crews on Pinterest Jackie Crews Blog Jackie on Instagram
