In this 10-15 minute mini-lesson, students learn about opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to distinguish opinions from facts and reasons for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to distinguish reasons from evidence for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to distinguish between opinions, reasons, and evidence for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft an opinion statement for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft an introduction sentence/hook for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn to craft an introduction paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft a conclusion sentence for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn to craft a conclusion paragraph for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about types of evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to integrate a quote in their argumentative writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about strong reasons & evidence for argumentative writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to evaluate sources for argumentative writing. Students respond to a variety of questions to review the skill.

In this 10-15 minute mini-lesson, students learn about the O.R.E.O. acronym—opinion, reason, evidence, restate opinion—for opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about linking words for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education

In this 10-15 minute mini-lesson, students learn how to compose a Letter to the Editor for opinion writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn how to compose a Persuasive Letter. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to review a book, movie, or game for argumentative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about tone and repetition for persuasive writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about word choice for persuasive writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to use a formal style for persuasive writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

Proficiency Level: Meets, Approaching, Below

In this assignment, students read and analyze the article, "Which is Better?," an opinion piece written by a fourth grade student. The student author uses facts and evidence about dogs to persuade readers to agree that dogs make better pets than cats. Students analyze the elements of an effective argument: a clearly stated claim and relevant reasons and evidence. They then complete a Graphic Organizer which analyzes the author's claim and the details and evidence the author uses to support the claim. 

Duration: 20 minutes

Proficiency Level: Approaching, Below

In this assignment, students watch a video and then write about why they think we learn so little about women in history. They respond to the question, "Is it important to learn more? Why or why not?" using evidence from the video to support their response.

Duration: 15-20 minutes

Proficiency Level: Approaching

In this activity, students read and analyze the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they plan a Short Argument on the same topic. Students focus on planning a strong conclusion that summarizes their opinion and leaves readers with a question or final thought. Students complete graphic organizers to analyze the selection and plan their Short Argument.

Duration: 20-25 minutes

Proficiency Level: Approaching, Below

In this assignment, students write a few sentences summarizing an Argument they have read in class.

Duration 5-10 minutes

In this assignment, students think of a problem. Then they write an ending that tells readers what they should do.

Duration: 10-15 minutes

Quick Write Opinion Paragraph: The theme of this collection of skills activities is The Animal Kingdom. In this assignment, students activate their prior knowledge about this theme by writing a Quick Write Opinion Paragraph about why animals are an important part of our world. This brief activity helps students prepare for the skills lessons by considering the theme and beginning to write in the Argument genre.

Duration: 20 minutes

Poetry Review: In this activity, students read "Nesting," a poem about the making of a bird's nest. Then they write a Poetry Review, explaining whether they liked the poem and why. Students focus on hooking the reader and clearly stating their opinion in the introduction. Before writing, students complete graphic organizers to analyze the selection and plan their Poetry Review.

Duration: one class period

Opinion Article: In this activity, students read and analyze Animal Rescuers, an informational text about people who rescue animals. Then they write a two- or three-paragraph Opinion Article about why people should help animals, using information from the selection to support their opinion. Students focus on providing reasons, supported by facts and details, to persuade readers. Before writing, students complete graphic organizers to analyze the selection and plan their Opinion Article.

Duration: one class period

Opinion Speech: In this activity, students read and analyze "The Ants and the Grasshopper," an Aesop fable. Then they write a four-paragraph Opinion Speech about whether they agree with the moral of the story. Students focus on the skills of organizing their ideas into paragraphs and using linking words to connect their ideas. Before writing, students complete graphic organizers to analyze the selection and plan their Opinion Speech.

Duration: one class period

Op-Ed: In this activity, students read "Busy Beavers," an informational article about beavers. Imagining they live in a state where a lot of beavers live, they write a two-paragraph Op-Ed arguing that beavers should be their state animal. Students focus on the skill of using appropriate language and a formal style. Before writing, students complete graphic organizers to analyze the selection and plan their Op-Ed.

Duration: one class period

Short Argument: In this activity, students read and analyze the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they write a Short Argument on the same topic. Students focus on writing a strong conclusion that summarizes their opinion and leaves readers with a question or final thought. Before writing, students complete graphic organizers to analyze the selection and plan their Short Argument.

Duration: one class period

Students practice grammar and syntax skills through this Sentence Combining activity. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice at simple sentence combining. Level 1 features prompts with two simple sentences that require straightforward combining tasks using "and" or "or" to connect the sentences. The first prompt provides a model for students to follow with an area for them to write in their own response.

Students practice grammar and syntax skills through this activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, detailed sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice with different content. Level 2 includes activities with 2-3 sentences at a moderate level of complexity. Sentences may be connected in a series, or some sentences may require a change in tense or verb choice. Share the Graphic Organizer with students in order to provide sentence-combining practice with text they are reading in class. The first prompt provides a model for students to follow with an area for them to write in their own response.

Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. Choose one or more prompts to give students practice with different images and themes. Level 3 includes prompts with three or more sentences, more complex sentence structure, higher level vocabulary, and varied transitions to connect words and ideas. Share the Graphic Organizer with students in order to provide sentence-combining practice with text they are reading in class.

Assign this Graphic Organizer to students before assigning the Sentence Combining activity, or after assigning the activity, as a follow up. When using the Graphic Organizer, students can practice combining sentences using the text they're reading in class. Applying sentence combining to authentic text will help students develop strong foundational grammar and reading comprehension skills.

Students practice grammar and syntax skills through this Sentence Combining activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 1 features prompts with two simple sentences that require straightforward combining tasks using "and" or "or" to connect the sentences. One prompt provides a model for students to follow with an area for them to write in their own response.

Students practice grammar and syntax skills through this activity. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 2 includes activities with 2-3 sentences at a moderate level of complexity. Sentences may be connected in a series, or some sentences may require a change in tense or verb choice. One prompt provides a model for students to follow with an area for them to write in their own response.

Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. These sentence-combining prompts focus on Black History Month. Choose one or more prompts to give students practice with different people and events to expose them to this foundational skill while celebrating important historical concepts. Level 3 includes prompts with three or more sentences, more complex sentence structure, higher level vocabulary, and varied transitions to connect words and ideas. One prompt includes a Model Sentence to help students as they write. 

These sentence-combining prompts focus on Women's History Month. Choose one or more prompts to give students practice with pioneers of the women's movement and in other areas. This will expose students to foundational skills while celebrating important historical figures. Students practice grammar and syntax skills through these Sentence Combining activities. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills.  Level 1 features prompts with two or three simple sentences that require straightforward combining tasks. One prompt provides a model for students to follow.

These sentence-combining prompts focus on Women's History Month. Choose one or more prompts to give students practice with people who have been pioneers in the women's movement and in other areas. This will expose students to foundational skills while celebrating important historical figures. Students practice grammar and syntax skills through these Sentence Combining activities. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective, interesting sentence, students learn important foundational grammar and syntactic skills.  Level 2 includes activities with 3 sentences at a moderate level of complexity. One prompt provides a model for students to follow.

These prompts focus on Women's History Month. Choose one or more prompts to give students practice with people who have been pioneers in the women's movement and in other areas. This will expose students to foundational skills while celebrating important historical figures. Research shows the importance of authentic practice in grammar and sentence composition. By creating a single sentence that summarizes the information, incorporates details, avoids repetition, and produces an effective and detailed sentence, students learn important foundational grammar and syntactic skills. Level 3 includes prompts with three or more sentences, more complex sentence structure, higher level vocabulary, and varied transitions to connect words and ideas. One prompt includes a Model Sentence to help students as they write. 

In this 10-15 minute mini-lesson, students learn about Informational Writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about the features of informational text for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn to summarize for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to respond to a prompt for informational writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft a focus statement for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft a hook for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn to craft an introduction paragraph for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to craft a conclusion sentence for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn to craft a conclusion paragraph for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about types of supporting details for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to paraphrase authors' ideas for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to integrate quotes into their informational writing by using the Quote Sandwich - introduction, quote, explanation. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about using good sources for informational writing. Students respond to a variety of questions to review the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about taking notes for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about the elements of a body paragraph for informational writing. Students respond to a variety of questions to review the skill. 

In this 10-15 minute mini-lesson, students learn to use linking words to connect ideas for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 15 - 20 minute mini-lesson, students learn how to compose a Compare and Contrast Essay for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Duration: 15 - 20 minutes.

In this 10-15 minute mini-lesson, students learn about the 5-Paragraph Essay for informational writing. Students respond to a variety of questions to review the skill.

In this 10-15 minute mini-lesson, students learn about the elements of a How-To Essay for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about the elements of a Problem/Solution Essay for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about the elements of a Cause and Effect Essay for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about the uses and benefits of formal style for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about sentence variety for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about using expert words for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Proficiency Level: Approaching, Below

In this assignment, students read "Busy Beavers," an informational article about beavers. Students then fill in the Concept Map Organizer with information from the reading. Students demonstrate comprehension about the topic and find details and evidence from the text. Analyzing a reading, finding evidence in a text, and making connections between different pieces of information are key skills required for comprehension and writing in the Information genre.

Duration: 15 - 20 minutes.

Proficiency Level: Meets, Approaching, Below

In this assignment, students watch a five-minute video about Harriet Tubman. Students reflect on and analyze the video, a short biography about an amazing historical figure. Students use details from the video to complete the Graphic Organizer, helping them to organize their ideas. Students' responses in the Graphic Organizer will demonstrate their understanding about who Harriet Tubman was and how she helped shape the nation.

Duration: 15-20 mins

Proficiency Level: Below

Students use a Compare-and-Contrast Planner to plan a Compare-and-Contrast Essay comparing themselves to a character from a book or movie. Students fill in the planner with information about the character and a description of the ways they are similar to and different from the character. 

Duration: 20 minutes

Proficiency Level: Below

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 a writing prompt and 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?"

Duration: 15-20 mins

Proficiency Level: Below

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. 

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Safe Travels," by Rebecca Mordechai, and plan an Informative Paragraph about the topic. Students 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. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Speak, Fido!," by Shay Maunz, and plan an Informative Paragraph about the topic. Students 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.

Duration: 15-20 mins

Proficiency Level: Approaching

In this assignments, students review an anchor chart about the use of questions and inferences in writing. Then they free write.

Duration: 10-15 minutes

Proficiency Level: Approaching

In this assignment, write the first few sentences about a topic. Includes an anchor chart that explains writing a central idea.

Duration: 5-10 mins

Quick Write Informative Paragraph: The theme of this collection of skills activities is Exploring the Natural World. Each reading selection focuses on a topic related to the natural environment. In this activity, students activate their prior knowledge about this theme by choosing an activity they like to do in nature and writing a Quick Write Informative Paragraph about it. They describe the activity using details, descriptions, facts, and examples to inform someone who might be interested in the activity as well. This brief assignment helps students prepare for the skills activities by considering the theme and beginning to write in the Information genre.

Duration: 20 minutes

New Introductory Paragraph: In this activity, students read "Chill Ways to Recycle Last Year's Snow," an informational article about recycling snow. Then they write a New Introductory Paragraph for the article that is more interesting than the original introduction and that states the topic more clearly. Students focus on hooking the reader and providing a focus statement about the topic. Before writing, students complete graphic organizers to analyze the selection and plan their New Introductory Paragraph.

Duration: one class period

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

Informational Report: In this activity, students read "Looking Back: The 50th Anniversary of the Apollo 8 Mission," an informational article about the first time humans traveled into space. Then they write an Informational Report about the mission. Students focus on the skill of developing a topic with details and examples. Before writing, students complete graphic organizers to analyze the selection and plan their Informational Report.

Duration: one class period

Short Article: In this activity, students read the Student Sample, "Ecotourism," an informative essay written by a fourth-grade student. They notice the problem-solution organizational structure of the essay. Then they write a Short Article about a problem in nature or the environment. Students use the same problem-solution format and focus on the skills of organizing their writing clearly and using linking words to connect ideas. Before writing, students complete graphic organizers to analyze the Student Sample and plan their Short Article.

Duration: one class period

Informative Paragraph: In this activity, students read "Growing Up in Tornado Alley," an informational article about tornadoes. Then they write an Informative Paragraph about a type of extreme weather that they know about. Students focus on the skill of using precise words and domain-specific vocabulary. Before writing, students complete graphic organizers to analyze selection and plan their Informative Paragraph.

Duration: one class period

In this 10-15 minute mini-lesson, students learn what narrative writing is and see some examples of narrative pieces. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn the difference between narrative fiction and nonfiction. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about the different narrative genres. Students respond to a variety of questions to review the skill.

In this 10-15 minute mini-lesson, students learn about the elements of a Personal Narrative. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about the elements of Poetry for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about the elements of a Drama or Play for narrative writing. Students respond to a variety of questions to review the skill. 

In this 10-15 minute mini-lesson, students learn about narrator point of view for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about developing character traits for characters in narrative stories. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about story setting for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn how to write a hook for narrative stories. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to develop a plot for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about the types of story conflicts for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to develop life-like characters for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill.

In this 10-15 minute mini-lesson, students learn about story themes for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn how to properly craft and punctuate dialogue for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about similes, metaphors, and personification for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about hyperbole, imagery, and idioms for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about sensory details for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about story transtions for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about keeping verb tenses consistent for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. 

In this 10-15 minute mini-lesson, students learn about conflict resolution for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn different ways to end stories for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to choose words precisely for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn about character voice for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to create vivid descriptions for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

In this 10-15 minute mini-lesson, students learn to vary their sentences for narrative writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education.

Proficiency Level: Exceeds, Approaching, Below

Students use the Short Story Planner to plan their stories by thinking about and writing down ideas for their character, setting, and plot. Students fill in their Planners with ideas about the problem their character faces and how that problem is solved. 

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this assignment, students practice generating a narrative in response to a reading. Based on a short story, they will plan a continuation of the story about what happens next. Students are given a graphic organizer to plan their narrative. 

Duration: 20 minutes

Proficiency Level: Approaching, Below

In this assignment, students practice planning a narrative in response to a reading. Based on a short story, they will plan to rewrite a story from a different character's perspective. Students are given a graphic organizer to plan their narrative. 

Duration: 20 minutes

Proficiency Level: Approaching, Below

In this assignment, students practice planning a narrative in response to a reading. Based on an article, they will plan a historical fiction story. Students are given a graphic organizer to plan their narrative. 

Duration: 20-30 minutes

Proficiency Level: Exceeds, Meets, Approaching, Below

In this assignment, students plan a Nonfiction Narrative Essay. Students practice writing about a real event or subject, using descriptive details, and maintaining a storyline. 

Duration: 15-20 minutes

Proficiency Level: Exceeds, Meets

In this assignment, students plan a Short Story. Students practice following a story structure, introducing a central conflict, and developing characters and events. They fill out a Story Arc graphic organizer.

Duration: 15-20 minutes

Quick Write Journal Entry: The theme of this collection is Changes, Big and Small. In this activity, students activate their prior knowledge about this theme by writing a Quick Write Journal Entry about a time when something changed in their lives. They narrate what happened, how they felt about this change, and how they responded to it. This short assignment helps students prepare for the collection by considering the theme and beginning to write in the Narrative genre.

Duration: 20 minutes

True Story: In this activity, students read "I Want Snow for Christmas," a news article about students protesting climate change. Then they write a two-paragraph True Story about their experience with an issue they care about. Students focus on the skill of setting up a story, which includes orienting the reader and establishing a narrator and/or characters. Before writing, students complete graphic organizers to analyze the selection and plan their True Story.

Duration: one class period

Story Retelling: In this activity, students read "They Made Me Do It and I'm Sorry," a short story about bullying. Then they write a Story Retelling, a new scene in which they imagine that the story's events happened to them. Students focus on the skill of using dialogue and description to develop the story. Before writing, students complete graphic organizers to analyze the selection and plan their Story Retelling.

Duration: one class period

Short Story: In this activity, students read "Teens and Adults Say They Feel Tethered to Cell Phones." Then they write a Short Story about something that might happen if animals could use cell phones. Students focus on the skill of organizing the events in their story with a clear narrative arc, and on using linking words to show how the events are related. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan the organization of their Short Story.

Duration: one class period

Folk Tale Retelling: In this activity, students read James Baldwin's retelling of the parable, "The Blind Men and the Elephant." Then they retell the story themselves, replacing the elephant with another animal. Students focus on the skill of using precise words, relevant descriptive details, and sensory language to describe the experiences of the characters in the story. At the end, they state the moral of the story in their own words. Before writing, students complete graphic organizers to analyze the selection and plan their Folk Tale Retelling.

Duration: one class period

Fantasy Story: In this activity, students read the Student Sample, "Glowing Shoes," a story written by a fourth-grader from a class prompt. Then students write a story of their own based on the same prompt. Students focus on the skill of writing a conclusion that follows naturally from the events in the story. Before writing, students complete graphic organizers to review the Student Sample and plan their Fantasy Story.

Duration: one class period

In this activity, students read "I Want Snow for Christmas," a news article about students protesting climate change. Then they fill out a graphic organizer with details from the text. Finally, they write one paragraph explaining what they think the author's purpose was for writing the article. Identifying author's purpose is a key skill in reading informational text.

Duration: one class period

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."

Students write a brief Response to Nonfiction analyzing text elements, based on a nonfiction text they are reading in class. The ability to identify text elements, including main idea and evidence, is a key skill in responding to informational text.

There are many ways to capture readers' attention at the beginning of an informational article. In this assignment, students read "Chill Ways to Recycle Last Year's Snow," an informational article about recycling snow. Then they fill out a graphic organizer to analyze the article's introduction. This assignment helps students practice analyzing text elements, a key skill in reading informational text.

Duration: one class period

In this activity, students read the Student Sample, "Ecotourism," an informative essay written by a fourth-grade student. They notice the problem-solution organizational structure of the essay. Then they complete a graphic organizer to analyze the structure and features of the Student Sample.

In this activity, students read the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they analyze the text by completing a graphic organizer. This assignment gives students practice analyzing the structure of an informational or argumentative text.  

Duration: one class period

In this activity, students read and analyze Animal Rescuers, an informational text about people who rescue animals. Then they complete a graphic organizer to cite evidence from the text about what they learned.

In this activity, students read "Teens and Adults Say They Feel Tethered to Cell Phones." Then they complete a graphic organizer to demonstrate their comprehension of the selection.

Duration: one class period

In this activity, students read "Looking Back: The 50th Anniversary of the Apollo 8 Mission," an informational article about the first time humans traveled into space. Then they complete a graphic organizer to demonstrate their comprehension of the article.

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." 

Analyze Story Elements: In this activity, students read "They Made Me Do It and I'm Sorry," a short story about bullying. Students identify literary elements in the story and fill in a Graphic Organizer. Then students plan a Story Retelling, a new scene in which they imagine that the story's events happened to them. This assignment provides instruction and practice in Responding to a Literary Text. 

Duration: one class period

Identify Text Structure: In this activity, students read the Student Sample, "Glowing Shoes," a story written by a fourth-grader from a class prompt. Students fill in a Graphic Organizer, identifying elements of story structure. Then students plan their own Fantasy Story, following the structure of the Student Sample. Use this assignment to provide practice in Responding to Literary Text. 

Duration: one class period

Poetry Review: In this activity, students read "Nesting," a poem about the making of a bird's nest. Then they write a Poetry Review, explaining whether they liked the poem and why. Students focus on hooking the reader and clearly stating their opinion in the introduction. Before writing, students complete graphic organizers to analyze the selection and plan their Poetry Review.

Duration: one class period

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

Students write a brief Response to Fiction Text, based on a specific reading or on whatever fictional story they are reading in class. Students consider literary features such as characters, plot, and setting, to understand the fictional texts they read. Then they focus on writing a clear response that includes citing evidence from the text to support their writing. The ability to respond to fictional texts and to cite supporting evidence in the text, are key skills required by many writing assignments in the Information genre.

Students write a brief Response, based on a specific reading or on whatever fictional story they are reading in class. Students consider the literary element of "character" in their response. The ability to identify story elements and to cite supporting evidence in the text, are key skills needed while Responding to Literary Text. 

Proficiency Level: Approaching, Below

There are many ways to capture readers' attention at the beginning of an informational article. In this assignment, students read "Chill Ways to Recycle Last Year's Snow," an informational article about recycling snow. Then they fill out a graphic organizer to analyze the article's introduction. This assignment helps students practice analyzing text elements, a key skill in reading informational text.

Duration: 20-25 minutes

Proficiency Level: Approaching, Below

In this activity, students read the Student Sample, "Which Is Better?" an essay written by a fourth-grade student in response to the question, "Which is a better pet, a cat or a dog?" Then they analyze the text by completing a graphic organizer. This assignment gives students practice analyzing the structure of an informational or argumentative text.  

Duration: 15-20 minutes

Proficiency Level: Meets, Approaching, Below

In this activity, students read and analyze Animal Rescuers, an informational text about people who rescue animals. Then they complete a graphic organizer to cite evidence from the text about what they learned.

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Looking Back: The 50th Anniversary of the Apollo 8 Mission," an informational article about the first time humans traveled into space. Then they complete a graphic organizer to demonstrate their comprehension of the article.

Duration: 25-30 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Teens and Adults Say They Feel Tethered to Cell Phones." Then they complete a graphic organizer to demonstrate their comprehension of the selection.

Duration: 25-30 minutes

Proficiency Level: Approaching, Below

In this activity, students read "Busy Beavers," an informational article about beavers. Then they fill in the graphic organizer with key details from the text. 

Duration: 15-20 mins 

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Charging Ahead," by Shay Maunz, and the "Business of Buses" data sheet. Then they plan an Opinion Paragraph based on a prompt about the topic. Students complete Graphic Organizer (Planner).  Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support the opinion will help students prepare for writing in the Argument genre. 

Duration: 15-20 mins

Proficiency Level: Below

In this assignment, students read the TIME for Kids article "Recess Reform," by Rebecca Mordechai, and "The Trouble with Recess" data sheet. Then they plan an Opinion Paragraph based on a prompt about the topic. Students complete a Graphic Organizer (Planner). Practicing skills such as analyzing a text for information, stating an opinion, and using reasons and evidence to support their opinion will help students prepare for writing in the Argument genre. 

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this activity, students read "I Want Snow for Christmas," a news article about students protesting climate change. They fill out a graphic organizer with details from the text. 

Duration: 15-20 mins 

Proficiency Level: Approaching, 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: Approaching, Below

Students write a brief Response to Nonfiction analyzing text elements, based on a nonfiction text they are reading in class. The ability to identify text elements, including main idea and evidence, is a key skill in responding to informational text.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

In this assignment, students think of a nonfiction text they are reading in class. They write two or three sentences explaining why the author wrote this piece.

Duration: 10 minutes

Proficiency Level: Approaching, 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. Use this High 5 activity during the first 5 minutes of class, or anytime you want to assign a Quick Write.

Duration: 10-15 minutes

Proficiency Level: Exceeds, Meets, Approaching, Below

In this assignment, students write a paragraph about an informational text they are reading in class. Includes an anchor chart that explain text and graphic features in writing.

Duration: 5-10 mins

Proficiency Level: Approaching

In this assignment, students name a new fact they learned from a reading in class. Then they write about one detail from the reading that supports this fact.

Duration: 10 minutes

Proficiency Level: Exceeds, Meets, Approaching, Below

In this assignment, students review a nonfiction text they are reading in class and write about whether or not they agree with the author. Includes two anchor charts that explain author's craft and central idea.

Duration: 5-10 mins

Proficiency Level: Approaching, Below

In this assignment, students read "Making Cookies" and write a paragraph focusing on the author's use of words that rhyme (same ending sounds) and the poem's rhythm (the beat of the poem) to develop an understanding of poetry elements.

This story has a Lexile level of 490.

Duration: 10 - 15 minutes

In this assignment, students read "The Travails of a Triangle Player" and write a paragraph to explain the author's purpose: Inform, Entertain, or Persuade. 

This story has a Lexile level of 400 and is appropriate for students in Grade 2.

Duration: 10-15 minutes

Proficiency Level: Approaching, Below

Henry Herz's fantasy story, "A Proper Party," is about an owl planning a party. Owl wants certain types of flowers, drinks, and party hats at the party. Owl becomes frustrated when the items from the list are different from what was planned. By the end of the story, Owl learns a valuable lesson about proper planning, "Because a proper party really requires plenty of good friends." therefore, the focus should be on friends, not specific items. Students will read the story and determine the theme to understand the author's message. 

The text in this assignment has a Lexile Level of 460 and is appropriate for students in Grade 2.

Duration: 15 - 20 minutes

Proficiency Level: Approaching, Below

Analyze Story Elements: In this activity, students read "They Made Me Do It and I'm Sorry," a short story about bullying. Students identify literary elements in the story and fill in a Graphic Organizer. Then students plan a Story Retelling, a new scene in which they imagine that the story's events happened to them. This assignment provides instruction and practice in Responding to a Literary Text. 

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students view the painting, The Persistence of Memory, by artist Salvador Dalí. Then they write a poem inspired by the painting.

Duration: 15 minutes

Proficiency Level: Below

In this assignment, students read the fiction passage`about a character named Grace who collects leaves on the way to school. Students will identify, organize, and retell key details of a text to show their understanding. 

This assignment has one prompt with two levels depending on the student support needed. Level 1 includes no adaptations. Level 2 contains light scaffolding with sentence starters. See the Teacher Resource to learn how to assign with differentiated prompts. 

The passage has a Lexile Level of 460 and is appropriate for students in Grade 2.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this assignment, students write two or three sentences about the author's use of details and descriptions. 

Duration: 10-15 minutes

Proficiency Level: Below

In this assignment, students read the poem, "Eletelephony," by Laura Elizabeth Richards. They write a few sentences analyzing how the poet uses rhyming to add to the humor.

Duration: 5-10 minutes

Proficiency Level: Meets, Below

In this assignment, students write a paragraph comparing and contrasting the two main characters of a story they are reading in class. They describe how the characters are similar and different.

Duration: 15 minutes

Proficiency Level: Approaching

In this assignment, students choose a character from the story they're reading in class. They write a few sentences describing how they feel about the character.

Duration: 10-15 mins

Proficiency Level: Approaching, Below

In this assignment, students watch a video of the Muppets acting out the poem, "Jabberwocky," by Lewis Carrol. They write a paragraph about whether or not they think the video helped to make the poem easier to understand. They use examples from the poem and video to support their opinion.

Duration: 15 minutes

Proficiency Level: Approaching, Below

In this assignment, students read the poem, "Mr. Grumpedump's Song," by Shel Silverstein. They write a paragraph about what they like or don't like about the poem using examples from the text.

Duration: 15 minutes

Proficiency Level: Meets, Approaching, Below

In this assignment, students read Taylor Swift's song, "Never Grow Up." They write a few sentences making a personal connection to the lyrics of the song.

Duration: 10 minutes

Proficiency Level: Approaching, Below

In this assignment, student think about two stories they've read this year. They write a few sentences comparing them.

Duration: 10-15 mins