In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about how astronauts exercise in space and are presented with a question. Then they use a graphic organizer (either RACE or Yes MA'AM) to balance evidence from the text and elaboration explaining their thinking. This process can be used to teach students how to respond to a short-answer question or to write a complete body paragraph in a longer essay. 

This assignment is a companion to this Quick Clip video featuring Kristina Smekens.

In this assignment, students read a nonfiction article about a Civil War spy and follow five steps to make an inference. Using a graphic organizer, students list relevant details from the text (their "reading voice") on one side and their observations (their "thinking voice") on the other. Then they use that information to come up with an inference in response to a short constructed-response question. 

This assignment is a companion to this Quick Clip video featuring Kristina Smekens. If you prefer, you can print out the "head silhouette" graphic organizer for students to fill out first and show them how to transfer their notes into this assignment. You can also model the five-step process first using the Five Steps to Make an Inference - Model assignment. 

In this activity, students read the Student Sample, "The Old Man and the Sea," a literary analysis by an eighth-grade student. Then they complete a graphic organizer to analyze the author's word choice and style. Analyzing language and style are key elements of analyzing author's craft in reading informational texts. 

In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they complete a graphic organizer to analyze structure of the text, focusing on the introductory paragraphs. 

In this activity, students read "Take a Look Inside These Presidential Homes," an informational article about the homes of various U.S. presidents. Then they complete a graphic organizers to analyze the text structure and features.

In this activity, students read the introductory paragraphs from three Student Sample essays about The Great Depression. Then they complete graphic organizers to analyze the text structure.

In this activity, students read the informational article "Colorado Construction Crew Unearths 66-Million-Year-Old Triceratops Fossil." Then they complete a graphic organizer to demonstrate their comprehension of the text.

In this activity, students read “World Hunger Is on the Rise for the Third Year in a Row,” an informational article about the problem of world hunger. Then they complete a graphic organizer to demonstrate their comprehension. 

In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Then they  write a one-paragraph Evaluation analyzing how well the author supports the main idea with sound reasoning and relevant evidence. Before writing, students complete a graphic organizer analyzing the text. Evaluating informational text is a key skill in reading language arts.

Duration: one class period

In this assignment, students practice finding relevant details in different sources and completing a Planner (Graphic Organizer) to show which details come from what sources. Sources and details are color coded to demonstrate their alignment. Then students come up with three topics to write about in response to the prompt, and complete a second Planner by filling in details from all three sources. Have students review the details listed in the second Planner to make sure they have synthesized the information by adding details from multiple sources to each topic. Please note that details in the first Planner are automatically colored to match the source. Students must copy the text from the first Planner, and paste it into the second Planner, to retain the color coding. Color coding the text is a way to visually show students how well they've synthesized information. Use the blank Graphic Organizer in Teacher Resources to have students practice using new readings. Use the Model Graphic Organizer to help students understand how to organize their information. The Answer Key provides multiple possible responses. 

This assignment goes with the Smeckens Quick Clips PD video: "Synthesize & Cite Evidence from Multiple Sources."

In this assignment, students plan and write a Literary Analysis analyzing a reading selection and explaining how the reading is a good example of its particular literary genre. Students use the Literary Analysis Planner to plan their analysis. They complete the Graphic Organizer by filling in a thesis statement, elements of the genre, key points, and evidence from the text to support their point. Then students draft their Literary Analysis, using information from the Planner to develop an organized analysis with a clear thesis statement, key points, and relevant evidence from the text.

Response to Text: In this activity, students read "A Bird Came Down the Walk," a poem by Emily Dickinson. Then they write a Response to Text about Dickinson's use of descriptive language. Students focus on the skill of analyzing a text. Before writing, students complete graphic organizers to analyze the poem and plan their Response to Text.

Duration: one class period

This template is available for customization by your own readings to the template. In this assignment, students write a Compare-and-Contrast Poetry Essay. Students practice analyzing poetic elements, such as structure and the use of figurative language, as well as using an effective organizational structure to compare two poems.

Literary Analysis: In this activity, students read an excerpt from the first chapter of The Mysterious Affair at Styles, a murder mystery by Agatha Christie. Then they write a Literary Analysis of the selection, examining how the author uses narrative techniques to create suspense. Students focus on the skill of analyzing a text. Before writing, students complete graphic organizers to analyze the selection and plan their Literary Analysis.

Duration: one class period

In this assignment, students write a Literary Analysis. Students practice writing a clear thesis statement, providing a thoughtful analysis of one or more literary elements (such as theme, point of view, character, or mood), and citing textual evidence to support their analysis.

This general Poetry Analysis template is available for customization by adding your own reading to the template. This assignment enables students to focus on the material that the class is currently reading, while learning to practice and apply their poetry analysis skills. Students gain practice analyzing poetry, identifying poetic devices, and citing evidence to support their ideas.

Proficiency Level: Approaching

In this assignment, students read and analyze the nonfiction Narrative Account, "Terror in New York," by Lois Miner Huey. Students read the book which tells about the plot designed to terrorize the people of New York City, started by Confederate soldiers, during the Civil War. This plot involved setting fire to hotels and other buildings around the city, in an effort to force the Union Army to give in to demands. Then students complete "Analyze a Nonfiction Narrative Text," a Graphic Organizer designed to help students reflect on and analyze a nonfiction story, and to demonstrate their comprehension of the reading. Students summarize the text, citing key facts and details. Students focus on analyzing author's craft and purpose and rate the nonfiction narrative reading based on criteria they develop through their reflection. Practicing skills such as analyzing a text for information, focusing on specific information to develop, and identifying details and information from a source text, will prepare students for writing in the Information genre.

This text has a Lexile Level of 1010.

Duration: 20-25 minutes

Proficiency Level: Below

In this assignment, students read the Student Sample, “Dear Mr. Sandler,” a Persuasive Letter written by a sixth-grade student. Then they complete a graphic organizer to analyze structure of the text, focusing on the introductory paragraphs. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read "Take a Look Inside These Presidential Homes," an informational article about the homes of various U.S. presidents. Then they complete a graphic organizers to analyze the text structure and features.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students watch a seven-minute video about Nelson Mandela. Mandela's activism helped change the political landscape of South Africa at great cost to himself. Students then complete the Concept Map with facts from the video, after filling in a key question on the topic. Asking and answering a key question about the topic is an important skill required for reading and writing in the Information genre.

Duration: 10-15 minutes

Proficiency Level: Below

In this activity, students read the informational article "Colorado Construction Crew Unearths 66-Million-Year-Old Triceratops Fossil." Then they complete a graphic organizer to demonstrate their comprehension of the text.

Duration: 15-20 mins 

Proficiency Level: Approaching

You've likely already taught your students to find evidence in a text in response to a prompt. But in Middle School and High School, students must synthesize information from more than one source. The goal of this lesson is to give students practice in finding details in a set of related texts, and organizing those details so they clearly line up with the correct sources. Developing an organizational system will enable students to track sources of information from multiple texts in preparation for writing. Students will fill in a Planner (Graphic Organizer) with three details from each text.  After listing details, students go back and code the details from Source 2 and Source 3. They mark the details that offer big new ideas, with an asterisk  (*), they mark additional little details with a plus sign (+), and they mark contradictory information with more than/less than symbols (><). After students practice with the Text Set provided, you can use the Graphic Organizer in Teacher Resources to have them practice with other related readings. Use the Answer Key to view sample student responses. Use the Model Organizer to explain the lesson goals. 

This assignment goes with the Smeckens Quick Clips PD video: "Organize Information Collected from Sources." https://player.vimeo.com/video/385540588?h=197529a5ed

Duration: 15-20 minutes

Proficiency Level: Approaching

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. 

Duration: 15-20 minutes

Proficiency Level: Below

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. To practice the skill of evaluating an argument, they analyze several passages for cohesion.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "A Safer Sport," by Brian S. McGrath, and the "Stick with Tackle" data sheet. Then they plan a one-paragraph Argument based on a prompt about the topic. Students plan their one-paragraph Arguments by completing a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and using reasons and evidence to support the claim will help students prepare for writing in the Argument genre.

The article in this assignment is available at Lexile levels: 720, 900, and 1050, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the article "Maker Moment," by Rebecca Mordechai, and the "No Makerspace" data sheet. Then they plan out a one-paragraph Argument based on a prompt about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating a claim, and using reasons and evidence to support the claim will help students prepare for writing in the Argument genre.

The article in this assignment is available at Lexile levels: 770, 940, and 1070, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read "Meet Stevie," by Corinne Purtill & TFK Editors and then complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, summarizing key concepts, and citing evidence will prepare students for writing in the Information genre. 

The article in this assignment is available at Lexile levels: 650, 800, and 950, plus a Spanish language version.

Duration: 15-20 minutes

Proficiency Level: Approaching

In this assignment, students read the article "Waste Not," by Shay Maunz. Then they write a one-paragraph response analyzing the structure of problem-solution in the article.

The article in this assignment is available at Lexile levels: 700, 800, and 1070, plus a Spanish language version.

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the Student Sample "Dear Teachers," a persuasive letter written by a seventh-grade student. Students also  complete a graphic organizer analyzing the text. Evaluating informational text is a key skill in reading language arts.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read a nonfiction article about orcas and follow five steps to make an inference. Using a graphic organizer, students list relevant details from the text (their "reading voice") on one side and their observations (their "thinking voice") on the other. Then they use that information to come up with an inference in response to a short constructed-response question. 

This assignment is a companion to this Quick Clip video featuring Kristina Smekens. If you prefer, you can print out the "head silhouette" graphic organizer for students to fill out first and show them how to transfer their notes into this assignment. You can also model the five-step process first using the Five Steps to Make an Inference - Model assignment. 

Duration: 15-20 minutes

Proficiency Level: Below

This assignment asks students to write two or three sentences responding to these questions about a text they are reading in class.

Duration: 5-10 minutes

Proficiency Level: Below

In this assignment, student consider an article they have read this year. They write a few sentences describing some of the details the author uses to explain the topic.

Duration: 5-10 mins

Proficiency Level: Below

This assignment asks students to describe the most surprising aspects of a girl's amazing discovery. Students practice the skill: Analyze Elements: Ideas, Events, & Information in the Response to Information genre.

Duration: 10-15 mins

Proficiency Level: Below

This assignment asks students to explain one key idea from a text they are reading in class. Students practice the skill: Demonstrate Comprehension in the Response to Information genre. 

Duration: 10-15 mins

Proficiency Level: Below

This assignment asks students to consider the recent challenges to books in schools and libraries. Students practice the skill: Demonstrate Comprehension in the Response to Information genre. 

Duration: 5-10 mins

Proficiency Level: Below

In this activity, students read “Are We Living in the Plastic Age?” an informational article about the problems associated with humans’ widespread use of plastic. Then they complete a graphic organizer to demonstrate their comprehension of the article.

Duration: 5-10 mins

Proficiency Level: Below

This assignment asks students to explain why or why not they agree with the author's point from a text they are reading in class.

Duration: 5-10 minutes

Proficiency Level: Below

In this assignment, students choose an argumentative text and write a response identifying the claim of the text. Analyzing the elements of an argumentative text is a key skill in reading language arts.

Duration: 5-10 mins

Proficiency Level: Below

This assignment asks students to write a summary of the topic and main idea of a text they are reading in class. 

Duration: 5 minutes

Proficiency Level: Below

This assignment asks students to review the actions of two teen do-gooders and then explain what happened. 

Duration: 5-10 minutes

Proficiency Level: Below

This assignment asks students about the key idea they have learned from a text they are reading in class.

Duration: 10-15 minutes

Proficiency Level: Below

This assignment asks students to write a Summary about a goat-grazing program in San Francisco that helps to keep environments safe from wildfires. Students practice the skill: Summarize & Identify Main Idea in the Response to Information genre. 

Duration: 5-10 minutes

Proficiency Level: Below

This assignment asks students to compare information from two articles recently read about the same topic. 

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students read and analyze the modern Fairytale "Pond Water," by Teresa Bateman.

This text has a Lexile Level of 900.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read and analyze a historical fiction Play, "Standing Up by Sitting In," by Ruth Spencer Johnson, which focuses on the lunch-counter protests that happened during the Civil Rights Movement in the 1960s. 

This text has a Lexile Level of: 990.

Duration: 15-20 minutes

Proficiency Level: Approaching

In this assignment, students read and analyze the fictional Story "Swimming with Sharks" by Darienne Oaks. 

This text has a Lexile Level of 1000.

Duration: 15-20 minutes

Proficiency Level: Approaching

In this assignment, students read and analyze the Short Story "The Last Bicycle," by Betty X. Davis.

This text has a Lexile Level of 1005.

Duration: 15-20 minutes

Proficiency Level: Meets, Approaching, Below

Book Report: In this activity, students read the Student Sample, "The Old Man and the Sea," a literary analysis by an eighth-grade student. Then they plan a Book Report about a book they've read. Students focus on the skill of using appropriate tone, style, and language. Students complete graphic organizers to analyze Student Sample and plan their Book Report.

Duration: 10-15 minutes

Proficiency Level: Below

Poetry Review: In this activity, students read "Nesting," a poem about the making of a bird's nest. Then they complete graphic organizers to analyze the selection and plan a Poetry Review.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write two or three sentences describing how the author uses language to engage readers.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences explaining how the author sets the mood of the story.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences explaining Who is telling the story (the narrator) and how are they telling it (from what point of view).

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences describing one of the story's characters and what makes them unique.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students write a few sentences describing how the events in the story they are reading in class lead to the conflict.

Duration: 5-10 minutes

Proficiency Level: Approaching

In this assignment, students read the poem, "Caged Bird," by Maya Angelou. They write a paragraph analyzing what the metaphors of a "caged bird" and a "free bird" mean in the poem. Students explain how these metaphors help express the meaning of the poem.

Duration: 15 minutes

Proficiency Level: Below

In this assignment, students read the poem, "the poem is a dream telling you its time," by Marwa Helal. They examine the poet's use of form and write a paragraph analyzing how the form shows the movement of butterflies.

Duration: 15 minutes

Proficiency Level: Below

In this assignment, students read January Gill O'Neil's poem "In the Company of Women." Then they write a paragraph explaining a metaphor or simile used in the poem.

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences describing how the story's setting impacts characters or events.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about the two main characters in the story their class is reading. They write a few sentences about the ways the two main characters are similar.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about the story their class is reading. They write a few sentences describing how the author sequences the story.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story their class is reading. They write a few sentences describing how the main character finds a solution to their problem.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students write a few sentences about a story they are reading in class. They describe the main character in the story and what they want.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they read in class. They retell the story explaining who is the main character, what the main character wants, the problem they face, and how they solve the problem.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students choose a character from a story they like. They write a few sentences describing what they like and dislike about this character. 

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students make a prediction about what happens next in the story they are reading in class.
Duration: 5-10 minutes

Proficiency Level: Approaching, Below

This assignment asks students to watch a video about NYC’s Youth Poet Laureate Stephanie Pacheco and then write a few sentences of their own of a place they find sacred. Alternatively, you could ask them to write a poem on this topic. Students practice the skill: Make Connections in the Response to Literature genre. Use this High 5 activity during the first 5 minutes of class, or anytime you want to assign a Quick Write.  

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences about what they can infer about how the main character feels, citing examples and evidence to support their inference.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences making personal connections between the story and something in their life.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write three sentences summarizing the story's plot.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about a story they are reading in class. They write a few sentences explaining how this story connects to something they see happening in the world.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students think about two stories they’ve read. They write a few sentences comparing them.

Duration: 5-10 minutes

Proficiency Level: Approaching, Below

In this assignment, students write a few sentences using sensory details to describe what they visualize while they read the story their class is reading.

Duration: 5-10 minutes