Use this assignment to model for students how to follow five steps to make an inference. Read a short, simple text with students. Then model how to fill out a graphic organizer to list relevant details from the text (the "reading voice") and your observations (the "thinking voice"). Finally, model how to 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. You can either fill out the graphic organizer digitally or print/project the "head silhouette" graphic organizer and then transfer your notes into this assignment. 

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. 

In this assignment, students learn to sort details from evidence. Students read a number of short texts. They are then given a central idea, opinion statement, or inference. Students are then given a number of details related to each reading and must sort the details from the relevant evidence. Students have fun practicing the skill while learning an important lesson about identifying strong, supporting evidence. 

This assignment is a companion to the Quick Clip Video: Define Evidence Versus Just a Detail featuring Kristina Smekens. 

In this assignment, students learn how to balance evidence and elaboration when answering text-based questions. First, they read a nonfiction article about lab-grown meat 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 learn how to paraphrase a text in four easy-to-learn steps, then review what they've learned and apply the skill. First, students are taught the four-step process. They read the text. Then the text is removed. Next, students explain the idea aloud. Finally, they write a brief explanation, including only the most relevant information. Students then respond to a variety of short-answer questions helping them to internalize the skill and understand the importance of paraphrasing. Next, students apply the skill by writing in response to several short constructed response questions.  

This assignment is a companion to the Quick Clip Video: Paraphrase Author Ideas featuring Kristina Smekens. 

In this lesson, students learn the importance of ending their constructed response writing with a Closing or Explanation Sentence. Students review a Graphic that describes how to end a response by explaining their analysis. Students practice by choosing the best Closing Sentence. Then they practice the skill by reading a short excerpt and writing the final sentence to an analysis of the reading. 

This assignment is a companion to the Quick Clip Video: End a Constructed Response in an Explanation featuring Kristina Smekens. 

Duration: 15 - 20 minutes.

You may have already taught your students to find evidence in a text in response to a prompt. But what happens when a student must synthesize information from more than one source? In this assignment, students gain practice 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, but they will not do any writing in this lesson. After students practice with the Text Set provided, you can use a blank Graphic Organizer (from Teacher Resources) to have them practice with other related readings. Use the Model Graphic Organizer to help students understand how to organize their information. 

This assignment goes with the Smeckens Quick Clips PD video: "Organize Information Collected from Sources."

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 by using color to match details and sources. 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. Please note that in the first Planner, the details are automatically colored to match the source. In the second Planner, students must highlight and copy the text from the first Planner and paste it into the second Planner, to retain the color. If students type into the Planner, they will need to select the text and color code it, to match the source. Use the Model Graphic Organizer in the Teacher Resources, to help students understand how to organize their information. Use the blank Graphic Organizer to enable students to practice with additional readings. Use the Answer Key to view sample student responses.  

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

Students may have encountered writing prompts before, but do they know how to interpret the task? In this assignment, students read the article “Pass on Salt” that raises the alarm on excessive salt consumption amongst kids. Students then analyze three separate writing prompts that direct students toward different writing purposes and formats. For each prompt, students complete a Graphic Organizer where they first practice separating the prompt into its parts, honing in on the critical middle part—the task. They then practice decoding the writing task using the RAFT strategy (role, audience, format, topic). Being able to independently read a prompt, identify the task, and accurately interpret the task, are essential skills students need to succeed in test settings, on school assignments, and in communicating clearly through writing. 

This assignment goes with the Smekens Quick Clips PD video: "How Do You Prepare Kids to Decode Prompts?"

When tasked with writing an extended response, often the biggest hurdle for students is knowing how to start. In this assignment, students practice jumpstarting their written response by refashioning the prompt into a clear introduction. After students read the article, “Pass the Salt,” they review three separate extended response prompts, each focusing on a distinct writing genre and purpose. For each prompt, students identify the writing topic, format, and audience, then rework the prompt, making edits to turn it into a suitable introduction for their extended response. Students practice writing an introduction for the first prompt with scaffolded support, then apply this skill to write introductions for two additional prompts independently. Having an effective strategy for writing clear, focused introductions will boost students’ confidence when tasked with writing an extended response in a testing or classroom setting. 

This assignment goes with the Smekens Quick Clips PD video: "Rework the Prompt to Serve as an Introduction."