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.

Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of knowing how words work.

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

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

Y'all set down a spell and learn ‘bout dialects!" In other words, your students will use The Color Purple to explore dialect and how it reveals information about the characters.

Students will be crawling all over this assignment when they use illustrations and text to learn about life from a bug's point of view.

Students compare the traits fact and fiction by using a Venn diagram to compare fiction and nonfiction books about Native Americans.

Students in grades 4 and 5 discuss inferential comprehension and visualization as they use a think-aloud questioning strategy to develop a deeper understanding of a historical novel.

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.

Students read "After Twenty Years" by O. Henry, use a word map to identify characters' qualities or traits, discuss the characters' feelings and actions, and reflect upon these in journals.

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 research mask-making from various cultures, highlight the masks' connections to cultural practices, compose poetry to reveal their understanding, analyze their own culture, and create personal masks and poetry.

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

"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.

Where did the stars come from? What makes lightning and thunder? Pourquoi tales are narratives developed by various cultures around the world to explain natural phenomena. Students study three tales and learn about their cultures of origin, then work cooperatively to write and present an original pourquoi tale.

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.

Use an engaging, authentic text to build students' knowledge of phonic elements and give them a taste of Japanese culture.

Students read Bud, Not Buddy by Christopher Paul Curtis, demonstrate comprehension of the story by involving themselves in discussions, and analyze the characters in preparation for a class "press conference."

Through a close reading of Amelia Bedelia, students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.