Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.

In this lesson, students read Henry and Mudge and the Starry Night as a whole group as the teacher models a questioning strategy. In subsequent sessions, students practice the questioning strategy and reread for fluency.

Students explore book covers of a variety of books then create a new cover for a book they have read.

This lesson, in which students research worms in order to create a classroom habitat, incorporates reading and writing across content areas as well as math and science activities.

Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.

In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.

Students write persuasive letters to their librarian requesting that specific texts be added to the school library. As they work, students plan their arguments and outline their reasons and examples.

The list of ten things about Opal's absent mother that her father shares in Because of Winn-Dixie serves as inspiration for students to create their own lists describing literary characters.

Students create alphabet books, which are used as an integrated assessment with science, health, social studies, and any other content area. This lesson plans looks at the theme of community.

Students identify, explore and apply the elements of circle plot structures to their own stories by using graphic organizers, reading and writing stories, and using checklists to assess their work.

During interactive read-aloud sessions, students identify how an author conveys mathematical information about animals' sizes and abilities. They then conduct research projects focusing on the same mathematical concepts.

After reading two math-related books, students investigate their home and school environments to find examples of objects that come in sets and then create their own books on sets.

Students read picture books to explore the concepts of plot development and conflict resolution. They first learn about the connections between reading and writing, and then revise their own writing.

Students participate in shared reading, choral reading, and readers theater, using books by Bill Martin, Jr. Repeated readings and literary performances help students with their reading accuracy, expression, and rate.

Students work on a guided characterization project, using a graphic map to illustrate the ways a character from a book series grows and evolves over the course of the story.

Using the alphabet as an organizing structure, students analyze literary elements in a book they have read and organize their observations in an alphabet book.

Students use graphic organizers to explore plot in circular stories while focusing on prediction and sequencing. After exploring the features of circular plot stories, students write their own stories.

Students listen to fiction and nonfiction read-alouds and explore selected Websites to identify factual information about animals. This lesson focuses on ants, but can be adapted to any animal.

This lesson provides a wealth of ideas for using notes in the classroom to promote authentic writing among children.

This lesson encourages students to use rhyming words to write rebus poetry modeled on rebus books, which substitute pictures for the words that young students cannot yet identify or decode.