Writing an Informational Text Using

Multiple Sources

4th Grade

Created for the Reading Writing Project 2016-17 by

Tara Greene, Alicia Kurtz, and Becky Hamilton

Appoquinimink School District

 Unit Overview

This fourth grade unit teaches ELA skills through a science texts. Students first learn
to make inferences and support them with text evidence. Next, they categorize
information from a science text as either “what” happened or “why” it happened.
Students then read a second text and compare its information to the first. Finally,
they learn specific formatting and organizational strategies and write an
informational article using information from both texts.

Following the instructional portion of the unit, students independently read two
texts and view an informational video about hurricane technology and use the three
sources to write an informational text about improvements in hurricane technology.

1
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Table of Contents
Planning Chart 1, standards, questions, and depth of knowledge for Performance Task ................................. 3
Planning Chart 2, standards, learning targets, learning progressions, and formative assessments ................. 5
Performance Task ............................................................................................................................................... 9
Performance Task Directions for students ....................................................................................................... 11
Performance Task Article Template ................................................................................................................. 13
Performance Task Exemplar - High .................................................................................................................. 14
Performance Task Exemplar – Mid-Level ......................................................................................................... 16
Performance Task Exemplar – Mid-Level ......................................................................................................... 17
Performance Task Exemplar – Special Education ............................................................................................ 18
Performance Task Exemplar – Low .................................................................................................................. 19
Scope and Sequence ........................................................................................................................................ 20
Lesson 1, Supporting Inferences with Two Lies and a Truth ............................................................................ 22
Lesson 2, What and Why? ................................................................................................................................ 26
Lesson 3, Fossils: Across Two Texts .................................................................................................................. 28
Appendix A, Frayer Model graphic organizer .......................................................................................... 30
Appendix B, Phineas and Ferb inference task cards................................................................................. 32
Appendix C, “Uncovering Clues to the Past” text .................................................................................... 37
Appendix D, Making Inferences graphic organizer .................................................................................. 42
Appendix E, Notetaking sheet................................................................................................................ 43
Appendix F, What and Why task cards ................................................................................................... 44
Appendix G, Exit ticket for Lesson 2 ....................................................................................................... 47
Appendix H, “Face to Fossil” text ........................................................................................................... 48
Appendix I, Inquiry Chart ...................................................................................................................... 56
Appendix J, Article Template for student writing .................................................................................... 57
Text Complexity Analysis, “Uncovering Clues to the Past” ....................................................................... 58
Text Complexity Analysis, “Face to Fossil” .............................................................................................. 59

2
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 PLANNING CHART #1
School: Silver Lake Elementary School

Know [Which
concepts/skills will Do [What is the
Questions Standard DoK students need to know question/full write asking
in order to complete the students to do?]
questions/full write?]
Question 1: RI.4.9  Choosing relevant  Incorporate evidence
text evidence from two sources
The technology Integrate information  Making inferences  Infer purposes of
explained in source 1 from two texts on the based on text technology
and source 2 is used to same topic in order to  Identify relevant  Compare purposes of
predict different aspects write or speak about the information technology
of a hurricane. Using subject knowledgeably.  Take notes  Support responses
information from both  How to refer to with evidence
sources, explain how W.4.7 sources  Categorize
the purposes of these  Focus research information
types of technology are Conduct short research around a topic that  Take Notes
different. projects that build is provided.  List sources
knowledge through  Gather a variety of
3
investigations of different information about a
aspects of a topic. research topic.

W.4.8

Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide
a list of sources.
Question 2: RI.4.3  Choosing relevant  Draw conclusion
text evidence based on evidence
Using evidence from all Explain events,  Drawing conclusions  Evaluate evidence to
three sources, why is procedures, ideas, or based on evidence determine
the information concepts in a historical,  Identify relevant importance
gathered from the scientific, or technical information  Explain an idea based
advanced technology text, including what  Take notes on specific textual
important to the public? happened and why, based  How to refer to information
on specific information in
3 sources  Categorize
the text.  Focus research information
around a topic that  Take Notes
W.4.7 is provided.  List sources
 Gather a variety of
Conduct short research information about a
projects that build research topic.
knowledge through
investigations of different
aspects of a topic.
3
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 W.4.8

Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide
a list of sources.
Question 3: RI.4.1  Making inferences  Identify relevant text
based on text evidence
Using the article, Refer to details and evidence  Make inferences
“Drones will be put to examples in a text when  Choosing relevant based on evidence
work this hurricane explaining what the text text evidence  Refer to details and
season” complete the says explicitly and when 2 examples in
chart with information drawing inferences from explanations
from the text. the text.

Full Write: W.4.2  Format of a  Write a newsletter

newsletter  Format using text
How are advances in Write informative/  Purpose of various features to guide
technology helping to explanatory texts to text features reader
predict and warn about examine a topic and  Difference between  Develop the topic
potentially dangerous convey ideas and information and with details,
hurricanes? information clearly examples information, and
3  Structure of a examples
concluding section  Provide a concluding
 Vocabulary specific statement related to
to hurricanes and the information
technology presented
 Use domain-specific
vocabulary to explain
the topic

4
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 PLANNING CHART #2
School: Silver Lake Elementary School

Standard:
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Targets Learning Progressions Formative Assessment Strategies

 Comparison table graphic organizer

 Checklist/Sort where students
match information from one of the
texts to the source(s) that it came
 Identify information  Identify the most important points from
from.
from two texts on the two texts for a given purpose
same topic  Identify the key/supporting details from
Lesson Link; RI.4.1, RI.4.3, RI.4.9 &
two texts for a given purpose
W.4.2- (Resources only):
https://www.smarterbalancedlibrary.or
g/content/basic-archaeology-pair-
informational-text-assessment-fourth-
grade

 Integrate information by graphically

 Integrate information
representing the most important points
from two texts on the
presented by two texts on the same
same topic in order to
topic
write or speak about
 Integrate information from two texts on
the subject
the same topic in order to write or
knowledgeably
speak about the subject knowledgeably

Standard:
RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4
topic or subject area.
Targets Learning Progressions Formative Assessment Strategies

Student responses with post-its

 Identify context clues to  Know the types of context clue
Lesson Idea Link:
support determination  Use text structure to identify context
https://www.smarterbalancedlibrary.or
of meaning clues for targeted words
g/content/supporting-inferences-two-
lies-and-truth

 Use context clues to

determine the meaning  Use context clues to determine the
Frayer model
of academic and meaning of words
domain-specific words

5
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Standard:
RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and
why, based on specific information in the text.

Targets Learning Progressions Formative Assessment Strategies

 Explain how ideas, events, steps are

 Explain events, ideas, or
connected
concepts in a scientific or
 Explain events, procedures, ideas, or
technical text, including Graphic organizer
concepts in a historical, scientific, or
what happened and why
technical text, including what happened
and why, based on specific information in
the text.

 Use specific evidence from

 Use specific information to explain what
the text to support
and why key events, ideas, procedures,
explanations of events,
events happened
ideas, or concepts.
Standard:
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
Targets Learning Progressions Formative Assessment Strategies

 Use the combination of explicitly stated

information, background knowledge, and Student responses with post-its
connections to the text to answer
 Refer to details and
questions Lesson Idea Link:
examples in a text when
 Use paraphrasing to appropriately https://www.smarterbalancedlib
explaining what the text
reference text rather than copying rary.org/content/supporting-
says explicitly
verbatim inferences-two-lies-and-truth
 Explain what the text says by making
reference to details and examples
(evidence) from the text

 Make inferences about author’s decisions

and content by making reference to
 Refer to details and details and examples (evidence) from the
examples in a text when text
drawing inferences from the  Refer to details and examples in a text
text when explaining what the text says
explicitly and when drawing inferences
from the text.

6
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Standard:
W.4.2
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly

Targets Learning Progressions Formative Assessment Strategies

 Identify a topic
 List information related to the topic
 Organize and group related information
together
 Introduce a topic and group  Identify & demonstrate an appropriate  Complete the “Organizing
related information in writing format Your Essay” graphic organizer
paragraphs or sections;  Write a beginning statement that to group related information
include formatting introduces topic and presents information in sections.
 Organize sentences into paragraphs
 Add formatting where appropriate
(heading, bold print, italics, etc.)

 Choose a source to research facts,

definitions and details about the topic
 Identify information from the source
 Develop the topic with facts,  Differentiate between relevant and
definitions, concrete details, irrelevant reasons
quotations, or other  Construct sentences from researched  IAB Brief Write #4
information and examples information that support the topic
related to the topic.  Quote information from the source
 Develop the topic with information
gathered from sources

 Provide examples that connect to the

topic
 Use linking words and phrases to connect
topic and ideas ( another, also, and, but)
 Link ideas within categories
 Use linking words and phrases to connect
of information using words  Thumbs Up/Thumbs down
topic and ideas and categorize
and phrases (e.g., another, (highlighting strategy using
information
for example, also, because). linking words chart.)
 Use linking/ transition words and phrases
to connect ideas within categories
 Link ideas within categories of information
using words and phrases (e.g. another, for
example, also, because)
 Identify vocabulary specific to the topic
 Use specific relevant vocabulary to inform
or explain topic  Frayer model using domain
 Use precise language and
 Use vivid verbs and precise nouns to specific vocabulary (4)
domain-specific vocabulary
inform or explain topic  Teacher observation on
to inform about or explain
 Use precise language and domain-specific highlighting strategy using
the topic.
vocabulary to inform about or explain the domain specific vocabulary.
topic

7
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
  Recognize closure techniques for creating
a concluding statement or section  IAB Brief Write #6 (Entire IAB
 Write a statement or section that consists will be taken, and the results
 Provide a concluding
of multiple sentences that provide a of questions 1,2,3, and 5 will
statement or section related
conclusion related to information and be used as pre-assessment
to the information or
topic for other skills. #4 and #6
explanation presented
 Provide a concluding statement or section apply directly to the skill of
related to the information or explanation writing from evidence.
as presented
Standard:
W.4.7 Conduct short research projects that build knowledge through investigations of different aspects of a topic

Targets Learning Progressions Formative Assessment Strategies

 Conduct a short research

 Focus research around a question/topic
project that builds knowledge
that is provided  Informational essay based on
through gathering a variety of
 Gather a variety of information about the “Rocks” texts
information
research topic
Standard:
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources

Targets Learning Progressions Formative Assessment Strategies

 Recall and gather information  Recall important information from print

from experiences or print and and digital sources
digital sources  Gather important information from print  Complete the “Organizing
and digital sources Your Essay” graphic organizer
to group related information
 Take notes and categorize  Organize notes and information into in sections.
information categories
 Provide a list of sources  Identify sources used in research
 List sources used during research

8
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 ELA & LITERACY PERFORMANCE TASK
School/District: Appoquinimink School District
Team Members: Tara Greene, Becky Hamilton, Alicia Kurtz

Title: Advances in Hurricane Technology Prediction

Grade: 4th
Standards RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and
(ELA, when drawing inferences from the text.
Literacy, RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical
Content) text, including what happened and why, based on specific information in the text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
W.4.2 Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
A. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting, illustrations, and multimedia when useful to aiding comprehension
B. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic
C. Link ideas within categories of information using words and phrases
D. Use precise language and domain-specific vocabulary to inform about or explain the
topic
E. Provide a concluding statement or section related to the information or explanation
presented
W.4.7 Conduct short research projects that build knowledge through investigations of different
aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.
DOK: 4
UDL: Graphic organizers for note taking, videos and text that span the grade level, guided questions
to support reading, scaffolded teacher support in a small group setting as needed.
Stimuli Print:
(Primary "Drones will be put to work this hurricane season"
Text): https://newsela.com/articles/Hurricane-drones/id/4293/

"Bigger computers and better math help predict hurricane strength"

https://newsela.com/articles/hurricane-forecasting/id/822/

Digital:
“Hurricane prediction technology more amazing than ever”
https://www.aol.com/article/2015/08/27/hurricane-prediction-technology-more-amazing-than-
ever/21227387/
Text “Drones will be put to work this hurricane season”
Complexity: “Bigger computers and better math help predict hurricane strength”
[All text falls within the 4-5 grade band range.]
Task Overview:

Part 1:
Students will read two text sources and watch a brief video about advances in hurricane technology
prediction.
Students will have access to a notetaking graphic organizer to collect notes from the provided sources.

Part 2:
Students will work individually to write an informational article for the school newsletter about advances in
hurricane technology prediction. Students may refer to the graphic organizer, notes, and sources.
9
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Task Directions:

Part 1:

Your Assignment:
You will watch the “Hurricane prediction technology more amazing than ever” video (source 1) and read
“Drones will be put to work this hurricane season” (source 2) and “Bigger computers and better math help
predict hurricane strength” (source 3). You will take notes on each source using the provided graphic
organizer and answer the included guided questions for each. You will then write an informative article for
your school newsletter about the advances in hurricane technology prediction.

In order to plan and write your article, you will need to do the following:
 Complete the provided graphic organizer to collect notes from the video and articles
 Answer the guided questions
 Brainstorm and write your article

Directions for beginning:

You will watch source 1 and read sources 2 and 3 about the advances in hurricane technology prediction.
Use the sources and the provided graphic organizer to gather notes. You will be able to refer to these notes
as you write the informative article in part 2.

Questions:

Answer the following guided questions to aid in your writing:

1. The technology explained in, "Drones will be put to work this hurricane season" source 2 and "Bigger
computers and better math help predict hurricane strength”, source 3 is used to predict different
aspects of a hurricane. Using information from both sources, explain how the purposes of these
types of technology are different.
2. Using evidence from all three sources, why is the information gathered from the advanced
technology important to the public?
3. Using the article, “Drones will be put to work this hurricane season” complete the chart with
information from the text.
“Drones will be put to work this hurricane season”
What information will the coyotes Why will this information be useful?
provide to scientists?

Part 2: [Writing]
Your Assignment:

How are advances in technology helping to predict and warn about potentially dangerous hurricanes? Write
an informative article for your school newsletter that explains advances in hurricane technology prediction.
You may use your notes to help you as you write. You must use evidence from the sources in your
newsletter.

How your essay will be scored: DOE Writing Rubric: Grade 4 Informative
10
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Task Directions
Part 1:

Your Assignment:
You will watch the “Hurricane prediction technology more amazing than ever” video (source 1) and read
“Drones will be put to work this hurricane season” (source 2) and “Bigger computers and better math help
predict hurricane strength” (source 3). You will take notes on each source using the provided graphic organizer
and answer the included guided questions for each. You will then write an informative article for your school
newsletter about the advances in hurricane technology prediction.

In order to plan and write your article, you will need to do the following:
 Complete the provided graphic organizer to collect notes from the video and articles
 Answer the guided questions
 Brainstorm and write your article

Directions for beginning:

You will watch source 1 and read sources 2 and 3 about the advances in hurricane technology prediction. Use
the sources and the provided graphic organizer to gather notes. You will be able to refer to these notes as you
write the informative article in part 2.

Questions:
Answer the following guided questions to aid in your writing:
1. The technology explained in, "Drones will be put to work this hurricane season," source 2 and "Bigger
computers and better math help predict hurricane strength," source 3 is used to predict different
aspects of a hurricane. Using information from both sources, explain how the purposes of these types
of technology are different.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Using evidence from all three sources, why is the information gathered from the advanced technology
important to the public?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
11
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 3. Using the article, “Drones will be put to work this hurricane season” complete the chart with information
from the text.

“Drones will be put to work this hurricane season”

What information will the coyotes provide to Why will this information be useful?
scientists?

Part 2:

Your Assignment:

How are advances in technology helping to predict and warn about potentially dangerous hurricanes? Write an
informative article for your school newsletter that explains advances in hurricane technology prediction. You
may use your notes to help you as you write. You must use evidence from the sources in your newsletter.

How your essay will be scored: DOE Writing Rubric: Grade 4 Informative

12
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Name:______________________________ Date:_________________________

How are advances in technology helping to predict and warn about potentially dangerous hurricanes?

Write an informative article for your school newsletter that explains advances in
hurricane technology prediction.

13
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Score:
Development: 4
Performance Task Exemplar: High Annotations: Organization: 4
Language/Conventions:
Title: Hurricanes and Technology 4

Paragraph 1:
Advances in Technology
Advances in technology have enhanced so
much, that we will now know when and where
a hurricane is going to hit. Now, we will also Effectively introduces the topic – advances in
know how strong a hurricane is going to be, technology that help us interpret hurricane
and if we need to evacuate the area or force and direction.
barricade ourselves in our homes. These
machines are the minds behind the scenes.

Supportive Paragraphs:
The Coyote Subheading that groups related ideas
The Coyote is a small pilotless plane, you together and is formatted well.
know a drone? No, it doesn’t have four legs
and make a howling noise. The Coyote is
dropped from 10,000-12,000 feet above the Includes multiple facts, definitions, and
ocean into the eye of the storm and then concrete details from the text to describe how
controlled remotely. The information this the Coyote helps us to interpret hurricanes
drone gives us is very critical. It can provide
information on how strong the storm can Use of specific vocabulary – Coyote, drone,
become. This could tell us if the city or town evacuate, eye
needs to evacuate. It’s purpose is to also
spot changes in air pressure to show us Use of transitions to link ideas within section
what’s going on inside of the eye. This could “This could …. This could …”
tell us when a hurricane could form or where
that hurricane could be moving. The Coyote
can only stay in the air for 90 minutes, so all
of it’s missions have to get done before that.
Effective transition - “Another piece …”
The HWRF
Another piece of technology that can be used Includes definition, concrete details, and facts
to predict hurricanes is the HWRF. The to describe how the HWRF predicts
HWRF is a supercomputer running an hurricanes
improved computer program. This computer
can solve up to 213 trillion calculations per
second. It used to “only” make 90 trillion Use of specific vocabulary – supercomputer,
calculations per second. The super computer calculations per second, radar
can show us how the storm is constructed.
The HWRF has been programmed to use
radar information from weather planes to
make a 3D view of how the hurricane is Effective transition/connection to previous
constructed. Like the Coyote, it’s main goal is section – “Like the Coyote, …”
to tell how strong a hurricane can be.

Concluding Paragraph: Subheading introduces concluding section

Hurricane-be-gone Concluding section clearly relates to the
The amazingly improved machines have information provided and effectively sums up
helped us so much to predict weather and the essay
14
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
prepare for weather appropriately. The
advances in technology help us to easily Full essay clearly focused on the topic
predict when a hurricane can occur and
where it can happen. The technology tells us
how powerful a hurricane will be. And what’s
so great about it is that we just have to sit
back and relax, because we already know
where the hurricane is going and how strong
it is!

15
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Performance Task Exemplar: Mid-Level Annotations:

Paragraph 1: Score:
This is how the advances in technology help Development: 3
to predict and warn about potentially Organization: 3
dangerous hurricanes. One of the advances Introduces the topic clearly Language/Conventions:
in technology is a coyote. A coyote is a 2
drone. Another one of the advances in
technology is a improved computer program.

Supportive Paragraphs:
This is what a coyote can do. A coyotes Uses linking words “Also, therefore” to
purpose is to spot changes in air pressure. connect ideas
This can help determine how strong a storm
can become. Also coyotes can fly into the Organization groups ideas about coyotes in
eye of the storm. The eye is the calmest part one paragraph and the super computer in
of the storm. It is also the most dangerous another
part. The coyote goes in the eye wall to find
the speed of the strongest winds. This should Includes facts and concrete details to support
help National Hurricane Center improve the topic
predictions. It is to dangerous for any plane
with people aboard to fly into the eye of the Some misuse of homophones “to, thair"
storm. Also coyotes can fly close to the
ocean. Therefore this can help us better
understand how hurricanes get thair power
from the heat of the ocean’s surface.

This is what a super computer can do. the Some misspellings – “abel, strugleing”
computer that runs the program can make up
to 213 trillion calculations per second. The Includes transitions to link ideas “Also …, “In
super computer and the faster program addition to that …”
should be abel to allow the center to better
figure out how the storms are constructed. In Progression of ideas sometimes list-like in
addition one of the main goals will be to get identifying what the super computer can do
better at telling how strong a hurricane is.
The center has been strugleing for a long Formatted into paragraphs without
time. Also the model has been used for the subheadings
past six years. But this year, it can accept
more information about what is going on in
the atmosphere. In addition to that the radar
should be abel to capture a 3 D view of how a
storm is constructed. That is what a super
computer can do. Writing is focused on the topic

Concluding Paragraph:
That is how the advances in technology help Provides a concluding sentence related to the
to predict and warn about potentially information presented
dangerous hurricanes.

16
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Performance Task Exemplar: Mid-Level Annotations:
Score:
Paragraph 1: Development: 2
A long time ago, the technology to predict Organization: 3
hurricanes was not that good. But, the Language/Conventions:
technology to predict hurricanes has 3
progressed a lot since then. New technology Effectively introduces the topic
has been built and is still getting better, saving
lives everywhere.

Supportive Paragraphs:
Some technologies that help predict Develops topic with quotations from the text
hurricanes are called Coyotes and Tide. A
Coyote is a drone that is dropped out of Provides a definition of Coyote and Tide
planes and goes into the hurricane to find out
information. In the text, it says, “It will Includes relevant details and information to
determine how strong a storm could become”. develop the topic.
This could help let scientists know about
storms earlier, so they can warn the public. In Related information is grouped in
the text it also says, “A main goal will be to paragraphs
find the speed of the strongest winds”, this
way they can know if they should evacuate or Some use of transitions to link ideas (so,
not. Once again …)

The next technology is a super computer Lack of sufficient facts and details to develop
called Tide. In the text it says, “A main goal topic in the second body paragraph
will be telling how strong a hurricane is”. Once
again, they use that information to keep Effective concluding section related to the
people safe. information presented

Concluding Paragraph:
With the new technology helping scientists
predict and get information on hurricanes, the
world is becoming a safer place.

17
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Score:
Development: 2
Organization: 2
Language/Conventions:
Performance Task Exemplar: Special Annotations: 1
Education
Introduces the topic
Paragraph 1:
Tecodgy helpes Because They can see how Pronouns somewhat unclear
strong the storm will Be. also it will help to
see if we need to evacuate the state. Many misspellings – teolgy, messer, gose,
meserment, hirrycane
Supportive paragraphs:
The teolgy they use now is a coyote they go Inconsistent development – some listing of
up to 1500 they also messer the air its good facts and concrete details
to predict the storms. also it gose up to 100
feet in the air they will also send the Misuse of homophone (lose for loose)
meserment to the hirrycane company. They
will let coyotes lose in hurrycane. They will let Frequent errors in capitalization
them go to see cange in air pressare. also,
they see if the storm gets too strong. they will Source of information is unclear
see in a 3 D veiw to see how Big the storm.
the forcast also will say were its going to hit. Some formatting to develop the topic (intro
the aerosored was flown when hurricane paragraph and body paragraph)
Ophelia was here it was probly like the
coyotes. Concluding sentence deviates from the topic

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Score:
Development: 2
Organization: 1
Language/Conventions:
1
Performance Task Exemplar: Low Level Annotations:

Once a long time ago the technology was not Unclear pronouns
very good. But then they made a new
technology called the coyote the help’s a lot. Partially identifies the topic (new technology)
What it does is it goes into the hurricane to
the eye of the hurricane so scientist can get a No formatting to support development
better understanding of what the hurrican is
like inside of it and know more about it like Incorrect creation of plural (help’s)
how it does so much damage. Also the
national hurricane center has two improved Frequent spelling errors – mak, hurricane,
tools there jobs are very important. there accuret – missing silent Es
running an improved computer program to
help make the for cast more accuret for the Misuse of homophones (there/their)
scietist and the people. What do you think
scientist should mak to help improve Lack of specific vocabulary
information about the hurrican.
Attempts to link ideas between sources “Also
…”

Provides one fact from each source to

develop the topic

No sense of closure related to the topic

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Scope and Sequence
School: Silver Lake Elementary Grade Level: 4

Lesson/Description Duration/ Standards/Learning Progressions

# of Days

Lesson 1:
"Supporting Inferences with Two Prerequisite
Lies and a Truth" SL.4.1
Engage effectively in a range of collaborative discussions
Students will preview
(one-on-one, in groups, and teacher-led) with diverse
upcoming vocabulary and then
listen to or read a story and partners on grade 4 topics and texts, building on others'
provide evidence from the text ideas and expressing their own clearly.
to support or refute three 1-2
inference statements from the days/class
story. Two inferences are periods Rl.4.1
incorrect, or a lie, and one is Refer to details and examples in a text when explaining what the
correct, or the truth. Students text says explicitly and when drawing inferences from the text.
find evidence, write it on a
post-it note with their name,
and post-it to the chart. When Rl.4.4
the class reviews the evidence, Determine the meaning of general academic and domain-
students will be able to see if specific words or phrases in a text relevant to a grade 4
their evidence confirms the
inference or not. topic or subject area.

Lesson 2: Prerequisite
"Fossils: What and Why" SL.4.2
Paraphrase portions of a text read aloud or information
Students will have the
presented in diverse media and formats, including visually,
opportunity to watch a short
video around fossils. After the quantitatively, and orally.
video, the students will have Rl. 4.3
opportunity to read a text Explain events, procedures, ideas, or concepts in a historical,
source. Students will then sort 1-2
scientific, or technical text, including what happened and why,
cards with information from the days/class
text into "What Happens" and periods based on specific information in the text.
"Why it Happens". W.4.8
Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources.

• Recall important information from print and digital

sources
• Gather important information from print and digital
sources

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Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
Lesson 3: Prerequisite

“Fossils: Across Two Texts” W.4.2.C

Students will be introduced to a Link ideas within categories of information using words and
second text during a close read. phrases.
They will then be responsible for
W.4.2.E
filling out an “I-Chart graphic
organizer with some guided Provide a concluding statement or section related to the
questions on both texts. They will information or explanation presented.
use the “I-Chart” to write an
informational article using RI.4.9
nonfiction text features to Integrate information from two texts on the same topic in order to
organize their text. write or speak about the subject knowledgeably.

W.4.7

Conduct short research projects that build knowledge through

investigations of different aspects of a topic.
3-4 class
periods W.4.2.A

Introduce a topic clearly and group related information in

paragraphs and sections; include formatting (e.g., heading),
illustrations, and multimedia when useful to aiding comprehension.

 Select a topic and gather information to share with an

audience

 Define common formatting and structures and determine the

best structure to organize the information

W.4.2.B

Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the topic.

W.4.2.D

Use precise language and domain-specific vocabulary to inform

about or explain the topic.

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Lesson 1
Supporting Inferences with Two Lies and a Truth

Learning Progressions for this Lesson: Prerequisite Standards:

 Use the combination of explicitly stated CCSS.ELA-Literacy.SL.4.1

information, background knowledge, and Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
connections to the text to answer questions with diverse partners on grade 4 topics and texts,
 Use paraphrasing to appropriately building on others' ideas and expressing their own
reference text rather than copying verbatim clearly.
 Explain what the text says by making
references to details and examples
(evidence) from the text
 Make inferences about author’s decisions
and content by making references to details
and examples (evidence) from the text Standards:
 Refer to details and examples in a text RI.4.1
when explaining what the text says Refer to details and examples in a text when
explicitly and when drawing inferences from explaining what the text says explicitly and
the text. when drawing inferences from the text.
 Determine the meaning of unknown words
by identifying known parts (root words, RI.4.4
Latin and Greek suffixes and prefixes) Determine the meaning of general academic
 Read and reread sentences, paragraphs, and domain-specific words or phrases in a
and non-linguistic images in the text to text relevant to a grade 4 topic or subject
identify context clues area.
 Use context clues to help unlock the
meaning of unknown words/phrases
 Determine the appropriate definition of
words that have more than one meaning
 Differentiate between literal and non-literal
meaning
 Identify and interpret figurative language
 Describe how figurative language and other
language choices enhance meaning
 Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4 topic
or subject area
Students Will Know: Students Will Be Able To:
● Ways to infer from the text  Make inferences using details from the text
and background knowledge.

Lesson Essential Question(s):

How can you use information from the text to make inferences?

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 Activating Strategy
Preview (as needed):
● https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/

● Have students begin thinking about what they can infer. Students will watch the following
video to think about making inferences:
○ http://viewpure.com/PWJZPvpjm2k?start=0&end=0

Key vocabulary to preview:

(All Tier 2 vocabulary) ● index
● decay ● remains
● fossil ● widespread
● preserved ● extinct

Lesson Instruction

Vocabulary Instruction
 Place students into 7 groups. Each group will be given one vocabulary word from the list below:
o (T2)decay, fossil, preserved, index, remains, widespread, extinct
 Each group will use a Frayer model to determine and display the meaning of their word. Groups will
use the text for context clues and dictionaries to determine the meaning of their word.
 Groups will use the Elmo to project and share their Frayer model.
 The vocabulary words will be added to the class chart of definitions to be displayed throughout the
unit of study. The Frayer models created by each group will be displayed in the classroom as well.
*Teacher note: During the vocabulary discussions, differentiate with students which words are
scientific/content specific. Also, be sure to note which words have multiple meanings (e.g. index, remains,
preserved) and will be seen in other contexts. Explain to students that the words have literal meanings,
which means that the intended meaning corresponds exactly to the meaning of the individual words.

Learning Activity 1-

Review inferences with the students by giving the following explanation followed by a few
examples:
 “Good readers make inferences using text details and background knowledge to figure out
information that isn’t present in the words on the page. Making inferences helps us
understand and appreciate the author’s message.”
 Display each of the following examples.
○ “When I woke up, there were branches and leaves all over the yard.”
○ “We bought tickets and some popcorn.”
○ “I forgot to set my alarm clock last night.”
○ “A student falls asleep in class.”
○ “One student put her hand in the air.”
 Think-Pair-Share: Allow students time to think about the example before turning and
discussing with their partner. Students will work with a partner to verbally develop a logical
inference. Have a few students share out their inference. Prompt students to explain how
they used the details from the sentence and their background knowledge to make the
inference.

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 Materials Needed:

-
7 Frayer models
- Dictionaries
- Copies of the text, “Uncovering Clues to the Past” (Chapter 2) for each student
- Vocabulary class chart
- Phineas & Ferb Make Inferences -Task Cards

Formative Assessment LA 1: Teacher Observation

Students will be provided with 3 cards for each inferencing task (prompt, correct inference, incorrect
inference). Students will use the inference prompt (Ferb) and match it to the correct answer (Phineas).

*When students make an illogical inference, prompt them to cite evidence from the text. The process of
referring to the text allows students to self-check their thinking and revise their answer.

*Teacher note: If your students have a clear understanding of making logical inferences, you may want to
use the Phineas & Ferb task cards as an activating strategy. Or, have the students match the logical
inference and provide an explanation as to why the incorrect inference is illogical.

Learning Activity 2-

1. Begin by stating the Learning Target: Refer to details and examples in text when drawing
inferences from the text.

 Read aloud, “Uncovering Clues to the Past” (Chapter 2). Display the text to show the words
and pictures during the read aloud.
 Model making inferences using the graphic organizer throughout Chapter 2.
○ Example: (paragraph 2, page 10) “You may think the Grand Canyon always looks the
same. But it is changing all the time. The natural forces that cause weathering and
erosion are always changing the rocks. Wind and water are continually breaking
down rocks into small pieces and carrying the pieces away.” Teacher think aloud - “I
read that natural forces are always changing the rocks. Why is the Grand Canyon
changing all the time?” This question will be recorded on the graphic organizer.
Guide students through identifying evidence from the text and prior knowledge to
make an inference. Explicitly model paraphrasing to appropriately reference the text
rather than copying the text verbatim.

Formative Assessment for LA 2:

 After modeling with at least two inferences, provide students with the following question for
students to find evidence from the text and use their prior knowledge to make an inference.
○ How do natural forces uncover more layers of rock?

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 Learning Activity 2- (continued)
 Read aloud the three inferences from the chart:
○ Inference one (lie): “Scientists have learned from their study of
fossils, that sea creatures once lived on land.”
○ Inference two (lie): “In rare cases, whole animals are found as
fossils, because whole animal fossils have already been discovered.”
○ Inference three (truth): “Wind and weather cover dead plants or
animals, which turns them into fossils.”

 Split the class into three groups and hand out the copies of chapter 2: “Uncovering Clues to
the Past” along with post-it notes.
 Group 1 will find evidence to prove or disprove inference one on the chart.
 Group 2 will find evidence to prove or disprove inference two on the chart.
 Group 3 will find evidence to prove or disprove inference three on the chart.

* Small group: For students who may have struggled with the formative assessment for LA 2 to find
evidence, or may need additional practice, this would be an opportunity to work with them in a
small group.
Materials Needed:
- Copies of the text, “Uncovering Clues to the Past” (Chapter 2) for each student
- Making Inferences graphic organizer for each student
- Chart prepared with the Learning Target at the top and the three inferences.
- Post-it Notes (1 for each student)

Summarizing Strategy:
● Once the students have found evidence for their numbered inference, they place their post-it
note on the chart at the front of the room.
● The teacher reviews each inference and the evidence presented for the inference and the
class decides if the inference is the “truth” or the “lie.” Be sure to review the idea of
evidence being words from the text if students present evidence that is not a detail or
example from the text.
● After reviewing with students, determine which inferences are “lies” and which inference is
the “truth.”

Attached Resources:

1. Appendix A: Frayer model graphic organizer (template)

2. Appendix B: Phineas and Ferb Task Cards
3. Appendix C: “Uncovering Clues to the Past” (Chapter 2)
4. Appendix D: Making Inferences graphic organizer

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Lesson 2
What and Why?

Learning Progressions for this Lesson: Prerequisite Standards:

 Explain how ideas, events, and steps are CCSS.ELA-Literacy.SL.4.2
connected. Paraphrase portions of a text read aloud or
 Explain events, procedures, ideas, or concepts information presented in diverse media and
in a historical, scientific, or technical text, formats, including visually, quantitatively, and
including what happened and why, based on
specific information in the text.
orally.
 Use Specific information to explain what and Standards:
why key events, ideas, procedures, and events RI.4.3
happened. Explain events, procedures, ideas, or concepts in
a historical, scientific, or technical text, including
what happened and why, based on specific
information in the text.

W.4.8
Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information,
and provide a list of sources.

Students Will Know: Students Will Be Able To:

 Choosing relevant text evidence  Draw conclusion based on evidence
 Drawing conclusions based on evidence  Evaluate evidence to determine importance
 Identify relevant information  Explain an idea based on specific textual information
 Take notes  Categorize information
 How to refer to sources  Take Notes
 Focus research around a topic that is provided

Lesson Essential Question(s):

How can I categorize informational text to understand it better?

Activating Strategy:

Students will watch an informational video about fossils. Teacher will facilitate discussion around things they
already know about fossils.
https://www.youtube.com/watch?v=oTqWjPWeyN4
(Stop at 4:20)

Key vocabulary to preview: index fossils, kaibab layer, Coconino layer

Lesson Instruction
Learning Activity 1-
Connect back to Lesson 1: Explain to students that as readers of nonfiction text, we often need to make
inferences to understand the text better. Another great reading strategy for understanding nonfiction text is to
make connections between what happens in the text and why it happens.

Teacher will inform students that they will be looking at an informational text, explaining that in order to
understand an informational text, making connections between what happens and why it happens can help the
reader understand it better.
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Reading of the text can happen in a variety of ways:
1. Whole group close read aloud.
2. Partner read
3. Independent read
*Small group accommodations should be made for students who need so with grade-level texts.*

Teacher will then facilitate an activity where students are broken into partners or small groups. Each group will be
given a placemat and a set of sorting cards. With their sorting cards, students will read aloud textual information
and decide if it’s WHAT happens, or WHY something happens [great opportunities for connections to
cause/effect relationships in informational text].

Materials Needed: Text, “Uncovering Clues to the Past”, Sorting cards with text from “Uncovering the Past”, Sorting Placemat

Formative Assessment LA 1: Sorting of cards onto placemat into “what happens” and “why”
Summarizing Strategy: Students will then use their sorting placemat to answer the following exit ticket: “How
are fossils formed and why are they important?” Have students explain how categorizing this information helped
them understand it better.

Formative Assessment (after Lesson 1): IAB Block “Brief Writes”

*Teacher note: The IAB Block, “Brief Writes” can be given as a pre-assessment prior to Lesson 1. The IAB block
will provide the following data when given after Lessons 1 & 2:
- Lesson 1: Are students able to refer to details in a text when explaining what the text says explicitly and
when drawing inferences from the text? (i.e. – IAB Brief Write # 4 provides students with details about the
star fruit. Students will need to refer to the details to further explain how the star fruit is healthy.)
- Lesson 1: Are students able to determine the meaning of general academic and domain-specific words?
(i.e. The star fruit provides a “good source of Vitamin C and fiber”.
- Lesson 2: Are students able to explain ideas based on specific information in the text? (i.e. The star fruit is
healthy because it is low in sodium and fat-free.)
- Lesson 2: Are students able to gather relevant information? (i.e. The notes provided related to the star
fruit include relevant and irrelevant information. For example, the star fruit should not be eaten by people
with kidney problems does not support the idea that the star fruit is healthy).
- Pre-assessment: The Brief Writes also provide pre-assessment data relating to how students’ ability to
group related information in paragraphs. (i.e. Brief Write #6 asks students to write a paragraph that
concludes a given idea.)

Attached Resources:
1. Appendix E: Notetaking Sheet
2. Appendix F: Task Cards
3. Appendix G: Exit Ticket

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Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Lesson 3
“Fossils: Across Two Texts”

Learning Progressions for this Lesson: Prerequisite Standards:

CCSS.ELA-LITERACY.W.4.2.C
 Identify the most important points from two texts Link ideas within categories of information
for a given purpose using words and phrases (e.g., another, for
 Identify the key/supporting details from two texts example, also, because).
for a given purpose
 Integrate information by graphically representing CCSS.ELA-LITERACY.W.4.2.E
the most important points presented by two texts Provide a concluding statement or section
on the same topic related to the information or explanation
 Integrate information from two texts on the same presented.
topic in order to write or speak about the subject
knowledgeably Standards:
RI.4.9
Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
W.4.7 Conduct short research projects that build
knowledge through investigations of different
aspects of a topic.
W.4.2.A
Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
W.4.2.B
Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
W.4.2.D
Use precise language and domain-specific
vocabulary to inform about or explain the topic.

Students Will Know: Students Will Be Able To:

 Choosing relevant text evidence  Incorporate evidence from two sources
 Making inferences based on text  Support responses with evidence
 Identify relevant information  Categorize information
 Take notes  Take Notes
 How to refer to sources  List sources
 Gather a variety of information about a topic

Lesson Essential Question(s):

How can we use organize information about the same topic from different sources to understand it better?

Activating Strategy
Teacher led review of previous lesson and vocabulary as needed.

Vocabulary Instruction:
 Provide instruction on the following domain-specific words: Protoceratops, paleontologists and
sedimentary rock. Provide students with a visual to accompany each of the domain-specific vocabulary
words.
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  Have students complete a Frayer model to understand the meaning of the words decomposed and
excavated.
o Check for understanding: Have students write a sentence using the words (decomposed and
excavated).
Key vocabulary to preview: Protoceratops, Paleontologists, decomposed, sedimentary rock, excavated,

Lesson Instruction
Learning Activity 1- Teacher will explain that in order to become “experts” on fossils, or any topic, using another
source can give us more information, different types of information, etc. Introduce the new text, “Face to Fossil”.
Explain that in this text, they will be reading an interview with a fossil in order to gain new and different
information. Read “Face to Fossil” as teacher sees fit (read aloud, interview read, partner read, etc.).

After reading, teacher will then assign the “I-chart” to students. The chart has three guided questions where
students will respond using both sources. (Source 1 says:, Source 2 says:).

Materials Needed: Text, “Face to Fossil”, I-Chart, Text: “Uncovering the Past”

Formative Assessment LA 1: Completion of “I-Chart”

Learning Activity 2- Teacher will then pose a series of questions on the smart board. Example: “If I was looking
for a detailed description of a protoceretops fossil what source would I use?” Teacher can use an every people
response to illicit an answer from students as a group [great resource: Plickers] Students can then follow up their
answer with a turn-and-talk to a partner about WHY that source makes the most sense.

Materials Needed: Text, “Face to Fossil”, I-Chart, Text: “Uncovering the Past”

Formative Assessment for LA 2: Every people response, turn-and-talk

Learning Activity 3- Teacher will then have students login into Study Island for a self-paced lesson on [W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding comprehension.] They will have the
opportunity to work on several examples of how to organize information into related groups.

Materials Needed: Computers, Study Island logins

Formative Assessment for LA 3: Using their I-Chart, students will then use the information from both sources to
write an informational article. They will have to group the related information by including formatting (such as
headings) to organize their information.

*Teacher Note: Students will need access to Study Island for the Learning Activity 3. If Study Island is not a
resource that is not available, the following is an alternate resource that can be used to provide the instruction:

http://www.beaconlearningcenter.com/WebLessons/WhichWriting/default.htm

Attached Resources:

1. Appendix H: Text, “Face to Fossil”

2. Appendix I: Inquiry Chart
3. Appendix J: Article template for student writing

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 Appendix A

Definition Synonyms

Examples Non-examples

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Definition Synonyms

Meaningful Sentence Picture

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 Appendix B

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 Appendix C

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 Appendix D

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 Appendix E

Bill Nye the Science Guy: Fossils

Note Taking Sheet
Directions: As you watch the video, jot down anything important that you think you would need to
know about fossils.
*Remember, as a note taker, you do not need to use full sentences. It can be a bulleted list, a fact put
into your own words, etc.*

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 Appendix F

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 Appendix G

Lesson 2: “Fossils: What and Why” Name: _________________

Date:________
Exit Ticket
Using your placemat and, “Uncovering Clues to the Past” text, explain how
fossils are formed and why they’re important.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Lesson 2: “Fossils: What and Why” Name: _________________

Date:________
Exit Ticket
Using your placemat and, “Uncovering Clues to the Past” text, explain how
fossils are formed and why they’re important.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 Appendix H

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Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 53
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 54
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 55
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Appendix I

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 Appendix J

Name: __________________ Date: ______ #: __

Write an informational article for your school’s science magazine

about fossils, including how they are formed, what types have been
found, and what they tell us about the past.

Be sure to: Use the three headings from the IChart as the three subheadings of your article.
You should include evidence from both texts that we have read in class as part of your article.

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Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 58
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)
 59
Delaware Department of Education Reading/Writing Project 2016
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)