#### Step 1: Choose a Skill

• Each lesson can be used multiple times with the same students. Choose different reading material each time. This gives the students a chance to become comfortable with the format and the expectations so they can focus on the skill.
• Model, model, model, model!
• Demonstrate the skill in detail, explaining your thinking process out loud, especially for struggling students.
• Show the assignment page on an overhead projector. Read the article together. Pause and describe your thoughts as you look for the information needed to complete each part of the assignment.
• The first time you give an assignment, complete at least the first half of it as a whole class. Give the students multiple chances to hear you explain how to use the skill before asking them to try it on their own.
• Allow students to work together. Talking through the work may help them clarify their thinking and gives you a chance to listen in and better understand how much they are able to do.

### Lesson Ideas:

 Cause and Effect Matrix | Grades 3-10 | Literature, Informational Text: Cause and Effect Match events to their outcomes. Can be used many times throughout the year with different texts Materials: – Cause and Effect Matrix – Cause and Effect Path Fact vs. Opinion | Grades 3-12 | Informational Text: Fact, Opinion, Drawing Conclusions Students identify facts and write a fact-based summary of an article that includes or evokes strong opinions. Materials: – Fact vs. Opinion Chart Main Idea Outline | Grades 2-10 | Informational Text: Main Ideas, Supporting Details Identify the most important ideas in a piece of text and the details that point to those ideas. Summarize. Plot Diagram Sequencing | Grades 3, 6-8 | Literature/Informational: Sequence Events Students identify and defend the beginning, middle and end events in a story or article. Fiction or nonfiction Materials: – Simple Plot Diagram – Plot Curve Diagram Story Strips Sequencing | Grades 3, 6-8 | Literature: Sequence Events Students line up strips of paper with events from a story.(Could be modified for nonfiction also)

#### Step 2: Choose an Article

Each article is available at three reading levels:

Note: These articles are fiction, but they are written to be read and used as non-fiction. Many of the stories have their basis in a real event or situation, but the names, places and details have been changed. As much as possible, statistics in the articles are true so that classroom discussion isn’t guided by false information.For older and more advanced students, these articles can be great resources for a lesson on validity of a source. Ask students: How do you know if what is written here is true? Can you believe what you read?

### Articles:

#### Step 3: Assign Students

• Use assessment data and classroom performance to determine the most effective level for each child to work.
• Assign each student the level of article most appropriate for that individual student. All students can read about the same story and practice the same skills using reading materials that are at their own level so they are able to learn more (See Zone of Proximal Development)
• Be flexible. If a student is struggling or needs more of a challenge, adjust his/her assigned work accordingly.

• May 4, 2016 at 4:47 pm

• September 24, 2016 at 6:04 pm

You just saved me!

Thanks for these resources and I’m so glad I have found you. I do teach English for out of school children here in my place.

– Liza C

• September 15, 2019 at 3:17 pm

The passages are leveled 1, 2, 3.
Can you give me any more details about the level (ie Lexile, grade level, etc.) for instance, are the Level 1s like a 3rd grade level, Level 2 is at a 4th grade, and the Level 3 are at a 5th grade level?

Thank you!

• September 18, 2019 at 1:06 pm