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  1. Classroom Resources | Grades   3 – 5  |  Lesson Plan  |  Standard Lesson
    Using Historical Fiction to Learn About the Civil War
    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.
  2. Classroom Resources | Grades   3 – 5  |  Lesson Plan  |  Standard Lesson
    Using Snowflake Bentley as a Framing Text for Multigenre Writing
    Using Snowflake Bentley as a model, students create a working definition of multigenre text and then use that definition to create their own multigenre piece about winter or another theme.
  3. Classroom Resources | Grades   3 – 12  |  Calendar Activity  |  November 11
    Veterans Day is celebrated in the United States today.
    Students write biographical poems about a soldier.
  4. Classroom Resources | Grades   3 – 5  |  Lesson Plan  |  Standard Lesson
    Wartime Poetry: Working With Similes
    Students analyze a photograph, brainstorm words to describe the characters' senses and feelings, work in pairs to describe a character's experience, and create a poem using their ideas and similes.
  5. Classroom Resources | Grades   3 – 5  |  Lesson Plan  |  Standard Lesson
    Weather Detectives: Questioning the Fact and Folklore of Weather Sayings
    Students adopt a skeptical stance and become weather detectives who ask "Why?" and "Why not?" as they investigate the history and validity of some common weather sayings.
  6. Professional Development | Grades   K – 8  |  Professional Library  |  Journal
    What Every Teacher Needs to Know About Comprehension
    This article presents a model of comprehension to support classroom teachers as they engage their students in making meaning from text.
  7. Classroom Resources | Grades   1 – 12  |  Calendar Activity  |  November 20
    Where the Sidewalk Ends by Shel Silverstein was published in 1974.
    Students are introduced to a Silverstein verse and asked for their impressions. They then draw that they imagine when they read one of his lines and then write a line or two to continue the passage.

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