Students explore multiple genres through genre studies. They record evidence of genre characteristics on bookmarks as they read, and finish by giving a book review for their classmates.

Comic frames are traditionally used to illustrate a story in a short, concise format. In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element (such as setting or character) from the story.

Students observe animals using one of the many webcams broadcasting from zoos and aquariums around the United States and the world, with a focus on observation, discussion, questioning, and research.

This lesson uses comic strip frames to define plot and reinforce the structure that underlies a narrative. Students finish by writing their own original narratives.

Multidimensional, challenging, and popular with students, comics provide an excellent way to introduce the concept of genres.

In this lesson, students practice a way to communicate without words by using a glyph. They create a name card using information about themselves. Students also interpret glyphs made by others.

Students consider the perspectives of central but silent characters in Stevie (Steptoe, 1968), gaining much deeper understandings of the story and realizing that every story truly gives a partial account.

This lesson uses One Green Apple by Eve Bunting to teach how characters change across a text. It will also guide students through writing an epilogue to accompany their independent book.

In this series of four lessons, students will explore key elements of design in Little Blue and Little Yellow to learn about setting, character relationships, and plot.

After examining recipes written based on students' favorite fairy tales, students research a recipe related to their favorite story, book, or fairy tale and include it in a classroom recipe book.

In this lesson, students conduct a science experiment and later discuss the events of the lab during shared writing. Students explain the procedure in their own words and then revise to include content specific vocabulary. Finally, students reflect on new words added to their writing using the Trading Card Creator interactive.

Students read thematically related texts, scaffolded from simple to complex, to help them gather necessary concept vocabulary and background knowledge in a content area. They then write acrostic poems to organize and present their learning in a creative way.

Teachers guide students to carefully view images from the Civil Rights Movement and write captions that accurately describe the images and/or their probable purposes.

In this minilesson, students organize information they compile while doing research for a written report on a selected topic.

Students find examples of adjectives in a shared reading. Then students "become" major characters in a book and describe themselves and other characters, using powerful adjectives.

Students learn the importance of crediting others for their words and ideas, and then learn the paraphrasing and citation skills necessary to avoid plagiarism.

In this lesson from a research skills unit, students read informational text, looking for supporting details. They practice skimming and scanning print resources, and scrolling through electronic resources.

By exploring myths and truths surrounding Independence Day, students think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day holiday.

In this lesson, students evaluate and rate the relevance of electronic resources as they research information about their state.

Students are guided through the process of taking notes while reading factual information, then turning those notes into new sentences and paragraphs written in their own words.