Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the strategy of evaluating, using the Meeting of the Minds technique.

In this lesson, students use both fiction and nonfiction texts, the Internet, and a K-W-L chart to learn about how animals survive the winter.

"2-4-6-8, students will be spelling great" in this lesson that teaches the y rule for adding suffixes through cheering the spelling of words aloud, word sorts, and writing stories.

What does the world look like through a javelina's eyes? Students become javelinas in this lesson when they analyze a character and write from his or her perspective.

Interaction and adventure draws high school and elementary school students together as they analyze stories about the Lewis and Clark expedition.

Students often believe that fiction writers make everything up, seldom realizing how research worms its way into entertaining writing. In this lesson, students read Diary of a Worm to find out how fact merges with fiction.

This lesson encourages students in grades 4 and 5 to think critically and write persuasively by focusing on preparing, presenting, and evaluating mock campaign speeches.

Interpreting art is a subjective process. In this lesson, students write written responses analyzing a work of art and use feedback from their peers to revise or confirm their initial responses.

Like Junie B. Jones, students will be saying "Wait till you hear this" after listening to a Junie B. story and creating mystery boxes to help retell the story.

Students read biographies and explore websites of selected American authors and then role-play as the authors.

Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.

What makes you happy? What makes you sad? Connecting words to feelings enriches vocabulary and helps with concept development.

"That's my position and I'm sticking to it!" After reading about the Korean War, students will take a position in response to an open-ended question, support their position, and evaluate that support.

Did Paul Bunyan gouge out the Grand Canyon before or after he dug the Great Lakes? Students create a life-sized timeline showing the sequence of events in this tall tale.

What is it like to have a terrible, horrible, no good, very bad day? Students find out in this lesson in which they "become" the characters in Judith Viorst's book.

Students identify interesting words from Shakespeare's plays and add them to a classroom vocabulary collection.

Imagine if vocabulary could come alive with the click of a button! Students create video posters to demonstrate knowledge of new economics vocabulary.

This minilesson encourages children to seek out and appropriately react to nutrition labels and to make healthy food choices, integrating science, math, health, and literacy.

Students reflect on their school year, creating a digital scrapbook consisting of images and text to present to their school community.