topic/theme: let's team up (unit 4) learning standards ... grade elar 4th six weeks.pdf ·...
TRANSCRIPT
Unit Learning Standards and Core Concepts
Major Concepts:
Phonemic Awareness - Phoneme Addition; Phoneme Blending/Segmentation; Phoneme Identity; Generate Rhyme
Phonics/Word Study - Long a: ai, ay ; Long e: (e, ee, ea, ie)
Vocabulary - Selection Vocabulary; High Frequency words
Comprehension - Make Predictions; Character and Setting
Fluency - Review 3rd Six Weeks Fluency Goals; Word Automaticity; Echo-Read, Intonation
Grammar/Mechanics - Was and Were; Has and Have
Writing - Persuasive Letter
Assessment - Teacher-created Assessment
Performance Task:
* Alphabetize the words written on the note cards.
* Choose two words and locate them in a dictionary.
Processes:
1.1A - Recognize that spoken words are represented in written English by specific sequences of letters.
English Language Arts and Reading Curriculum Overview 1st Grade 4th Six Weeks - Week 1 and 2
Topic/Theme: Let's Team Up (Unit 4)
Learning Standards
Reading
(1)
Reading/Beginning
Reading Skills/Print
Awareness.
Students understand
how English is
written and printed.
* Students retell Arnold Lobel's Frog and Toad Together while demonstrating their understanding of a central message or
lesson of the story (e.g. how friends are able to solve problems together or how hard work pays off).
(3)
Reading/Beginning
Reading
Skills/Phonics.
Students use the
relationships
between letters and
sounds, spelling
patterns, and
morphological
analysis to decode
written English.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex
(2)
Reading/Beginning
Reading
Skills/Phonological
Awareness.
Students display
phonological
awareness.
* Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text.
Provide textual evidence to support ideas.
* Choose a narrative text that has been read independently. Organize and present to a small group a book talk on the selected
text. Using appropriate fluency and oral conventions, read a portion of the text aloud to the class or small group. Listen and
participate as other students present a book talk. * With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and
short vowels, open syllable, r-controlled vowel sounds, and common spelling patterns). After reading, work together to do the
following:* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct
spelling/syllable pattern headings.
* One partner calls out at least one word from each pattern from the chart, while the other partner writes each on a
note card. Switch roles and repeat with a different set of words from the chart.
1.1B - Identify upper- and lower-case letters.
1.1C - Sequence the letters of the alphabet.
1.1D - Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).
1.2B - Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).
1.2D - Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
1.2E - Isolate initial, medial, and final sounds in one-syllable spoken words.
1.3A - Decode words in context and in isolation by applying common letter-sound correspondences
1.3D - Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3H - Identify and read at least 100 high-frequency words from a commonly used list.
1.4A - Confirm predictions about what will happen next in text by "reading the part that tells".
1.4B - Ask relevant questions, seek clarification, and locate facts and details about stories and other texts.
1.6A - Identify words that name actions (verbs) and words that name persons, places, or things (nouns).
1.6C - Determine what words mean from how they are used in a sentence, either heard or read.
1.9B - Describe characters in a story and the reasons for their actions and feelings.
1.12A - Read independently for a sustained period of time.
1.13A - Identify the topic and explain the author's purpose in writing about the text.
1.17A - Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
1.17B - Develop drafts by sequencing ideas through writing sentences.
1.17C - Revise drafts by adding or deleting a word, phrase, or sentence.
1.17D - Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.
1.17E - Publish and share writing with others.
1.18A - Write brief stories that include a beginning, middle, and end.
(6)
Reading/Vocabular
y Development.
Students understand
new vocabulary and
use it correctly
when reading and
writing.
1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
1.9A - Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence
of events.
(3)
Reading/Beginning
Reading
Skills/Phonics.
Students use the
relationships
between letters and
sounds, spelling
patterns, and
morphological
analysis to decode
written English.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex
1.2C - Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/
to/g/l/o/w/).
1.3A.i - single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,
qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.
1.3A.ii - single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-
e), long o (o-e), long u (u-e), y=long e, and y=long i.
1.4C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when
that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a
portion aloud).
(4)
Reading/Beginning
Reading/Strategies.
Students
comprehend a
variety of texts
drawing on useful
strategies as
needed.
(5)
Reading/Fluency.
Students read grade-
level text with
fluency and
comprehension.
1.19A - Write brief compositions about topics of interest to the student.
1.19C - Write brief comments on literary or informational texts.
1.20A - Understand and use the following parts of speech in the context of reading, writing, and speaking:
1.20A.i - verbs (past, present, and future).
1.20A.iv - adverbs (e.g., time: before, next).
1.20B - Speak in complete sentences with correct subject-verb agreement.
1.20C - Ask questions with appropriate subject-verb inversion.
1.21B - Recognize and use basic capitalization for:
1.21B.i - the beginning of sentences.
1.22A - Use phonological knowledge to match sounds to letters to construct known words.
1.22B - Use letter-sound patterns to spell.
1.22C - Spell high-frequency words from a commonly used list.
1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).
1.22E - Use resources to find correct spellings.
1.27A - Listen attentively to speakers and ask relevant questions to clarify information.
1.27B - Follow, restate, and give oral instructions that involve a short related sequence of actions.
1.Fig19D - Make inferences about text and use textual evidence to support understanding.
1.Fig19E - Retell or act out important events in stories in logical order.
1.Fig19F - Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
Essential Question (s): Literature Connection (s)
Content-specific Questions: Week 1 Week 2
What is a team? Frog and Snail's Trip (Preteach) When Jean Comes Home (Preteach)
What kinds of teams do you know about? Drake's Tail (Main) Gram and Me (Main)
What lesson did you learn about friendship and Busy as a Bee (Paired) Chinese New Year (Paired)
teamwork from the characters in the stories? Interactive Read Aloud Anthology (both weeks)
How do teams work together? Leveled Readers:
1.19B - Write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date,
salutation, closing).
1.21A - Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-
bottom progression), including spacing between words and sentences.
1.28A - Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the
conventions of language.
1.29A - Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
(7)
Reading/Comprehe
nsion of Literary
Text/Theme and
Genre. Students
analyze, make
inferences and draw
conclusions about
theme and genre in
different cultural,
historical, and
contemporary
contexts and
provide evidence
from the text to
support their
understanding.
(8)
Reading/Comprehe
nsion of Literary
Text/Poetry.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of poetry
and provide
evidence from text
to support their
understanding.
How did asking questions help you?
How might it help you understand another selection?
How do the people in your family help each other?
What connection did you make with the characters Decodable: Let's Team Up
in the story? Approaching: Fox and Snail, When You Were Little
What makes a team successful? On Level: A Day with Pig and Mule, Talking with Grandpa
Have you ever worked on a team? Beyond: Plop!, A Special Trip
How did your team overcome problems? ELL: Pig and Mule, The Pictures
What would you do differently? Teacher Selected Reading Classroom Library School Library
Media Connection (s) Instructional Resources
Texas Treasures (Macmillan/McGraw Hill) Teachers Edition
Texas Treasures (Macmillan/McGraw Hill) Student Edition
Texas Treasures Activity Book
Texas Treasures Practice Book
Please visit the WOCCISD LiveBinder for the
Media Connections related to this unit.
(9)
Reading/Comprehe
nsion of Literary
Text/Fiction.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of fiction
and provide
evidence from text
to support their
understanding.
Whenever possible, teachers should try to help the students engage background knowledge before reading, and talking about a new
theme is just one way to do this. Activating prior knowledge puts the students in the right frame of mind to approach the text.
• Connect and Engage: Introduce the theme, “Teammates” by leading a discussion of the term through the use of a class-
sized Frayer Model. Prompt students to think about the word "team." Using the class-sized fryer model, guide students to
understand the meaning of the word team. Require students to define and characterize the word, think of examples, and
think of non-examples. As students answer, place their responses in the appropriate section. If students are having trouble
answering, prompt students with examples.
• Introducing the Theme: The theme, “Let's Team up” allows students to reflect on how teams work together: as teammates,
as family teams, community teams, and animal teams. While reading, thinking, discussing, and writing about the texts,
students will demonstrate mastery of the learning outcomes for the six weeks by a completing a Book Talk and by writing a
Persuasive Book Report. The unit begins, as many do, by exposing students to examples of persuasive writing, and by
helping them generate ideas for persuasive writing they'd like to do. The goal during this early stage of the unit is for students
to write a lot, freely. One could say, the goal at the start of the unit is for children to try writing persuasive letters—and to do
so with enough independence that you can be free to study what they are doing and to teach in response. Students will be
given the direct instruction and repeated opportunities they need in order to become proficient at stating an opinion and
supplying supportive reason for that opinion. Specifically, they'll learn to write letters and a book report that aim to persuade.
(10)
Reading/Comprehens
ion of Literary
Text/Literary
Nonfiction. Students
understand, make
inferences and draw
conclusions about the
varied structural
patterns and features
of literary nonfiction
and respond by
providing evidence
from text to support
their understanding.
Focus Lesson/Direct Instruction/Modeling
Books to be matched with Students’ appropriate level & targeted skills --
Recommend using small leveled books for Approaching level, On level
and Beyond level, Decodable Readers
Metacognitive Strategies - Determining Importance
Link to SMART Exchange - Main Idea
http://exchange.smarttech.com/details.html?id=1a96d34c-9a3d-4815-b088-d8fd76c0ab23
Mini-Lesson: Determining Importance/What's Important to Me (Day 1)
(11)
Reading/Comprehens
ion of Literary
Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about
how an author's
sensory language
creates imagery in
literary text and
provide evidence
from text to support
their understanding.
(12) Comprehension
of Text/Independent
Reading. Students
read independently
for sustained periods
of time and produce
evidence of their
reading.
Reminder: Before, during, and after reading strategies should be done with each read aloud. As students progress toward
mastering these routines, teachers may add to, subtract from, condense, and modify as needed. These routines will
consistently be listed in the curriculum, however mini-lesson will vary depending on which strategy is highlighted. These
mini-lesson are not listed sequentially. However, each mini-lesson is expected be taught and reviewed. Use your judgment
when determining sequence and timing of mini-lessons during Read Aloud. Using the daily Read Aloud, remember to review
reading metacognitive strategies before, during, and after reading.
* Determining Importance: As I read, I decide what the main ideas are and what the author's message is to help
me understand what I am reading.
* Have students bring in something to Show and Share . If you don't have this time already scheduled into your
weekly schedule (like me), your kiddos will be very excited to bring in something to Show and Share . Send home
a recording sheet for them to create a list of "Important Details" they wish to share about the item they selected.
Model the process for the class by bringing in something special to you. Share a few important details about it,
telling the class why you decided to share those details. After students are done sharing, connect the activity to the
act of writing and reading. Say, "Writers choose a topic. They decide what details they will share with their
audience. Some of the details are very important and are called the main ideas. Some are supporting details. They
are important but not the most important. Readers decide what the main ideas are and what the author's message in
the writing is."
• Connect and Engage: Introduce the theme, “Teammates” by leading a discussion of the term through the use of a class-
sized Frayer Model. Prompt students to think about the word "team." Using the class-sized fryer model, guide students to
understand the meaning of the word team. Require students to define and characterize the word, think of examples, and
think of non-examples. As students answer, place their responses in the appropriate section. If students are having trouble
answering, prompt students with examples.
• Connect and Engage: Using Frog and Toad Together by Arnold Lobel, conduct a Read Aloud of the selected text,
stopping periodically to reinforce recurring phrases, making personal connections, and making inferences through modeling,
thinking aloud, and interactive questioning. Explicitly model identifying textual evidence to support inferences. Review that
authors give clues or little bits of information to the reader and the reader has to make a logical guess to figure out what the
author means. Tell students that this is called an inference. Guide students ask they make inferences about the central
message or lesson of the story. Remind students that our unit theme is "teaming up or working together". Ask, "How does
this story make a connection with our unit theme?" Discuss student responses. Ask, "What do you think the author would
want us to know or learn after reading this book?" Chart student responses on a class-sized chart. Discuss student responses
and guide any misconceptions. Remind students that good readers pay attention to what the author is trying to tell them.
Have students write a Response to Literature, using the sentence stem "The author wants me to know that
_________________________." Monitor student responses and conference with students who have misconceptions.
Student Artifact: Response to Literature
(13)
Reading/Comprehens
ion of Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical,
and contemporary
contexts and provide
evidence from the
text to support their
understanding.
Mini-Lesson: Determining Importance/What to Bring (Day 2)
* Have the class decide "what's important" to bring on:
a camping trip
a fishing vacation
a family picnic
a beach visit
a class field trip
Mini-Lesson: Determining Importance/What Teachers Look For (Day 3-4)
Mini-Lesson: Determining Importance/Pebbles and Sand (Day 5)
Mini-Lesson: Identifying Determining Importance Thinking Stems (Ongoing)
Figure: 19
Reading/Comprehe
nsion Skills.
Students use a
flexible range of
metacognitive
reading skills in
both assigned and
independent
reading to
understand an
author’s message.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex texts
as they become self-
directed, critical
readers
* Display a picture of one of the above and create a list of what would be important to bring along. Have students
decide what's important for each excursion and state their reason for why it's important. Remind students,
"Writers choose a topic. They decide what details they will share with their audience. Some of the details are very
important and are called the main ideas. Some are supporting details. They are important but not the most
important. Readers decide what the main ideas are and what the author's message in the writing is."
* It's always important for kids to know "what's important" for the tasks and skills they take on each day at school.
To extend the skill of deciding what's important, have your class share what's important for each skill/activity. The
chart example to the right gives an example for reading and writing. Share with students that when they are
reading/writing, these are the behaviors you determined to be most important to have when reading/writing. * Extend the activity to deciding what's most important from a child's perspective-- What's Important to Have in a
Friend? (or something similar). Encourage students to start thinking about the books they read. Encourage them to
ask themselves, "What's the most important thing the author wants me to know."
* Display the pebbles, sand, and funnel. Share with the class that, "When we read take in the details an author
writes. As we read we decide which details are the most important to remember. Some of the details are really
important. They help us understand the author's purpose for writing the story. Some details are less important.”
Demonstrate the difference between really important and less important details using the pebbles, sand, and funnel.
Conclude that readers' minds determine which details are important and hold onto them like the funnel is holding
the pebbles. The pebbles are like the important details and the sand is like the less important details. Encourage
students to be metacognitive today as they read. Challenge them to find important details in one of the books they
read and mark them with a Post-it Note.
* What do readers do while they are reading? Reiterate that readers THINK about their reading. Readers use their
schema, make connections, create mental images, and ask questions as they read. Model this for students. Read
aloud a book you are familiar with and use the “think out loud” strategy DETERMINING IMPORTANCE. Use
the “determining importance thinking stems” that you’d like your students to begin using. When you have finished
reading and thinking out loud, ask students to make observations about you as a reader (what you were doing, what
words you used, etc.). Record their answers on the Determining Importance Anchor Chart. As you dismiss
students, encourage them to think about what they are reading, and to start using determining importance thinking
stems as they read and ask questions. Add to the chart as the unit progresses.
* Have students bring in something to Show and Share . If you don't have this time already scheduled into your
weekly schedule (like me), your kiddos will be very excited to bring in something to Show and Share . Send home
a recording sheet for them to create a list of "Important Details" they wish to share about the item they selected.
Model the process for the class by bringing in something special to you. Share a few important details about it,
telling the class why you decided to share those details. After students are done sharing, connect the activity to the
act of writing and reading. Say, "Writers choose a topic. They decide what details they will share with their
audience. Some of the details are very important and are called the main ideas. Some are supporting details. They
are important but not the most important. Readers decide what the main ideas are and what the author's message in
the writing is."
(13)
Reading/Comprehens
ion of Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical,
and contemporary
contexts and provide
evidence from the
text to support their
understanding.
(14)
Reading/Comprehens
ion of Informational
Text/Expository
Text. Students
analyze, make
inferences and draw
conclusions about
expository text and
provide evidence
from text to support
their understanding.
Determining Important Thinking Stems
* Continue to add to the chart as the unit progresses.
* It's interesting that….
* I want to remember….
* I noticed….
* What matters….
* What's important here….
Mini-Lesson: Fiction….What's Important (Ongoing)
Whole Group - Read Aloud
Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about teams.
Week 1
Fiction/Folktale: "Drakes Tail" , Unit 4 p. 10-28 (Ask Questions/Determining Importance)
Expository: Test Practice - “Time for Kids" p. 5-10
Week 2
Fiction: “Gram and Me” (p. 40-58) (Vocabulary/Comprehension- Visualize, Ask Questions, Character and Setting), Unit 4
Figure: 19
Reading/Comprehe
nsion Skills.
Students use a
flexible range of
metacognitive
reading skills in
both assigned and
independent
reading to
understand an
author’s message.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex texts
as they become self-
directed, critical
readers
Writing
(17) Writing
Process. Students
use elements of the
writing process
(planning, drafting,
revising, editing,
and publishing) to
compose text.
(18)
Writing/Literary
Texts. Students
write literary texts
to express their
ideas and feelings
about real or
imagined people,
events, and ideas.
(19)
Writing/Expository
and Procedural Texts.
Students write
expository and
procedural or work-
related texts to
communicate ideas
and information to
specific audiences for
specific purposes.
* What do readers do while they are reading? Reiterate that readers THINK about their reading. Readers use their
schema, make connections, create mental images, and ask questions as they read. Model this for students. Read
aloud a book you are familiar with and use the “think out loud” strategy DETERMINING IMPORTANCE. Use
the “determining importance thinking stems” that you’d like your students to begin using. When you have finished
reading and thinking out loud, ask students to make observations about you as a reader (what you were doing, what
words you used, etc.). Record their answers on the Determining Importance Anchor Chart. As you dismiss
students, encourage them to think about what they are reading, and to start using determining importance thinking
stems as they read and ask questions. Add to the chart as the unit progresses.
* Readers make choices about what information is important to remember when they read. They use the trait of
Determining Importance to summarize. Understanding how the text is organized is an important part of the
process of determining importance. As you read fiction texts to/with your students, talk about how they are
organized. During modeled, guided, and shared reading, discuss plot, setting, characters, and problem/solution.
Discuss author's purpose. (see FICTION Reading Skills Chart)
* Encourage students to transfer the skills you are working on to their own independent reading time at school and
home. Encourage/praise the use of special words such as plot, setting, characters, and problem/solution. Choose
fictional text related to our unit theme: teamwork. Practice using the determining importance thinking stems with
each text.
Informational/Expository: "Busy as a Bee" , Unit 4 p. 30-33 (Text Feature: Captions, Teaching Chart 89, Author's
Purpose, Determine Importance)
Before Reading
During Reading
Focus Strategies for During Reading:
* Using Fix-Up Strategies
* Determine Importance (see above)
* Predictions - Explain that trying to figure out what comes next can help us understand better.
* Choral-Read - Have students choral-read (and Echo-Read) as you track the print.
After Reading
Focus Strategies After Reading
* Determine Importance (see above)
* Using Text Evidence to Support Responses to Stems
* Make Text-to-Self and Text-to-Text Connections
Routine: Review Concepts of Print. Read the title of the book and show the front cover. Establish prior knowledge,
purpose, and predictions: Provide background information or allow students to share ideas that they have based on the title or
the picture. Invite students to make predictions or pose questions about the book based on their knowledge of the author,
title, topic, or picture. Remind students to think about their predictions as you read aloud. Introduce and/or review
vocabulary. Introduce words found in the text and important words to students' comprehension. Provide opportunities for
students to use the words, either in a quick activity, or in sentences. Introduce and/or review the focus strategy. Explain to
students how to use the strategy.
Routine: Read the story. Stop occasionally to model a Think Aloud. Model and practice the focus strategy. Stop at
predetermined points to invite students to react or reflect on thinking with a partner; write a note in their journal, share
thinking using "CAFE" Comprehension Strategies, such as prediction and differencing. Using sample Read Aloud
Questions/Prompts, hold students accountable for the knowledge in the text and accountable for rigorous thinking. (See
Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have
students demonstrate comprehension by retelling, summarizing, discussing ideas, answering questions, or other after reading
activities. Determine an indicator of mastery for focus strategy. At a minimum, mastery should indicate a satisfactory
understanding of focus strategy, text, concepts, and enduring understandings.
Expository: "Chinese New Year" , Unit 4 p. 60-63 (Text Features: Numerical List, Photographs; Comprehension Strategy:
Ask Questions, Retell) Use Teaching Chart 97
(20) Oral and
Written
Conventions/Conve
ntions. Students
understand the
function of and use
the conventions of
academic language
when speaking and
writing. Students
continue to apply
earlier standards
with greater
complexity. (21) Oral and
Written
Conventions/Hand
writing,
Capitalization, and
Punctuation.
Students write
legibly and use
appropriate
capitalization and
punctuation
conventions in their
compositions.
(19)
Writing/Expository
and Procedural Texts.
Students write
expository and
procedural or work-
related texts to
communicate ideas
and information to
specific audiences for
specific purposes.
Oral and Written
Conventions
* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Inferring and Asking Questions to
Understand Text
Mini-Lesson: Practicing Determining Importance (Fiction)
Whole Group - Phonemic Awareness/Phonics/Word Study
Long a (ai, ay) Long e: (e, ee, ea, ie)
Identify and Generate Rhyme - Unit 4 p. 7B, 29T Phoneme Identity - Unit 4 p. 37B, 59T
Phonemic Blending - Unit 4 p. 7C, 29E, 29F, 29T Phonemic Blending - Unit 4 p. 37C, 59F, 59T
Phonemic Categorization - Unit 4 p. 9G Phoneme Segmentation - Unit 4 p. 39G
Teaching Chart 82, 86 Teaching Chart 90, 94
Phonics Transparency 31 Phonics Transparency 7
Practice Book - Unit 4 p. 151 Practice Book - p. 162, p. 167
Spelling Practice - Unit 4 p. 7E Spelling Practice - Unit 4 p. 37E
Spelling Practice Book - p. SP61 Word Sort - Unit 4 p. 39I, 59H
Decodable Reader 1 - Too Much Rain Today Decodable Reader 1 - Fox and the Green Grapes
Build Words with Long a (ai, ay) - Unit 4 p. 9H, 29U Identify and Generate Rhyme - Unit 4 p. 59E
Word Automaticity - Unit 4 p. 9H Word Automaticity - Unit 4 p. 59G
Word Sort - Unit 4 p. 9I, 29H, see additional lessons and links in LiveBinder
see additional lessons and links in LiveBinder
Whole Group - Fluency Skill: Prosody
Teaching Resources for Fluency
Unit 4 pg. 9A, 9B
Decodable Readers 1 and 2
Teaching Chart 83, 88, 90, 96
Graphic Organizer Transparency 7
Practice Book p. 158, p. 169
(27) Listening and
Speaking/Listening.
Students use
comprehension
skills to listen
attentively to others
in formal and
informal settings.
(28) Listening and
Speaking/Speaking.
Students speak
clearly and to the
point, using the
conventions of
language. Students
continue to apply
earlier standards
with greater
complexity.
(21) Oral and
Written
Conventions/Hand
writing,
Capitalization, and
Punctuation.
Students write
legibly and use
appropriate
capitalization and
punctuation
conventions in their
compositions.
(22) Oral and
Written
Conventions/Spelli
ng. Students spell
correctly.
Listening and
Speaking
The purpose of the familiar reading is for students to have opportunities to reread text to strengthen their phrasing, fluency
and practice using their reading strategies. After guided reading lessons, books are placed in students’ individual reading
containers. Books may be stored in cereal boxes, plastic bags, baskets, etc. These books become the student’s familiar reading
text. Students should also have “just right” text in their individual reading containers that they have selected from the
classroom library.
* Students complete story maps which include story elements such as plot, beginning, middle and end, sequence
of events, and problem and solution. Students continue to practice comprehension strategies including making
connections to text, describing characters, and making inferences. Student Artifact: Story Map
Whole Group - Vocabulary
Oral Vocabulary Cards 1- "Drakestail", Unit 4 p. 9E
Read Aloud Anthology - "Aiken Drum" (p. 87-89) , Unit 4 p. 29R (Song, Vocabulary, Model Fluency)
Week 2
Read Aloud Anthology: Fable - "Anansi Saves Antelope" (p. 90-92), Unit 4 p. 77R (Vocabulary, Comprehension)
Mini-Lesson: High-Frequency Word Practice
Mentor Text: Too Much Rain Today
Mentor Text: When Jean Comes Home (p. 38-39)
Teaching Chart 85, 91, 93, 95
Practice Book - pgs. 152, 163, 168
Mini-Lesson: Strategy - Use a Dictionary (Multi-Meaning Words)
Teaching Chart 87/Vocabulary Transparency 1
Whole Group - Shared Writing
Week 1
(28) Listening and
Speaking/Speaking.
Students speak
clearly and to the
point, using the
conventions of
language. Students
continue to apply
earlier standards
with greater
complexity.
(29) Listening and
Speaking/Teamwor
k. Students work
productively with
others in teams.
Students continue
to apply earlier
standards with
Review high-frequency words: across, carry, eight, once, saw, upon, walked. (Week 2 - about, give, pretty, says,
were, write) Review the words using the Read/Spell/Write routine. Use decodable readers as a source to help
student practice reading high-frequency words. Have partners reread the book together. Add these words to the
Word Wall. Use high-frequency words during Morning Message, Shared Writing, and Writing Workshop.
(Read aloud for Robust Vocabulary lesson and Comprehension lesson - Practice Asking Questions, Determining Importance,
and Prediction) Use Teaching Chart 84/Graphic Organizer Transparency 7Oral Language: Read Aloud Anthology - "The Rooster and the Fox" (p. 130-132) , (comprehension/vocabulary) Unit 4 p.
7A
Read Aloud Anthology: "Daddy Played Music for the Cows" (p. 120-123) Unit 4 p. 37A (Read Aloud for Robust
Vocabulary lesson and Comprehension lesson – Respond to Realistic Fiction)
Explain that some words have more than one meaning. Say, "For example, blue can be a color. It can also
describe a sad feeling." Tell students that they can use a dictionary to find the different meanings of a word.
Explain that when you know the different meanings, you can figure out which one is used in a sentence. Display
Teaching Chart 87 and use the dictionary entry to model how to determine the meaning of the word bill as it is
used in the sentence. Using the think aloud strategy, model how to determine the best definition to use. Ask
students to practice, using Practice Book activity page 157. Continue to support students learning this week by
practicing with several multiple-meaning words in sentences.
Read Aloud Anthology: "Aunt Minnie and the Twister" (p. 115-119) Unit 4 p. 59R (Read Aloud for Robust Vocabulary
lesson and Comprehension lesson – Respond to Realistic Fiction)
Mini-Lesson: Writing Persuasive Letters
Class Artifact: Class Persuasive Letter (Movie)
Grammar Mini-Lesson: Was and Were
Mentor Text: First Years Letters by Julie Danneberg, Sincerely Yours: Writing Your Own Letter by Nancy
Loewen, I Wanna Iguana and I Wanna New Room by Karen Kaufman Orloff* Read Aloud the mentor text. After discussing story elements, explain to students that they will learn about
persuasive letters. Explain to the class that the purpose of a persuasive letter is to express your opinion about a
particular matter, to persuade your reader that your opinion is correct and hopefully to bring about some change.
Create a Persuasive Writing Anchor Chart add important information as you teach each component to students.
Tell students they during this unit, they will be writing persuasive letters to a friend to recommend their favorite
movie. Say, "First we will practice as a class." Read examples of persuasive letters to the children and point out
that every persuasive letter has a clearly stated purpose.* Use an overhead projector and a basic persuasive letter template to help children visualize the basic components
of such a letter. Alternatively, prepare a large piece of chart paper on which to write your letter. Input the address
of your recipient in the top right-hand corner of the template or chart paper. Follow the contact information with a
formal greeting, such as "Dear Mr. Peters."
Tell students that the words was and were are verbs that tell about things that have already happened, or are in the
past. Write this information on the Grammar Anchor Chart. Explain that we use was te tell about one person,
place, or thing. For example: The boy was at the park. Explain that we use wher eto tell about more than one
person, place, or thing. For example: The boys were at the park. Write sentences on page 9C (Unit 4) on the
board. Read each sentence aloud. Model doing the first three sentences by telling whether the word was or were
completes the sentence. Have students complete the remaining sentences. Read the completed sentences aloud
and have students repeat. Have students complete the activity in the Grammar Practice book, page. GR76.
Additional practices for was and were can be found at: Unit 4 p. 29B
* Conclude your letter with a clear restatement of the class opinion. Demonstrate how to begin the final statement
with a phrase such as, "In conclusion."
* Revise and proofread your letter together with the class. Ask for feedback from the children as you reread the
letter for flow. Check that you and they used clear, descriptive language throughout the letter.
* Rewrite the letter on a sheet of standard writing paper. Use a standard sign-off, such as, "Sincerely, Mrs. Smith's
First-Graders." Enclose your letter in an addressed envelope, send it and wait patiently for a reply.
* Write a good lead. Ask for suggestions from the class, but guide their thinking. Remind the children that the
point of the letter is to express their opinion and to convince their reader to take a particular action that will result
in change. Prompt the children to formulate a clear statement of their purpose for writing the letter. For example, if
the class wants to persuade the principal to purchase more balls for the playground, ask the class to "Explain what
we believe" or ask, "What words should we write to explain what we are thinking?" Write the statement of opinion
in the first section on your template or chart paper.* Support the class opinion in the body of your letter. Brainstorm with the class and list three or more facts or
interesting points to support the position you stated in your introduction. For example, write that several balls are
missing from the playground or are damaged, that there is too much fighting over the few remaining balls and that
the climbing equipment would be less crowded if there were more balls for children to play with instead. Teach the
children to introduce every fact with a word such as "first," "additionally" and "furthermore."
Week 2
Mini-Lesson: Writing Persuasive Letters (Part II)
Mentor Text: See List Above
* Read Aloud another mentor text about letters. Facilitate a discussion about:
What letters are
What do letters look like (date, heading, body, closing, signature)
Who writes letters
Why do people send letters
Who receives letters
Grammar Mini-Lesson: Has and Have
Writing Workshop
Tell students that the words has and have means "to own something". Write this on the Grammar Anchor
Chart. Say the sentences: "I have a ball. We have a ball. You have a ball. They have a ball." Say again, the
word have is a verb that means "to own something." Say, "We use the word have when we talk about ourselves or
a group of people, or when we use the word you. Write this rule on a Grammar Anchor Chart. Say the
sentences: "He has a ball. She has a ball. It has a ball." Say again, has is a verb that means "to own something."
Say, "When we talk about one person or thing other than ourselves or you, we use the word has instead of have. "
Add this rule to the Grammar Anchor Chart. Practice these two rules by writing the sentences on page 39C
(Unit 4) on the board. Model identifying the correct word by completing the first three sentences. Have students
work with a partner to complete the remaining seven sentences. Additional practice for has and have can be
found at: Unit 4 p. 59O, Grammar Practice Book p. GR83
Tell students that the words was and were are verbs that tell about things that have already happened, or are in the
past. Write this information on the Grammar Anchor Chart. Explain that we use was te tell about one person,
place, or thing. For example: The boy was at the park. Explain that we use wher eto tell about more than one
person, place, or thing. For example: The boys were at the park. Write sentences on page 9C (Unit 4) on the
board. Read each sentence aloud. Model doing the first three sentences by telling whether the word was or were
completes the sentence. Have students complete the remaining sentences. Read the completed sentences aloud
and have students repeat. Have students complete the activity in the Grammar Practice book, page. GR76.
Additional practices for was and were can be found at: Unit 4 p. 29B
* Remind students that they will be writing "persuasive letters." Show students the class letter you composed last
week during Shared Writing. Share the Persuasive Writing Anchor Chart. Review the parts of the letter. Tell
students that today, they will be helping to write a new letter. Introduce the prompt: Write a persuasive letter to a
* Working with students, compose a class letter recommending a toy, for example a doll, a game, etc. As you
work with students, keep in mind the format of a letter. Class Artifact: Persuasive Letter (Toy)
Mini-Lesson: Book Talks - Part I
Mentor Text: Teacher-selected book
Advanced Preparation:
1. Prepare to display visuals as appropriate.
2. Prepare two Book Talks to model for students.
3. Create an Anchor Chart: Effective Book Talks that lists the criteria for a successful Book Talk.
4. Model a complete Book Talk with the following components:
* State the title and author.
* List two reasons why you like the book.
* Read your story (or part of your story) out loud, monitoring accuracy and reading with good oral fluency.
* Close the Book Talk with a persuasive statement or question.
* Speak clearly, at an appropriate pace.
5. Ask: What was better about the second Book Talk? Discuss responses.
6. Display the chart with the criteria for Book Talks. Ask the students if they have any questions about the criteria.
7. Review the criteria for an effective Book Talk.
Mini-Lesson: Book Talks - Part II
* These writing workshop lessons are modified in order to provide students an opportunity to plan and practice
Book Talks. Book Talks serve as a preparation for writing Persuasive Book Reports in Week 3-6 of this six weeks.
To incorporate some writing, consider requiring students to write a friendly letter recommending their favorite
book. The lesson is included below.
Explain to students that today they will be learning how to conduct a "book talk." Explain that Book Talks are
used to promote reading, collaboration and communication. Book Talks are Students will select a favorite book
and write a Book Talk script that they will use to practice sharing their book. Create a Book Talk Anchor Chart
with student, as you discuss the criteria -or- show students the previously created anchor chart.1. Tell students that you are going be giving a Book Talk. Inform them that you have selected a book that you
love. Tell them to listen carefully and think of questions and comments.2. Begin by modeling a “poor” Book Talk. Be sure to mumble, not make eye contact, speak too fast/slow, and
read a part of the book out loud, making mistakes and using poor fluency.3. Discuss student comments and questions. Tell students you would like to try again. Ask them pay attention to
the difference in the two Book Talks.
8. Show and discuss the Book Talk Rubric to help students understand how they will be assessed. (see
LiveBinder -or- create your own rubric)
Explain to students that they have been studying how to give an effective Book Talk. Review the Effective Book
Talk Anchor Chart to ensure student's understanding of the process. Remind students that the anchor charts
remind us what the speaker does in a Book Talk. Explain that today they will discuss what the audience does
during a Book Talk.
3. Add information discussed to the Book Talk Anchor Chart, as needed.
3. After practicing on their own, students will practice their Book Talk with a partner.
Mini-Lesson: Book Talks - Part III
* Both Whole Group Reading and Independent Reading will be used for students to conduct their Book Talks.
After each Book Talk, allow a couple of comments and questions.
Mini-Lesson: Persuasive Letter (Recommending My Favorite Book)
Mentor Text: See List Above
* A brief “Why I recommend this book” statement, and an illustration about the book.
* Have students give specific reasons for why they like the books and why they should read them.
Student Artifact: My Favorite Book Persuasive Letter
1. Ask: How and why do readers recommend books to others? How can speakers communicate
ideas and opinions clearly? What does it mean to listen effectively? Discuss responses.2. Discuss with the students what it means to be a good listener and how to participate in a discussion
with relevant questions and comments.
Inform students that they are going to look over their Reader’s Notebooks to see all the books they have read so far
this school year. Tell them to choose one for a Book Talk and one that they would recommend to other students.
Alternatively, you may choose for students to choose a new book and conduct a Book Talk. Use your judgment
when determining the best course for introducing this skill.
1. Students record in their Reader’s Notebook two reasons why they like their book and why they would
recommend it to others.2. Independently, students practice going through their Book Talk from the beginning, including all the
criteria listed on the chart. Students use their Reader’s Notebook for notes. This includes practicing
reading the book aloud with accuracy in decoding and with appropriate fluency.
* You may consider allowing students to write a sample Book Talk script to use during their
presentation.
* Remind students that you have been working on persuasive letters. Remind students that you have also been
learning about Book Talks. Say, "Today, we will combine what we learned about persuasive letter writing and
book talks. Your task is to write a persuasive letter recommending your favorite book to a friend." Review the
Persuasive Writing Anchor Chart. Also review the letter writing format and correct any misconceptions. Show
students the Opinion Writing Rubric see LiveBinder. Explain that their persuasive letter should have:
Explain to students that they have been studying how to give an effective Book Talk. Review the Effective Book
Talk Anchor Chart to ensure student's understanding of the process. Remind students that the anchor charts
remind us what the speaker does in a Book Talk. Explain that today they will discuss what the audience does
during a Book Talk.
In Whole Group, students will conduct their Book Talks. Allow each student a 2-3 minute time span to present
their Book Talk. In order to get through all students’ Book Talks, limit them to a 2-3 minute time span or have them present in small
groups.
Small Group - With Teacher - Guided Reading
GR Mini-Lessons to complete during this term:
* Using Fix-It Strategies When Reading
* Determining Importance
* Read High-Frequency Words
* Phonemic Awareness
Small Group - Guided Writing
GW Mini-Lesson to complete during this term:
Small Group - Word Work
Long a and Long e
Possible Activities:
Word Sorts
Creating Words
Handwriting Practice
Phonemic Awareness/Phonics Practice
See LiveBinder for other activities
Small Group - Work on Writing
* Response to Literature
Work on Writing can be merged with Writing Workshop. Alternatively, Work on Writing can be used as a vehicle for
practicing writing fluency. Work on Writing can include an number of activities to promote writing, such as:
Guided Reading, Guided Writing, Assessing, Conferring
Ensure Guided reading is targeted by assessing progress of individual students within each group. Quick 100 word Running
Records are a good way to see if you are reading with students on their instructional level.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small leveled
books for Approaching level, On level and Beyond level and Decodable Readers.
Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.
Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and
check list before, during, and after.
* Using Metacognitive Strategies - Schema, Visualizing, Ask Questions, Infer (before, during, and after reading),
Determining Importance
Meet with students who are having difficulty putting their ideas down on paper. Assistance with generating ideas
for writing persuasive letters and using resources to assist with spelling, should be modeled during this time.
* Writing to a Prompt
* Writing Persuasive Letters
* Grammar/Mechanics proofreading practice book
Small Group - Read to Self -or- Listening to Reading
Collaboration 1 - Read to Someone
Using Leveled Readers: Book Talk Practice Partner Spelling and Syllable Practice
Writing: Response to Literature The basic principles of writing conferences:
• Listening (to what writer is trying to say)
Phonics/Phonemic Awareness Activities • Affirming (what writer has done well)
• Reinforcing (the writer’s strength, attempts)
Vocabulary Practice • Assessing (confusions, strength, next steps)
Writing: Persuasive Letters
Book Talk (See Rubric for Scoring)
Story Map
Sustained silent reading is a period of uninterrupted silent reading. Depending on independence and stamina, provide
adequate minutes for students to enjoy independent reading. Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or
pocket charts. Also include Level Library Readers, stories related to theme, and the Treasures Listening Library CD.Accountability: When students are reading independently, ask students to complete Story Maps or other graphic organizers
to show mastery of Determining Importance lessons.
Collaborative Learning
• Teaching (what’s most important for writer to move forward and only
what the writer is ready for)
• Scaffolding (helping the writer say, write, and do what she can’t quite
do yet without help)
• Setting goals with students’ input (for the writer to attempt to meet on
his own, with minimal guidance and support).
Practice Task (s) Student/Teacher Conferring
Collaboration 2 Collaboration 3
Independent Practice with Conferring
Have students work with a partner. Choose
one of the 3 ways to read a book. Students
will take turns reading a text to each other
and asking questions about the story. Direct
students to ask each other questions about
the text, such as what was the story about?
Who are the characters? Etc.
Work with a partner to develop a script for
your Book Talk. Use this script to
practice your Book Talk with each other.
Use the Book Talk Rubric to help your
partner improve. After both of you have
practiced your Book Talk, discuss areas of
improvement. Practice again, as needed.
With a partner, read aloud a decodable book
that includes spelling and syllable patterns
taught in this unit. After reading, work
together to do complete 1 of the 4
performance task listed above. This lesson
can be used up to four times, requiring
partners to complete a different
performance task.
Partner Practice: Spelling and Syllable Practice
Content Extension (less challenging)
Acrostic Poems
Review and Assess the weekly skills reviewed/learned:
Phonemic Awareness/Phonics - Long a and Long e
Vocabulary - High Frequency Words, Selection Vocabulary
Writing - Elements of Letter Writing
Comprehension - Story Elements
Spiral Review: Summarize
Assessment
Formative Summative
Observe students throughout the week as they complete assignments,
respond orally in class, and read aloud:
To check student understanding of the concepts
taught this week, the end of the week assessment
can be administered. This should be used to guide
your instruction and to re-teach the concepts that
were not mastered.
Key: Lessons for Metacognitive Strategies are RED, Lessons for Read Aloud are GREEN, Lessons for Phonemic Awareness/Phonics/Word
Study are ORANGE, Lessons for Vocabulary are BLUE, Lessons for Writing are PURPLE.
English Language Arts and Reading Curriculum Overview 1st Grade 4th Six Weeks - Week 3 and 4
Topic/Theme: Let's Team Up (Unit 4)
Write your own acrostic poems! An
acrostic poem uses each letter in a word
to start a new line of poetry. The text
always describes the word. Create an
acrostic poem of the word "TEAM."
Work together to come up with words or
short phrases, related to the TEAM , that
begin with each letter of that word.
Brainstorm a variety of ideas to decide
which ones best fit your poem. Write
each word or phrase next to the theme
word letter.
* Use the Visual Vocabulary Resource
book for vocabulary introduction and the
ELL Resource Book. For writing, use the
Picture Prompt Lessons.
* Use Main Selection to pre-teach selected
vocabulary and have students make
predictions about the text. Preview and
Predict. Explain that all stories have a
structure. Good readers pay attention to how
a story is put together to help them
understand the story and the sequence of
events. Pay attention to and use words like
first, next, and then to help you retell the
sequence of events in the correct order.
Extension Supporting ELL Suggestions for Interventions
Week 1 - See Tier 2 (Approaching Level)
and ELL Instruction, Unit 4 p. 25K-35JJ
– choose component(s) of reading
(phonemic awareness, phonics,
comprehension, fluency, vocabulary) to
re-teach and practice based on student
needs.Week 2 - See Tier 2 (Approaching Level)
and ELL Instruction, Unit 4 p. 81M-81LL –
choose component(s) of reading (phonemic
awareness, phonics, comprehension, fluency,
vocabulary) to re-teach and practice based
on student needs.
Instructional Extensions and Modification
Unit Learning Standards and Core Concepts
Major Concepts:Phonemic Awareness - Phoneme Addition; Phoneme Blending/Segmentation; Phoneme Identity; Contrast Sounds
Phonics/Word Study - Vowel Diphthongs Long o: o, oa, ow, oe; Long i: i, y, igh, ie
Vocabulary - Selection Vocabulary; High Frequency Words
Comprehension - Retell; Draw Conclusions; Plot
Fluency - Repeated Reading: Prosody
Grammar/Mechanics - Go and Do; Capitalize Proper Nouns; See and Saw; Commas
Writing - Persuasive Writing
Assessment - Unit Assessment
Performance Task:
* Alphabetize the words written on the note cards.
* Choose two words and locate them in a dictionary.
Processes:
1.1A - Recognize that spoken words are represented in written English by specific sequences of letters.
1.1B - Identify upper- and lower-case letters.
1.1C - Sequence the letters of the alphabet.
1.1D - Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).
Learning Standards
Reading
(1)
Reading/Beginning
Reading Skills/Print
Awareness.
Students understand
how English is
written and printed.
(2)
Reading/Beginning
Reading
Skills/Phonological
Awareness.
Students display
phonological
awareness.* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and
short vowels, open syllable, r-controlled vowel sounds, and common spelling patterns). After reading, work together to do the
following:
* Read or listen to an informational text. In a small group, discuss the purpose for reading or listening to the text and identify
topics and details. Individually, draw pictures to illustrate important facts from the text. Speak using complete simple
sentences to tell others about your illustration.
* Locate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster,
sort and categorize the information gathered from the texts. Include 2 or more relevant text features on the display.
(3)
Reading/Beginning
Reading
Skills/Phonics.
Students use the
relationships
between letters and
sounds, spelling
patterns, and
morphological
analysis to decode
written English.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex
* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct
spelling/syllable pattern headings.
* One partner calls out at least one word from each pattern from the chart, while the other partner writes each on a
note card. Switch roles and repeat with a different set of words from the chart.
* Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text.
Provide textual evidence to support ideas.
1.2B - Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).
1.2D - Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
1.2E - Isolate initial, medial, and final sounds in one-syllable spoken words.
1.3A - Decode words in context and in isolation by applying common letter-sound correspondences
1.3D - Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3H - Identify and read at least 100 high-frequency words from a commonly used list.
1.4A - Confirm predictions about what will happen next in text by "reading the part that tells".
1.4B - Ask relevant questions, seek clarification, and locate facts and details about stories and other texts.
1.6A - Identify words that name actions (verbs) and words that name persons, places, or things (nouns).
1.6C - Determine what words mean from how they are used in a sentence, either heard or read.
1.9B - Describe characters in a story and the reasons for their actions and feelings.
1.10A - Determine whether a story is true or a fantasy and explain why.
1.11A - Recognize sensory details in literary text.
1.12A - Read independently for a sustained period of time.
1.13A - Identify the topic and explain the author's purpose in writing about the text.
1.14A - Restate the main idea, heard or read.
1.14B - Identify important facts or details in text, heard or read.
1.14C - Retell the order of events in a text by referring to the words and/or illustrations.
1.14D - Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.
1.17A - Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
1.17B - Develop drafts by sequencing ideas through writing sentences.
1.17C - Revise drafts by adding or deleting a word, phrase, or sentence.
(6)
Reading/Vocabular
y Development.
Students understand
new vocabulary and
use it correctly
when reading and
writing.
(7)
Reading/Comprehe
nsion of Literary
Text/Theme and
Genre. Students
analyze, make
inferences and draw
conclusions about
theme and genre in
different cultural,
historical, and
contemporary
contexts and
provide evidence
from the text to
support their
understanding.
(5)
Reading/Fluency.
Students read grade-
level text with
fluency and
comprehension.
(4)
Reading/Beginning
Reading/Strategies.
Students
comprehend a
variety of texts
drawing on useful
strategies as
needed.
(3)
Reading/Beginning
Reading
Skills/Phonics.
Students use the
relationships
between letters and
sounds, spelling
patterns, and
morphological
analysis to decode
written English.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex
1.4C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when
that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a
portion aloud).1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
1.9A - Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence
of events.
1.2C - Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/
to/g/l/o/w/).
1.3A.i - single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,
qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.
1.3A.ii - single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-
e), long o (o-e), long u (u-e), y=long e, and y=long i.
1.17D - Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.
1.17E - Publish and share writing with others.
1.18A - Write brief stories that include a beginning, middle, and end.
1.19A - Write brief compositions about topics of interest to the student.
1.19C - Write brief comments on literary or informational texts.
1.20A - Understand and use the following parts of speech in the context of reading, writing, and speaking:
1.20A.i - verbs (past, present, and future).
1.20A.iv - adverbs (e.g., time: before, next).
1.20B - Speak in complete sentences with correct subject-verb agreement.
1.20C - Ask questions with appropriate subject-verb inversion.
1.21B - Recognize and use basic capitalization for:
1.21B.i - the beginning of sentences.
1.22A - Use phonological knowledge to match sounds to letters to construct known words.
1.22B - Use letter-sound patterns to spell.
1.22C - Spell high-frequency words from a commonly used list.
1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).
1.22E - Use resources to find correct spellings.
1.27A - Listen attentively to speakers and ask relevant questions to clarify information.
1.27B - Follow, restate, and give oral instructions that involve a short related sequence of actions.
1.Fig19D - Make inferences about text and use textual evidence to support understanding.
1.Fig19E - Retell or act out important events in stories in logical order.
1.Fig19F - Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
Essential Question (s): Literature Connection (s)Content Questions: Week 1 Week 2
How can we work together to make our community Pickling Peaches (Preteach) See the Ball Fly (Preteach)
better? César Chavez (Main) The Kite (Main)
What is one community problem you can help with? Food Trains (Test Practice) The Wright Brothers (Paired)
What makes this selection nonfiction? Read Aloud Anthology (both weeks)
(8)
Reading/Comprehe
nsion of Literary
Text/Poetry.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of poetry
and provide
evidence from text
to support their
understanding.
(9)
Reading/Comprehe
nsion of Literary
Text/Fiction.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of fiction
and provide
evidence from text
to support their
understanding.
(7)
Reading/Comprehe
nsion of Literary
Text/Theme and
Genre. Students
analyze, make
inferences and draw
conclusions about
theme and genre in
different cultural,
historical, and
contemporary
contexts and
provide evidence
from the text to
support their
understanding.
1.21A - Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-
bottom progression), including spacing between words and sentences.
1.28A - Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the
conventions of language.
1.29A - Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
How did retelling help you? Leveled Readers:
How might retelling help you when you read another
selection?
How do teammates encourage and support each
other? Decodable: Let's Team Up
How does knowing what the characters are like Approaching: All Kinds of Team, The Ant and the Grasshopper
help us know that this story can't really happen? On Level: All Kinds of Teams, Lenny Lion and Molly Mouse
How did visualizing help you? Beyond: All Kinds of Teams, The Ant and the Dove
How might visualizing help you when you read ELL: Teams, Lenny and Molly
another selection? Teacher Selected Reading Classroom Library School Library
Media Connection (s) Instructional Resources
Texas Treasures (Macmillan/McGraw Hill) Teachers Edition
Texas Treasures (Macmillan/McGraw Hill) Student Edition
Daily Five
iStation
(11)
Reading/Comprehens
ion of Literary
Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about
how an author's
sensory language
creates imagery in
literary text and
provide evidence
from text to support
their understanding.
(9)
Reading/Comprehe
nsion of Literary
Text/Fiction.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of fiction
and provide
evidence from text
to support their
understanding.
(10)
Reading/Comprehens
ion of Literary
Text/Literary
Nonfiction. Students
understand, make
inferences and draw
conclusions about the
varied structural
patterns and features
of literary nonfiction
and respond by
providing evidence
from text to support
their understanding.
Please visit the WOCCISD LiveBinder for the
Media Connections related to this unit.
Focus Lesson/Direct Instruction/Modeling
Whenever possible, teachers should try to help the students engage background knowledge before reading, and talking about a new
theme is just one way to do this. Activating prior knowledge puts the students in the right frame of mind to approach the text.
Books to be matched with Students’ appropriate level & targeted skills --
Recommend using small leveled books for Approaching level, On level
and Beyond level, Decodable Readers
• Connect and Engage: Chorally or Echo Read "Pickling Peaches" (nonfiction). Discuss how the author uses text structure
to help students identify the ways in which the workers worked as a team. Identify the main idea and details. Activity: Use
context clues to define unknown works. Class Artifact: Graphic Organizer
• Connect and Engage: Chorally or Echo Read "See the Ball Fly!" (fiction). Discuss how the author uses text structure to
help students identify the ways in which the characters worked as a team. Identify the problem and the solution in the story.
Activity: Use context clues to define unknown works. Class Artifact: Graphic Organizer
• Connect and Engage: Introduce the Theme - Community Teams by discussing what it means to serve your community.
Build background by visiting www.serve.gov. Click on "My American Story." The My American Public Service
Announcements (PSAs) feature President Obama, Bon Jovi, Usher and everyday volunteers calling upon all Americans to
step up and get involved. Choose one of the 60 second stories. After viewing the stories, allow students to answer the
following questions: How is this individual helping his/her community? How can you help your community? Chart and
discuss students responses to the questions.
Metacognitive Strategies - Determining Importance
Mini-Lesson: Nonfiction - What's Important #1 (Day 1)
Mini-Lesson: Nonfiction - What's Important #2 (Day 2)
Student Artifact: Nonfiction Feature Poster
Mini-Lesson: Finding Nonfiction Features (Multiple Days)
* Locate and read multiple texts on a topic of personal interest. Use text features to locate important information.
On a poster, sort and categorize the information gathered from the texts. Include 2 or more relevant text features on
the display.
(13)
Reading/Comprehens
ion of Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about the
author's purpose in
cultural, historical,
and contemporary
contexts and provide
evidence from the
text to support their
understanding.
(11)
Reading/Comprehens
ion of Literary
Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about
how an author's
sensory language
creates imagery in
literary text and
provide evidence
from text to support
their understanding.
(12) Comprehension
of Text/Independent
Reading. Students
read independently
for sustained periods
of time and produce
evidence of their
reading.
* Understanding how the text is organized is an important part of the process of determining importance. As you
read nonfiction texts to/with your students, talk about how they are organized. During modeled, guided, and shared
reading, discuss the special features of nonfiction texts, their purpose, and how they help readers better understand
the text. Discuss author's purpose.* Encourage students to transfer the skills you are working on to their own independent reading time at school and
home. Encourage the use of special words such as heading, caption, graph, comparison, map, label, table of
contents, index, glossary, photograph, map, sketch, illustration, cutaway, close-up, etc. Create posters featuring
examples of nonfiction text features. see Nonfiction Text Conventions Chart in Live Binder
Preparation: Gather lots of nonfiction books from your own library or school library. Try to make them diverse in
topic, reading level, and writing style. Make a T-chart with the left side heading being Feature Name and the right
side heading being Purpose. (or use the Nonfiction Text Conventions Chart in LiveBinder) Make or gather
notebooks for the students to record the name, purpose, and an example of each feature.
* Readers make choices about what information is important to remember when they read. They use the trait of
Determining Importance to summarize. Understanding how the text is organized is an important part of the
process of determining importance. As you read nonfiction texts to/with your students, talk about how they are
organized. During modeled, guided, and shared reading, discuss the text and special features of nonfiction texts,
their purpose, and how they help readers better understand the text. Discuss author's purpose. Encourage students
to transfer the skills you are working on to their own independent reading time at school and home. Encourage the
use of special words such as topics, main ideas, details, fact/true, nonfiction text features (and terms related to
them...see next lesson!), and author's purpose. see NONFICTION Reading Skills Chart in Live Binder
* Readers make choices about what information is important to remember when they read. They use the trait of
Determining Importance to summarize.
Reminder: Before, during, and after reading strategies should be done with each read aloud. As students progress toward
mastering these routines, teachers may add to, subtract from, condense, and modify as needed. These routines will
consistently be listed in the curriculum, however mini-lesson will vary depending on which strategy is highlighted. These
mini-lesson are not listed sequentially. However, each mini-lesson is expected be taught and reviewed. Use your judgment
when determining sequence and timing of mini-lessons during Read Aloud. Using the daily Read Aloud, remember to review
reading metacognitive strategies before, during, and after reading.
Labels help the reader understand the small parts of a picture.
Photographs help the reader see what the real topic looks like.
Captions help the reader understand what they are looking at in a picture.
Comparisons help the reader compare the item to something they are already familiar with.
Cross Sections help the reader see what something looks like from the inside.
Maps help the reader know where something is located in the world.
Types of Print help the reader know that the word or words are important.
Close-Ups help the reader see what something looks like from up close.
Tables of Contents help the reader know how the book is organized.
Indexes help the reader find specific information in a book.
Glossaries help the reader understand the definitions of important words in the book.
* Introduce the name of the feature.
* Discuss and record on the class chart what the class thinks is the purpose of each feature.
Mini-Lesson: Finding Nonfiction Features #2 (Multiple Days)
* Review Nonfiction Features, by referring to the Nonfiction Text Conventions Chart.
(14)
Reading/Comprehens
ion of Informational
Text/Expository
Text. Students
analyze, make
inferences and draw
conclusions about
expository text and
provide evidence
from text to support
their understanding.
Figure: 19
Reading/Comprehe
nsion Skills.
Students use a
flexible range of
metacognitive
reading skills in
both assigned and
independent
reading to
understand an
author’s message.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex texts
as they become self-
directed, critical
readers
Preparation: Gather lots of nonfiction books from your own library or school library. Try to make them diverse in
topic, reading level, and writing style. Make a T-chart with the left side heading being Feature Name and the right
side heading being Purpose. (or use the Nonfiction Text Conventions Chart in LiveBinder) Make or gather
notebooks for the students to record the name, purpose, and an example of each feature.* Students will observe the differences between a nonfiction book and a fiction book. Students will discover the
11 features found in many nonfiction books and evaluate whether a book is fiction or nonfiction.* Gather the students on the carpet or in a group area. Ask them if they have noticed or know where to find
nonfiction books within your classroom library. Ask what they think the difference is between fiction and
nonfiction. They should already have an understanding that nonfiction is real information.
* Discuss what makes a story nonfiction or fiction. Is it real (true) that Cinderella's godmother turned a pumpkin
into a carriage? Is it possible that Jack really climbed a beanstalk and met a giant? We know these things are
fictional because they can't happen. Nonfiction teaches us real, factual information. It is important to notice
whether a book is nonfiction or fiction when reading because you need to know if the information is accurate or * Inform them that for the next few days they are going to be finding different types of features or conventions
within nonfiction.* The following is a list of all the features and their purposes. You can decide the number and order in which you
will teach them each day.
* Prior to the lesson, decide how many features per day and which ones you will be teaching. Use the following
routine for the introduction of each feature.
* Show many different examples of the feature in nonfiction books. (The use of real literature helps students
understand the importance of each one.)
Student Artifact: Nonfiction Feature Find
Mini-Lesson: What's the Difference?
Class Artifact: Fiction vs. Nonfiction Venn Diagram
Whole Group - Read Aloud
Week 1
Nonfiction: Test Practice - "Food Trains (p. 78-79) Unit 4 (Skill: Answering Questions)
Week 2
(17) Writing
Process. Students
use elements of the
writing process
(planning, drafting,
revising, editing,
and publishing) to
compose text.
Nonfiction: Article - "Cesar Chavez (p. 70-77)" Unit 4 (Comprehension Strategy: Retell, Draw Conclusions, Text Features:
Photographs) Use Practice Book p. 176
Fiction/Fantasy: "The Kite from Days with Frog and Toad (p. 86-100)" Unit 4 (Comprehension Strategy: Visualize,
Retelling, Determining Importance (fiction), Sensory Language)
Figure: 19
Reading/Comprehe
nsion Skills.
Students use a
flexible range of
metacognitive
reading skills in
both assigned and
independent
reading to
understand an
author’s message.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex texts
as they become self-
directed, critical
readers
Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about helping the community and/or
working as a team.
Expository: "The Wright Brothers (p. 102-107)" Unit 4 (Text Feature: Photographs, Chart; Retelling, Determining
Importance) Use Teaching Chart 113, Practice Book p. 193)
(19)
Writing/Expository
and Procedural Texts.
Students write
expository and
procedural or work-
related texts to
communicate ideas
and information to
specific audiences for
specific purposes.
Writing
(18)
Writing/Literary
Texts. Students
write literary texts
to express their
ideas and feelings
about real or
imagined people,
events, and ideas.
* On the final day of features, hand out the Nonfiction Feature Find (PDF). Tell the students that now that they are
experts, they must find all the different conventions and record their findings on the worksheet.* As a culminating point of features, allow them to share their findings and add them to the class chart. Hang the
chart the class created and keep it up through the next lessons and until you are done teaching nonfiction. It will
prove to be a valuable resource when the students are reading or writing nonfiction.* Always take into consideration your students' personalities and learning styles. When they are off hunting
through books, check in with the ones who may need more assistance. Also, have some books in mind that have
each of the features in them, so that you can guide some of the struggling learners to the right books. Some features
are definitely harder to find than others. Make sure you have resources for all the features.
* Compare the differences and similarities between how fiction and nonfiction texts are organized. Draw a large
Venn Diagram on chart/butcher paper. After you've discussed how fiction and nonfiction texts are organized, and
after students are beginning to notice and use key words for each (see previous three lessons), take time to compare
and contrast fiction and nonfiction text organization. see Fiction vs. Nonfiction Venn Diagram in LiveBinder
* Have students write the name and purpose of the feature in their notebooks. Then have them hunt through
nonfiction books to find their own example of the feature and record it in their notebook.* Each feature should be taught individually even if you are teaching more than one a day. The same applies to
making the chart and sharing notebook findings. Make sure the students really have a grasp on the vocabulary of
the different features.
Before Reading
During Reading
Focus Strategies for During Reading:
* Using Fix-Up Strategies
* Summarize
* Determining Importance
* Choral-Read - Have students choral-read (and Echo-Read) as you track the print.
After Reading
Mini-Lesson: Summarizing Fiction and Non-fiction Text
* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Asking Questions, and Inferring to
Understand Text
Discuss with Students: Summary is a difficult skill for students for a variety of reasons. First, the student must
identify the genre — generating a summary of narrative text is different from summarizing expository text. Second,
the student must be able to discriminate between trivial details and important ideas. Good summaries do not have
many trivial details. Finally, if the passage being summarized is narrative, then the student must identify
information that is important to the plot (character, setting, conflict, etc.). And if the passage is expository, the
student must identify information that is important to the topic (main idea and supporting details). Practice with
students using a Fiction text and a Non-Fiction text of the same topic/theme. (for example frogs) Practice
summarizing both the fiction text and the nonfiction text. You may consider using a graphic organizer to help
students organize their thoughts. Class Artifact: Fiction Summary Graphic Organizer, Nonfiction Summary
Graphic Organizer
Routine: Review Concepts of Print. Read the title of the book and show the front cover. Establish prior knowledge,
purpose, and predictions: Provide background information or allow students to share ideas that they have based on the title or
the picture. Invite students to make predictions or pose questions about the book based on their knowledge of the author,
title, topic, or picture. Remind students to think about their predictions as you read aloud. Introduce and/or review
vocabulary. Introduce words found in the text and important words to students' comprehension. Provide opportunities for
students to use the words, either in a quick activity, or in sentences. Introduce and/or review the focus strategy. Explain to
students how to use the strategy.
Routine: Read the story. Stop occasionally to model a Think Aloud. Model and practice the focus strategy. Stop at
predetermined points to invite students to react or reflect on thinking with a partner; write a note in their journal, share
thinking using "CAFE" Comprehension Strategies, such as prediction and differencing. Using sample Read Aloud
Questions/Prompts, hold students accountable for the knowledge in the text and accountable for rigorous thinking. (See
Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have
students demonstrate comprehension by retelling, summarizing, discussing ideas, answering questions, or other after reading
activities. Determine an indicator of mastery for focus strategy. At a minimum, mastery should indicate a satisfactory
understanding of focus strategy, text, concepts, and enduring understandings.
(20) Oral and
Written
Conventions/Conve
ntions. Students
understand the
function of and use
the conventions of
academic language
when speaking and
writing. Students
continue to apply
earlier standards
with greater
complexity. (21) Oral and
Written
Conventions/Hand
writing,
Capitalization, and
Punctuation.
Students write
legibly and use
appropriate
capitalization and
punctuation
conventions in their
compositions.
Oral and Written
Conventions
Whole Group - Phonemic Awareness/Phonics/Word Study
Long o: o, oa, ow, oe Long i: i, y, igh, ie
Phoneme Categorization - Unit 4 p. 67B, 77T Phoneme Categorization - Unit 4 p. 83B
Phonemic Blending - Unit 4 p. 67C, 69G, 77T Phonemic Blending - Unit 4 p. 83C, 85G, 101F
Teaching Chart 98, 102, Phoneme Identity - Unit 4 p. 85G
Phonics Transparency 35 Teaching Chart 106, 110
Practice Book - Unit 4 p. 173, 178, Phonics Transparency 37
Spelling Practice - Unit 4 p. 67E Practice Book - p. 162, p. 184, p. 189
Spelling Practice Book - p. SP69 Spelling Practice - Unit 4 p. 83E
Decodable Reader 1 - Grow and Glow Word Automaticity - Unit 4 p. 85H
Build Words - Unit 4 p. 69G, p. 77F Decodable Reader 1 - The High Fly
Word Automaticity - Unit 4 p. 69H Word Sort - Unit 4 p. 85I, p-. 101H
Word Sort - Unit 4 p. 69I, 77H Phoneme Segmentation - Unit 4 p. 101E
see additional lessons and links in LiveBinder see additional lessons and links in LiveBinder
Whole Group - Fluency Skill: Prosody
Teaching Resources for Fluency
Unit 4 pg. 77L, 101L
Decodable Readers 1 and 2
Fluency Transparency 3,
Practice Book p. 180, 191
Teaching Chart 105,
Whole Group - Vocabulary
The purpose of the familiar reading is for students to have opportunities to reread text to strengthen their phrasing, fluency
and practice using their reading strategies. After guided reading lessons, books are placed in students’ individual reading
containers. Books may be stored in cereal boxes, plastic bags, baskets, etc. These books become the student’s familiar reading
text. Students should also have “just right” text in their individual reading containers that they have selected from the
classroom library.
Discuss with Students: Summary is a difficult skill for students for a variety of reasons. First, the student must
identify the genre — generating a summary of narrative text is different from summarizing expository text. Second,
the student must be able to discriminate between trivial details and important ideas. Good summaries do not have
many trivial details. Finally, if the passage being summarized is narrative, then the student must identify
information that is important to the plot (character, setting, conflict, etc.). And if the passage is expository, the
student must identify information that is important to the topic (main idea and supporting details). Practice with
students using a Fiction text and a Non-Fiction text of the same topic/theme. (for example frogs) Practice
summarizing both the fiction text and the nonfiction text. You may consider using a graphic organizer to help
students organize their thoughts. Class Artifact: Fiction Summary Graphic Organizer, Nonfiction Summary
Graphic Organizer
(22) Oral and
Written
Conventions/Spelli
ng. Students spell
correctly.
Listening and
Speaking
(27) Listening and
Speaking/Listening.
Students use
comprehension
skills to listen
attentively to others
in formal and
informal settings.
(28) Listening and
Speaking/Speaking.
Students speak
clearly and to the
point, using the
conventions of
language. Students
continue to apply
earlier standards
with greater
complexity.
(29) Listening and
Speaking/Teamwor
k. Students work
productively with
others in teams.
Students continue
to apply earlier
standards with
greater complexity.
Week 2
Mini-Lesson: High-Frequency Word Practice
Mentor Text: Picking Peaches ( p. 68-69)
Mentor Text: See the Ball Fly ( p. 84-85)
Teaching Chart 99, 100, 101, 103, 107, 108, 109, 111
Practice Book, p. 174, p. 179, p. 185, p. 190
Whole Group - Shared Writing
* Shared Writing Activities are Incorporated During Writing Workshop - see below.
Grammar Mini-Lesson: Go and Do
Week 2
Expository: Read Aloud Anthology - Oral Language – “What Is Made from Recycled Materials (p. 137-139)" Unit 4 p.
67A (Vocabulary, Listen for Purpose, Retell, Respond to Expository Text)
Tell students that the words go and do are action verbs . Say, "The verbs go and do both have different forms.
The forms of go and do that tell about the past look very different from the forms that tell about the present."
Write this information on the Grammar Anchor Chart. Write the examples on page 69C (Unit 4) on the board
and read them aloud. Point out the difference between the present-tense and the past-tense forms of the words go
and do. Write additional six sentences on the board, using the verb go. Read the first sentence aloud and have
students repeat. Work with students to complete the first three sentences with the correct form of go. Read
sentences 4-6. Have students tell you how to complete the sentences. Repeat this process for the verb do.
Additional resources for teaching this lesson can be found at: Unit 4 pgs. 77B, 77P, Grammar Practice pgs. GB87,
GB88.
Fiction: Oral Vocabulary Card 1 - "The Bundle of Sticks "Unit 4 p. 69E (Vocabulary Routine, Ask Questions, Retell) Use
Teaching Chart 100 for retelling.
Review high-frequency words: better, buy, charge, move, ball, head, never, should, shout. Review the words using
the Read/Spell/Write routine. Use decodable readers as a source to help student practice reading high-frequency
words. Have partners reread the book together. Use high-frequency words during Morning Message, Shared
Writing, and Writing Workshop.
Fiction: Oral Vocabulary Card 1 - "Pecos Bill and Slue-Foot Sue" Unit 4 p. 85E (Vocabulary Routine, Visualize, Plot) Use
Teaching Chart 108 for plot.Fiction: Read Aloud Anthology - Oral Language – “The Enormous Turnip” p. 188-190 , Unit 4 p. 83A (Read aloud for
Robust Vocabulary lesson and Comprehension lesson – Guided Retelling, Response to Folktale)
Fiction: Read Aloud Anthology - Oral Language – “The Three Billy Goats Gruff” p. 38-42 , Unit 4 p. 83A (Read aloud for
Robust Vocabulary lesson and Comprehension lesson – Guided Retelling, Response to Folktale)
(29) Listening and
Speaking/Teamwor
k. Students work
productively with
others in teams.
Students continue
to apply earlier
standards with
greater complexity.
* Shared Writing Activities are Incorporated During Writing Workshop - see below.
Grammar Mini-Lesson: See and Saw
Writing Workshop - Persuasive Letter Writing (Theme: Helping the Community)
Mentor Text: See list of appropriate persuasive text in the Opinion Writing Unit
Lesson #1: Brainstorming Persuasive Topics
Lesson #2: Planning My Persuasive WritingPreparation: Choose a graphic organizer that students are comfortable with (e.g. webs, main idea and details,
four square, etc.)
Tell students that the words see and saw are two forms of the same verb. Say, "To see means to look at."
Explain that you use the present-tense verb see to tell about what you are looking at now. Say, "I see a red truck.
You see a red truck. " Have children suggest a sentence containing see. Write the sentence on the board. Also,
Write this information on the Grammar Anchor Chart. Explain that when we talk about another person who is
looking, we add an -s to see. Say, "She sees a blue car. He sees a blue van." Instruct students that when the
action of looking happens in the past, we change the verb to saw. Say, "Yesterday, I saw a green van. You saw
the green van, too. They saw the green van last week." Have students suggest a sentence containing saw. Write
the sentences on page 85C (Unit 4). Read the sentences one at a time. Work together to complete the sentences
with the correct form of see, sees, and saw. Reread the completed sentences with students to reinforce the use of
see and saw. Additional teaching resources for teaching this lesson can be found at: Unit 4 pgs. 101B, 101O,
Grammar Practice p. GR93,
Preparation and Handouts: See Opinion Writing Lesson Plans in LiveBinder for copies of appropriate
documents, student writing exemplars and samples, rubrics, and handouts.
* Tell students that you are continuing your persuasive writing unit. Review the Persuasive Writing Anchor
Chart to remind students of the characteristics of persuasive writing. Tell students that they will be learning more
about persuasive writing. Ask students what they have learned so far about working together. Discuss responses.
Ask, "Are there any things in your community that you wish you could change?" "What can you do to help people
in your community?" Facilitate a discussion about the two questions. Tell students that today, they will
brainstorm ideas about things they could do help things in their community - like Cesar Chavez did in the main
story. Using a think aloud, model creating a class list titled, "Things I Want to Help Change in My Community."
Explain to students that during this lesson, their job is to persuade community leaders to change some things that
would help the community. Tell students that this change can be something big, like changing school day, or
something small like creating a group to pick up trash. As a class, brainstorm a list of persuasive topics. Write
down ideas on a poster. Guide students if they are having trouble coming up with ideas. You may consider having
a pre-created list for this lesson. Individually, ask students to brainstorm a list if things they want to help change
in their community. Class Artifact: Brainstorm List Student Artifact: Brainstormed List
* Model the chosen graphic organizer with one of the ideas from the class list. (see example - Oreo)
* Choose another topic from the list. Work on a graphic organizer as a class. (see example)
Lesson #3: Writing Persuasive Letters
Lesson #4: Revising and Editing Persuasive Letters
* Students read their letters aloud to a partner and make changes when it doesn't make sense.
Lesson #5: Word Wall Words and More
* Model how to use the word wall to spell words correctly. Instruct students to cross out the incorrectly spelled
word and write the correctly spelled word on top. Using the document camera, project a few pages of student
work. Have the class help locate incorrect sight words. Student read their partner's paper to edit sight words.
Preparation: Choose a graphic organizer that students are comfortable with (e.g. webs, main idea and details,
four square, etc.)* Remind students that yesterday they brainstormed a list of possible things they wished to change to help their
community. Tell students that they will be choosing one of their topics to write an actual persuasive report. Get
them excited about writing to their choses audience. (for example: principal, parents, teachers, the mayor, the
governor, the president) * Discuss linking words with students. Create a linking word chart with students. Model the use of these words
during lessons. Place the chart in a visible place for students to refer to during writing. (see example - Oreo and
four square in LiveBinder)
* Students choose their own topic from their individual list. Students complete their own graphic organizer.
Student Artifact: Persuasive Graphic Organizer
* Discuss letter parts using the anchor chart. Remind students that we will continue to write letters, like we did
when we recommended our favorite book. Model using the graphic organizer to write a persuasive letter. Model
how to use linking words and transition phrases. (see example)* Use the class written graphic organizer to write a letter together as a class. Try to write to an authentic audience,
preferably someone who can write back to your class. (see example)* Students use their graphic organizer to write a persuasive letter. Student Artifact: Rough Draft Persuasive
Letter
Preparation: write a persuasive letter that contains at least three errors, such as sentences that don't make sense,
sentences with no punctuation, misspelled high-frequency words, and misspelled words.
* Model rereading your letter. Using a think aloud, say "that didn't make sense." Revise/edit the writing to make
it easier to understand. Ask students to help you identify places where you need to revise/edit. Guide any
misconceptions. Consider teaching this lesson multiple times throughout this lesson.
* Model how to add punctuation to tell readers to stop. Model how to begin sentences with capital letters. Model
how to capitalize proper nouns. Using a document camera, project a few pages of student work. Have the class
help decide where to add periods and capital letters. Students read through their writing with a partner to add
punctuation.
Lesson #6: Using the Editing Checklist
Lesson #7: Publishing My Persuasive Letter
Lesson #8: Celebrating our Writing
Small Group - With Teacher
Guided Reading
GR Mini-Lessons to complete during this term:
* Using Fix-It Strategies When Reading
* Determining Importance
* Read High-Frequency Words
* Phonemic Awareness
Small Group - Guided Writing
* Model how to stretch the word and record more sounds. Instruct students to cross out the word and write the
"stretched out" word on the top. (The words do not need to be spelled correctly. Expect dominant sounds and
known word parts,) Using the document camera, project a few pages of student work. Have the class help locate
words that can be "stretched out." Students read through their writing to stretch out words and record more
* As you teach each editing mini-lesson, track the expectations on an anchor chart. Students can also use an
editing checklist of their own.
* Show students the revised and edited persuasive letter. Using a think aloud, reread the "corrected" letter.
Remind students that when you publish, you make sure you correct any errors you found during revising and
editing. Model rewriting your persuasive letter, correcting any errors and writing very neatly. Ask students if you
forgot to correct any errors. Students will write a final, neat copy of their persuasive letter. As students are
writing, circulate to assist any student who is in need of guidance. Student Artifact: Persuasive Letter
* Consider how students will celebrate their persuasive writing. Consider allowing students to read aloud their
persuasive letters to the class. You may also consider having students create envelopes to mail their letter to the
appropriate person. Guided Reading, Guided Writing, Assessing, Conferring
Reminder: Visit each small group a minimum of twice weekly. Tier III must be visited daily. Rearrange groups as students
master skills.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small leveled
books for Approaching level, On level and Beyond level and Pre-Decodable Readers.
Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.
Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and
check list before, during, and after.
* Using Metacognitive Strategies - Schema, Visualizing, Ask Questions, Infer (before, during, and after reading),
Determining Importance
GW Mini-Lesson to complete during this term:
Small Group - Word Work
Words with Long o and Long i, high-frequency words, spelling and handwriting practice
Possible Activities:
Word Sort
Create Words using High Frequency Words
Handwriting Practice
Building Words
Small Group - Read to Self -and/or- Listening to Reading
Collaboration 1 - Read to Someone
Using Leveled Readers: Partner Revising and Editing Partner Spelling and Syllable Practice
Nonfiction Feature Poster The basic principles of writing conferences:
Create opportunities for students to
practice revising and editing each others
reports and short stories during this unit
study. Make sure that students reference
the How to Revise anchor chart and the
Editing checklist, and use editing
symbols.
Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.
Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and
check list before, during, and after.
Meet with students who are having difficulty putting their ideas down on paper. Explicitly teach how to write
persuasively, writing conventions, writing and punctuating complete sentences.
With a partner, read aloud a decodable book
that includes spelling and syllable patterns
taught in this unit. After reading, work
together to do complete 1 of the 4
performance task listed above. This lesson
can be used up to four times, requiring
partners to complete a different
performance task.
Independent Practice with Conferring
Practice Task (s) Student/Teacher Conferring
Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a
comfortable spot in the classroom, and will read to themselves.
Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or
pocket charts. Also include Level Library Readers and stories related to theme.Accountability: When students are reading independently, ask students to use an appropriate graphic organizer to determine
importance - fiction and nonfiction.
Collaborative Learning
Collaboration 2 Collaboration 3
Have students work with a partner. Choose
one of the 3 ways to read a book. Students
will take turns reading a text to each other
and asking questions about the story. Direct
students to ask each other questions about
the text, such as what was the story about?
Who are the characters? Etc.
• Listening (to what writer is trying to say)
Nonfiction Feature Find • Affirming (what writer has done well)
• Reinforcing (the writer’s strength, attempts)
Fiction/Nonfiction Summary Graphic Organizer • Assessing (confusions, strength, next steps)
Phonemic Awareness/Phonics Practice
Vocabulary/High Frequency Word Practice
Writing: Persuasive Letters (Full Processed Steps)
Community Helping Hands Scaffolds for ELL
* Check comprehension frequently.
* Use outlines to scaffold comprehension.
* Teach students how to decode words.
* Give students practice with new words.
* Each student traces one hand onto
construction paper using a pencil.* On each finger of the traced hand, the
students write or draw a way they can
help a community to which they belong.
Some examples include playing with a
lonely classmate on the playground,
cleaning up the classroom, volunteering
to help in the school lunchroom,
cleaning up trash in their neighborhood,
reading to a younger sibling, etc. They
may refer to the ideas already listed on
* Have students use scissors to cut out
their construction paper hand. Have
students share their finished products.
Hang the hands up on the bulletin board
in a circle (with fingers pointing out).
Write “Community” in the center of the
circle.
Extension Supporting ELL Suggestions for Interventions
Week 2 - See Tier 2 (Approaching Level)
and ELL Instruction, Unit 4 p. 109K-
109JJ – choose component(s) of reading
(phonemic awareness, phonics,
comprehension, fluency, vocabulary) to
re-teach and practice based on student
needs.
• Teaching (what’s most important for writer to move forward and only
what the writer is ready for)
• Scaffolding (helping the writer say, write, and do what she can’t quite
do yet without help)
• Setting goals with students’ input (for the writer to attempt to meet on
his own, with minimal guidance and support).
* Teach students to actively engage with
the vocabulary.
Instructional Extensions and Modification
Week 1 - See Tier 2 (Approaching Level)
and ELL Instruction, Unit 4 p. 81M-81LL
– choose component(s) of reading
(phonemic awareness, phonics,
comprehension, fluency, vocabulary) to
re-teach and practice based on student
needs.
* Scaffold instruction using components
of Balanced Literacy
* Use graphic organizers to scaffold
comprehension, reading, and writing.* Use questioning strategies to
accommodate English language * Group students for optimal
opportunities to learn cooperatively.
* Use pictures from the internet to
scaffold comprehension.
* Use anchor charts to reinforce
concepts.
Assessment
Review and Assess the weekly skills reviewed/learned:
Phonics - Long o and Long i
Vocabulary - High-Frequency Words, Selection Vocabulary
Fluency - Prosody
Comprehension - Nonfiction Text Features and Structure
Spiral Review - Determining Importance (fiction)
Unit Learning Standards and Core Concepts
Major Concepts:
Phonics/Word Study - Long e: y, ey
Vocabulary - Syntax and Semantic Clues
Comprehension - Retell; Main Idea and Details
Fluency - Review Yearly Goals; Prosody
Grammar/Mechanics: Adverbs that tell when; Apostrophes in Contractions
Writing - Reports
Assessment - Six Weeks Assessment
Performance Task:
(1)
Reading/Beginning
Reading Skills/Print
Awareness.
Students understand
how English is
written and printed.
(2)
Reading/Beginning
Reading
Skills/Phonological
Awareness.
Students display
phonological
awareness.* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and
short vowels, open syllable, r-controlled vowel sounds, and common spelling patterns). After reading, work together to do the
following:
* Choose a topic of interest and select a text on the topic. Identify important facts or details about your topic by reading the text
and using text features to locate specific information. Complete a teacher-provided graphic organizer to record the topic, author’s
purpose, and important facts and details. Using your graphic organizer and your text, tell others about your topic and how you
used text features to locate facts and details.* Using the writing process and your completed graphic organizer on your topic of interest, write a brief composition about
the topic. Include important facts and details you learned from reading the text. Publish your piece in a class book.
To check student understanding of the concepts
taught this week, the end of the week assessment
can be administered. This should be used to guide
your instruction and to re-teach the concepts that
were not mastered.
Observe students throughout the week as they complete assignments,
respond orally in class, and read aloud.
English Language Arts and Reading Curriculum Overview 1st Grade 4th Six Weeks - Week 5 and 6
Topic/Theme: Let's Team Up (Unit 4)
Learning Standards
Reading
Key: Lessons for Metacognitive Strategies are RED, Lessons for Read Aloud are GREEN, Lessons for Phonemic Awareness/Phonics/Word
Study are ORANGE, Lessons for Vocabulary are BLUE, Lessons for Writing are PURPLE.
Formative Summative
* Alphabetize the words written on the note cards.
* Choose two words and locate them in a dictionary.
Processes:
1.1A - Recognize that spoken words are represented in written English by specific sequences of letters.
1.1B - Identify upper- and lower-case letters.
1.1C - Sequence the letters of the alphabet.
1.1D - Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).
1.2B - Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).
1.2D - Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).
1.2E - Isolate initial, medial, and final sounds in one-syllable spoken words.
1.3A - Decode words in context and in isolation by applying common letter-sound correspondences
1.3D - Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3H - Identify and read at least 100 high-frequency words from a commonly used list.
1.4A - Confirm predictions about what will happen next in text by "reading the part that tells".
1.4B - Ask relevant questions, seek clarification, and locate facts and details about stories and other texts.
1.6A - Identify words that name actions (verbs) and words that name persons, places, or things (nouns).
(3)
Reading/Beginning
Reading
Skills/Phonics.
Students use the
relationships
between letters and
sounds, spelling
patterns, and
morphological
analysis to decode
written English.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and
short vowels, open syllable, r-controlled vowel sounds, and common spelling patterns). After reading, work together to do the
following:* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct
spelling/syllable pattern headings.
* One partner calls out at least one word from each pattern from the chart, while the other partner writes each on a
note card. Switch roles and repeat with a different set of words from the chart.
* Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text.
Provide textual evidence to support ideas.
1.2C - Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/
to/g/l/o/w/).
(4)
Reading/Beginning
Reading/Strategies.
Students
comprehend a
variety of texts
drawing on useful
strategies as
needed.
1.3A.i - single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,
qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.
1.3A.ii - single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-
e), long o (o-e), long u (u-e), y=long e, and y=long i.
1.4C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when
that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a
portion aloud).1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
(5)
Reading/Fluency.
Students read grade-
level text with
fluency and
comprehension.
1.6C - Determine what words mean from how they are used in a sentence, either heard or read.
1.9B - Describe characters in a story and the reasons for their actions and feelings.
1.10A - Determine whether a story is true or a fantasy and explain why.
1.11A - Recognize sensory details in literary text.
1.12A - Read independently for a sustained period of time.
1.13A - Identify the topic and explain the author's purpose in writing about the text.
1.14A - Restate the main idea, heard or read.
1.14B - Identify important facts or details in text, heard or read.
1.14C - Retell the order of events in a text by referring to the words and/or illustrations.
1.14D - Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.
1.17A - Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
1.17B - Develop drafts by sequencing ideas through writing sentences.
1.17C - Revise drafts by adding or deleting a word, phrase, or sentence.
1.17D - Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.
1.17E - Publish and share writing with others.
1.18A - Write brief stories that include a beginning, middle, and end.
1.19A - Write brief compositions about topics of interest to the student.
1.19C - Write brief comments on literary or informational texts.
1.20A - Understand and use the following parts of speech in the context of reading, writing, and speaking:
1.20A.i - verbs (past, present, and future).
1.20A.iv - adverbs (e.g., time: before, next).
1.20B - Speak in complete sentences with correct subject-verb agreement.
1.20C - Ask questions with appropriate subject-verb inversion.
1.21B - Recognize and use basic capitalization for:
1.21B.i - the beginning of sentences.
1.22A - Use phonological knowledge to match sounds to letters to construct known words.
1.22B - Use letter-sound patterns to spell.
1.22C - Spell high-frequency words from a commonly used list.
1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).1.22E - Use resources to find correct spellings.
(7)
Reading/Comprehe
nsion of Literary
Text/Theme and
Genre. Students
analyze, make
inferences and draw
conclusions about
theme and genre in
different cultural,
historical, and
contemporary
contexts and
provide evidence
from the text to
support their
understanding.
(8)
Reading/Comprehe
nsion of Literary
Text/Poetry.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of poetry
and provide
evidence from text
to support their
understanding.
1.9A - Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence
of events.
1.21A - Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-
bottom progression), including spacing between words and sentences.
(5)
Reading/Fluency.
Students read grade-
level text with
fluency and
comprehension.
(6)
Reading/Vocabular
y Development.
Students understand
new vocabulary and
use it correctly
when reading and
writing.
1.27A - Listen attentively to speakers and ask relevant questions to clarify information.
1.27B - Follow, restate, and give oral instructions that involve a short related sequence of actions.
1.Fig19D - Make inferences about text and use textual evidence to support understanding.
1.Fig19E - Retell or act out important events in stories in logical order.
1.Fig19F - Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
Essential Question (s): Literature Connection (s)Content Questions: A School of Fish (Preteach) 6-week Review Selections
Do you think animals can help each other? How? Animal Teams (Main) Ray and His Bones (Fiction)
How do animals act as teams? Where? (Paired) As Tall as the Trees (Nonfiction)
Did you learn information about animals from the Read Aloud Anthology
story that you didn't know before? Leveled Readers:
How did visualizing some of the information
help you?
How might visualizing help you when you read
another selection? Decodable: Let's Team Up
What do you think is the author's purpose of Approaching: So Many Penguins
writing this selection? On Level: So Many Penguins
What are the most important details in this selection?Beyond: So Many Penguins
What are some features of nonfiction text? ELL: Penguins
What are some features of fiction text? Teacher Selected Reading Classroom Library School Library
Media Connection (s) Instructional Resources
Texas Treasures (Macmillan/McGraw Hill) Teachers Edition
Texas Treasures (Macmillan/McGraw Hill) Student Edition
Daily Five
iStation
(8)
Reading/Comprehe
nsion of Literary
Text/Poetry.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of poetry
and provide
evidence from text
to support their
understanding.
1.28A - Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the
conventions of language.
1.29A - Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
• Connect and Engage: Introduce the Theme - Animal Teams by revisiting what it means to work as a team. Ask students,
"What have you learned so far about working together as a team?" Discuss student responses. Read aloud a mentor text
about animal working together as a team. Facilitate a discussion with the class about how animals work as a team. Consider
watching a video from National Geographic Kids or Discovery Streaming (links provided in LiveBinder) that explores certain
animal groups that work as teams: for example, lion prides, elephants, ants, bees, etc. Discuss how each individual member
of the team has a certain function within the whole. Discuss how the individual parts work together to improve the whole.
This discussion may be used as an analogy for the metacognitive strategy - synthesis. Please save any charts used during this
discussion for later.
(9)
Reading/Comprehe
nsion of Literary
Text/Fiction.
Students
understand, make
inferences and draw
conclusions about
the structure and
elements of fiction
and provide
evidence from text
to support their
understanding.
Books to be matched with Students’ appropriate level & targeted skills --
Recommend using small leveled books for Approaching level, On level
and Beyond level, Decodable Readers
Please visit the WOCCISD LiveBinder for the
Media Connections related to this unit.
Focus Lesson/Direct Instruction/Modeling
Whenever possible, teachers should try to help the students engage background knowledge before reading, and talking about a new
theme is just one way to do this. Activating prior knowledge puts the students in the right frame of mind to approach the text.
(10)
Reading/Comprehe
nsion of Literary
Text/Literary
Nonfiction.
Students
understand, make
inferences and draw
conclusions about
the varied structural
patterns and
features of literary
nonfiction and
respond by
providing evidence
from text to support
their understanding.
Metacognitive Strategies - Determining Importance
Mini-Lesson: Mixed Bags: Fiction and Nonfiction
* Gather students on the carpet and discuss what you already know about nonfiction.
Reminder: Before, during, and after reading strategies should be done with each read aloud. As students progress toward
mastering these routines, teachers may add to, subtract from, condense, and modify as needed. These routines will
consistently be listed in the curriculum, however mini-lesson will vary depending on which strategy is highlighted. These
mini-lesson are not listed sequentially. However, each mini-lesson is expected be taught and reviewed. Use your judgment
when determining sequence and timing of mini-lessons during Read Aloud. Using the daily Read Aloud, remember to review
reading metacognitive strategies before, during, and after reading.
• Connect and Engage: Introduce the Theme - Animal Teams by revisiting what it means to work as a team. Ask students,
"What have you learned so far about working together as a team?" Discuss student responses. Read aloud a mentor text
about animal working together as a team. Facilitate a discussion with the class about how animals work as a team. Consider
watching a video from National Geographic Kids or Discovery Streaming (links provided in LiveBinder) that explores certain
animal groups that work as teams: for example, lion prides, elephants, ants, bees, etc. Discuss how each individual member
of the team has a certain function within the whole. Discuss how the individual parts work together to improve the whole.
This discussion may be used as an analogy for the metacognitive strategy - synthesis. Please save any charts used during this
discussion for later.
Preparation: Create multiple book bags containing one fiction and one nonfiction book on the same topic.
Prepare one bag for every two students. Books will vary according to grade level. (Examples of some good pairs
include:
Days With Frog and Toad paired with From Tadpole to Frog, Gregory the Terrible Eater paired with Eating
Right , The Adventure of Spider paired with Insects and Spiders, Little Polar Bear and the Brave Little Hare
paired with Polar Mammals. You will be surprised at how many matches you can find in your own library and
Literacy Library!
* In order to understand nonfiction as a genre, it is useful to compare and contrast it to fiction. This lesson uses
bags (paper or cloth) filled with matching fiction and nonfiction books to help the students discover the
differences. Students will explore the contents of their "mixed bags" - nonfiction and fiction books. Student will
determine the differences and similarities between fiction and nonfiction. Students will share their findings with
the class to create a classroom resource. This activity should be completed together, as a whole group, using
teacher modeling and a think aloud. Create a class-sized Book Bag T-Chart on the board or on chart paper. see
Book Bag T-Chart in the LiveBinder
* Introduce the idea of book bags as sets of books on the same topic. Explain that one book is fiction and one book
is nonfiction. It is their job to tell the difference between the two books and make observations.
(10)
Reading/Comprehe
nsion of Literary
Text/Literary
Nonfiction.
Students
understand, make
inferences and draw
conclusions about
the varied structural
patterns and
features of literary
nonfiction and
respond by
providing evidence
from text to support
their understanding.
(11)
Reading/Comprehe
nsion of Literary
Text/Sensory
Language. Students
understand, make
inferences and draw
conclusions about
how an author's
sensory language
creates imagery in
literary text and
provide evidence
from text to support
their understanding.(12)
Comprehension of
Text/Independent
Reading. Students
read independently
for sustained
periods of time and
produce evidence of
their reading.
* Post the chart somewhere in the room for the students to use as a resource. This is a GREAT Anchor of Support.
Mini-Lesson: Determining What's Important
* Record the students’ comments on the chart paper or board.
* Explain the meaning of identifying details.
* Illustrate this point with a made-up example.
* Tell students how they might have already used identifying important details strategies.
* Read the first part of the book, pausing at appropriate places to comment on important information.
* The next day, go through the same lesson, but with different book bags for different groups. At the end, record
any new observations on T-charts. Repeat another day if you find it necessary or helpful. Or, if you have enough
book bags, allow the students to try to complete the T-chart independently and share their findings.
* Show students the book (the front cover, back cover, and some of the pages) and ask them to predict what the
book will be about. This will prepare them for the substance of the book and aid their comprehension as you read.
* Say, "Today we are going to read a book entitled _____________________ by _________________. What do
you think this book is about? What do you think we will learn from this book?"
* Say, "Today, we are going to work on finding the most important details in this book. Everything you read has a
main idea. It is the most important thought or piece of information from the book. It tells the overall idea of the
book. Important details are used to support the main idea.
* Finish reading the book. Say, “Let’s talk about what we have learned from this book and see if we can identify
the most important details. Remember that the details will support the main idea. The details should give important
information. What happened in the book? Who did what? Why? What does it look like?” Record students’
comments on the chart paper or board.* Determine the most important details using the information from the chart paper or board. Say, “Now let’s look
at our list. It looks like we were able to gather some good information about our topic. Let’s look at each detail on
our list. Let’s figure out which are the three most important details. When you identify the most important details,
you are able to understand the book better.”
* Using teacher modeling and a think aloud, identify basic similarities and differences between two texts on the
same topic (e.g. illustrations, descriptions, etc.) * With prompting and support, complete the class-sized Book Bag T-Chart with the basic similarities and
differences between the two books. Share findings with the class and list the findings on the T-Chart.
* Match the students with their partners and hand out the Book Bags T-Chart worksheet. They are to record
whatever observations they make on the sheet to share later. Hand each partnership one book bag.* Allow the students to work with their partner and record their observations on the T-chart. Allow about 15-20
minutes of work.* Regroup on the carpet and share the findings from the partners. Record any interesting observations on the chart
labeled: "What we noticed about nonfiction books."
(12)
Comprehension of
Text/Independent
Reading. Students
read independently
for sustained
periods of time and
produce evidence of
their reading.
(13)
Reading/Comprehe
nsion of
Informational
Text/Culture and
History. Students
analyze, make
inferences and draw
conclusions about
the author's purpose
in cultural,
historical, and
contemporary
contexts and
provide evidence
from the text to
support their
(14)
Reading/Comprehe
nsion of
Informational
Text/Expository
Text. Students
analyze, make
inferences and draw
conclusions about
expository text and
provide evidence
from text to support
their understanding.
* Encourage these students to explain how each detail supports the main idea.
Class Artifact: Main Idea and Details Graphic Organizer
Mini-Lesson: Web What's Important
Student Artifact: Nonfiction Web Graphic Organizer
Whole Group - Read Aloud
Week 1
Test Practice - "Time for Kids (p. 29-34)" (Make connections by reading across text)
Week 2
Fiction: "Ray and His Bones (p. 138-139)" Unit 4 p. 138C-139A Use Practice Book p. TP13-TP14
Nonfiction: "As Tall as the Tree (p. 140-141)" Unit 4 p. 139A-140 Use Practice Book p. TP15-TP16
Before Reading
Routine: Review Concepts of Print. Read the title of the book and show the front cover. Establish prior knowledge,
purpose, and predictions: Provide background information or allow students to share ideas that they have based on the title or
the picture. Invite students to make predictions or pose questions about the book based on their knowledge of the author,
title, topic, or picture. Remind students to think about their predictions as you read aloud. Introduce and/or review
vocabulary. Introduce words found in the text and important words to students' comprehension. Provide opportunities for
students to use the words, either in a quick activity, or in sentences. Introduce and/or review the focus strategy. Explain to
students how to use the strategy.
Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about neighborhood, neighbors, and
having fun together.
* For the review week there are two stories - one fiction, one nonfiction - that the students will be expected to read on their
own. The Show What You Know selections spiral reviews comprehension and vocabulary skills and strategies previously
taught. After reading the two selections, students will answer questions that assess reading comprehension and vocabulary.
Consider adding task that also test the metacognitive strategies learned during this six weeks.
Writing
* Ask each student to choose the three details they think are the most important. They should be able to explain
why they chose each one. Encourage students to use textual evidence to support their findings. You may choose to
have students share with a partner; otherwise, call on students to share their ideas with the class.
Preparation: Select a fiction or nonfiction text. Use a graphic organizer to record "What's Important" as you read.
Do this several times for both fiction and nonfiction texts.* Model for students by writing your thoughts. Think out loud as you write, explaining why you decided to
include it on the chart. End by using the chart to summarize the book.
* Guide the class as they share their thoughts while you read. Have them explain why they decided the detail was
important and why it should be included on the chart. End by using the chart to summarize the book.* Encourage independent practice. Provide a copy of the graphic organizer chart for students to use as they read
independently.
(14)
Reading/Comprehe
nsion of
Informational
Text/Expository
Text. Students
analyze, make
inferences and draw
conclusions about
expository text and
provide evidence
from text to support
their understanding.
Expository: "Animal Teams (p. 114-133)" Unit 4 (Strategy: Visualize, Retell, Determine Importance, Main Idea and
Details, Vocabulary) Use Teaching Chart 116, Practice Book p. 198Literary Text: Poetry - "Where? (p. 134-135)" Unit 4 pgs. 133Y-135A (Literary Element: Repetition and Rhythm, Write
Poetry)
Figure: 19
Reading/Comprehe
nsion Skills.
Students use a
flexible range of
metacognitive
reading skills in
both assigned and
independent
reading to
understand an
author’s message.
Students will
continue to apply
earlier standards
with greater depth
in increasingly
more complex texts
as they become self-
directed, critical
readers
(17) Writing
Process. Students
use elements of the
writing process
(planning, drafting,
revising, editing,
and publishing) to
compose text.
During Reading
Focus Strategies for During Reading:
* Using Fix-Up Strategies
* Summarize
* Determining Importance
* Choral-Read - Have students choral-read (and Echo-Read) as you track the print.
After Reading
Whole Group - Phonemic Awareness/Phonics/Word Study
Long e: y, ey
Phoneme Categorization - Unit 4 p. 111B,
Blend Words - Unit 4 p. 111C,
Teaching Chart 114
Phonics Transparency 39
Practice Book p. 195
Words with Final Long e - Unit 4 p. 111E
Routine: Review Concepts of Print. Read the title of the book and show the front cover. Establish prior knowledge,
purpose, and predictions: Provide background information or allow students to share ideas that they have based on the title or
the picture. Invite students to make predictions or pose questions about the book based on their knowledge of the author,
title, topic, or picture. Remind students to think about their predictions as you read aloud. Introduce and/or review
vocabulary. Introduce words found in the text and important words to students' comprehension. Provide opportunities for
students to use the words, either in a quick activity, or in sentences. Introduce and/or review the focus strategy. Explain to
students how to use the strategy.
(18)
Writing/Literary
Texts. Students
write literary texts
to express their
ideas and feelings
about real or
imagined people,
events, and ideas.
* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Asking Questions, and Inferring to
Understand Text
Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have
students demonstrate comprehension by retelling, summarizing, discussing ideas, answering questions, or other after reading
activities. Determine an indicator of mastery for focus strategy. At a minimum, mastery should indicate a satisfactory
understanding of focus strategy, text, concepts, and enduring understandings.
Routine: Read the story. Stop occasionally to model a Think Aloud. Model and practice the focus strategy. Stop at
predetermined points to invite students to react or reflect on thinking with a partner; write a note in their journal, share
thinking using "CAFE" Comprehension Strategies, such as prediction and differencing. Using sample Read Aloud
Questions/Prompts, hold students accountable for the knowledge in the text and accountable for rigorous thinking. (See
Oral and Written
Conventions
(20) Oral and
Written
Conventions/Conve
ntions. Students
understand the
function of and use
the conventions of
academic language
when speaking and
writing. Students
continue to apply
earlier standards
with greater
complexity.
(19)
Writing/Expository
and Procedural Texts.
Students write
expository and
procedural or work-
related texts to
communicate ideas
and information to
specific audiences for
specific purposes.
(17) Writing
Process. Students
use elements of the
writing process
(planning, drafting,
revising, editing,
and publishing) to
compose text.
Spelling Practice - Unit 4 p. 111E,133V
Decodable Reader 1 - Piggy is Messy
Word Sort with -dy, -ny, -py - Unit 4 p. 133H, p. 133V
Whole Group - Fluency Skill: Prosody
Whole Group - Vocabulary
Mini-Lesson: High-Frequency Word Practice
Mentor Text: A School of Fish ( p. 112-113), Unit4
Teaching Chart 115, 116
Practice Book, p. 196
Whole Group - Shared Writing
Mini-Lesson #1: Persuasive Book Report Practice
Review high-frequency words: also, because, blue, or, other, until. Review the words using the Read/Spell/Write
routine. Use decodable readers as a source to help student practice reading high-frequency words. Have partners
reread the book together. Use high-frequency words during Morning Message, Shared Writing, and Writing
* Remind students that a report gives facts about a topic. It uses words that give correct information. Remind
students that during this unit, they have been learning about a specific type of writing - persuasive writing. Tell
students that the culminating writing project is a Persuasive Book Report. Tell students that a persuasive book
report is a report written to convince others to read a book. Write this information on a piece of chart paper titled,
Persuasive Book Report Anchor Chart. Write, "A report begins with your opinion about the topic." Write, "List
several reasons that will persuade your reader. Use details, explanations, and examples." Track the words as you
write each sentence. Write, "Don't try to tell everything that happened in the book. Choose a few events that will
make the reader want to read the book." Discuss what this means. Write, "Use persuasive words to encourage
others to read the book." Tell students that you will read aloud a sample of a persuasive book report. Tell
students that their job as listeners is to listen to see if the author has features of a persuasive book report. As you
read aloud the persuasive book report on page 143A (Unit 4), ask students to listen for:
Expository: Read Aloud Anthology - "Trapped by Ice (p. 133-136)" Unit 4 p. 111A (Read aloud for Robust Vocabulary
lesson and Comprehension lesson – Retell, Respond to the Expository Article)
The purpose of the familiar reading is for students to have opportunities to reread text to strengthen their phrasing, fluency
and practice using their reading strategies. After guided reading lessons, books are placed in students’ individual reading
containers. Books may be stored in cereal boxes, plastic bags, baskets, etc. These books become the student’s familiar reading
text. Students should also have “just right” text in their individual reading containers that they have selected from the
classroom library.
Please complete one shared writing lesson prior to completing the Writing Workshop lessons. The Shared Writing
lessons allow students to practice the skills. Writing Workshop allows students to independently complete the
skills.
(20) Oral and
Written
Conventions/Conve
ntions. Students
understand the
function of and use
the conventions of
academic language
when speaking and
writing. Students
continue to apply
earlier standards
with greater
complexity. (21) Oral and
Written
Conventions/Hand
writing,
Capitalization, and
Punctuation.
Students write
legibly and use
appropriate
capitalization and
punctuation
conventions in their
compositions.
(22) Oral and
Written
Conventions/Spelli
ng. Students spell
correctly.
Listening and
Speaking
(27) Listening and
Speaking/Listening.
Students use
comprehension
skills to listen
attentively to others
in formal and
informal settings.
Expository: "A School of Fish (p. 112-113) Unit 4 (Read aloud for vocabulary and high-frequency words) Use practice
book p. 196, Teaching Chart 115 and 116Fiction: Oral Vocabulary Card 1: "The Alligator and the Eagle" Unit 4 p. 113E (Vocabulary Routine, Visualize, Retell,
Model Fluency)
* what the writer thinks about the book;
* the reasons for the writers opinion;
* persuasive words like favorite and great;
* the writer's feelings.
* After reading the persuasive book report on page 143A (Unit 4), discuss the following questions with students:
* What does the writer think about the book?
* What reasons support the writer's opinion?
* What persuasive words does the writer use?
* Save the word web for additional activities related to this unit.
Class Artifact: Persuasive Book Report Word Web or another teacher-selected graphic organizer
Mini-Lesson #2: Persuasive Book Report
* Remind students that a report gives facts about a topic. It uses words that give correct information. Remind
students that during this unit, they have been learning about a specific type of writing - persuasive writing. Tell
students that the culminating writing project is a Persuasive Book Report. Tell students that a persuasive book
report is a report written to convince others to read a book. Write this information on a piece of chart paper titled,
Persuasive Book Report Anchor Chart. Write, "A report begins with your opinion about the topic." Write, "List
several reasons that will persuade your reader. Use details, explanations, and examples." Track the words as you
write each sentence. Write, "Don't try to tell everything that happened in the book. Choose a few events that will
make the reader want to read the book." Discuss what this means. Write, "Use persuasive words to encourage
others to read the book." Tell students that you will read aloud a sample of a persuasive book report. Tell
students that their job as listeners is to listen to see if the author has features of a persuasive book report. As you
read aloud the persuasive book report on page 143A (Unit 4), ask students to listen for:
* Review the Persuasive Book Report Anchor Chart. Using the word web created during Shared Writing, work
with students to write a short persuasive book report. Review the graphic organizer. Remind students of the
features of a persuasive book report. Tell students that the first sentence should tell what they think about the
book. Collaborate with students to write the first sentence (for example, My favorite book is The Very Hungry
Caterpillar by Eric Carle.). Next, remind students the next few sentences should list several reasons that will
persuade the reader. Collaborate to write several sentences listing the reasons why they like the book. Refer back
to the word web created during Shared Writing. Next, remind students that we would use persuasive words and try
to list events that would make someone what to read the book. Collaborate with students to write these sentences.
Use the sample or sentence frames to help guide students. Ask students if we included our feelings. If you have
not, write a sentence that expresses how you feel about the book - make sure to use persuasive words. Finally,
include a concluding sentence to finish your persuasive book report. Class Artifact: Class Persuasive Book
* Tell students that you are going to write a short report together. Pull two or three books your class has read from
the current unit. Ask, "Which one of these books is your favorite?" Discuss and vote on the class's favorite book.
Ask, "What book do we want to write about? Why do you like it? What parts are the most interesting? Who else
might enjoy the book?" Chart the responses on a piece of chart paper as students respond. Reread the book aloud
if necessary. Using a Word Web Graphic Organizer, help the class plan out the class persuasive book report.
Write the title of the book in the center circle of the web.
* Working with students, write what you know about the book in the smaller circles. By adding additional circles,
make other webs to list the things you like about the book and the reasons you think others should read it.
(27) Listening and
Speaking/Listening.
Students use
comprehension
skills to listen
attentively to others
in formal and
informal settings.
(28) Listening and
Speaking/Speaking.
Students speak
clearly and to the
point, using the
conventions of
language. Students
continue to apply
earlier standards
with greater
complexity.
(29) Listening and
Speaking/Teamwor
k. Students work
productively with
others in teams.
Students continue
to apply earlier
standards with
greater complexity.
Mini-Lesson #3: Revising and Editing our Class Persuasive Book Report
Focus and Coherence: Did we tell enough interesting details to make readers want to read our book?
Development of Ideas: Did we tell how we really feel and why? Did we use persuasive words?
Organization: Does the first sentence of our report name the book and the author?
Conventions/Sentence Fluency: When we read our report aloud, does it sound natural, as if we were
talking to a friend?
Mini-Lesson #4: Publishing and Sharing our Class Persuasive Book Report
* With student help, write a neat, error-free copy of the class persuasive book report, making sure letters are
correctly formed for beginning and ending sounds. Make sure to model spacing between words and sentences.
Grammar Mini-Lesson: Adverbs That Tell When
* Review the Persuasive Book Report Anchor Chart. Using the word web created during Shared Writing, work
with students to write a short persuasive book report. Review the graphic organizer. Remind students of the
features of a persuasive book report. Tell students that the first sentence should tell what they think about the
book. Collaborate with students to write the first sentence (for example, My favorite book is The Very Hungry
Caterpillar by Eric Carle.). Next, remind students the next few sentences should list several reasons that will
persuade the reader. Collaborate to write several sentences listing the reasons why they like the book. Refer back
to the word web created during Shared Writing. Next, remind students that we would use persuasive words and try
to list events that would make someone what to read the book. Collaborate with students to write these sentences.
Use the sample or sentence frames to help guide students. Ask students if we included our feelings. If you have
not, write a sentence that expresses how you feel about the book - make sure to use persuasive words. Finally,
include a concluding sentence to finish your persuasive book report. Class Artifact: Class Persuasive Book
* Show students the class-created Persuasive Book Report. Read aloud, tracking each word as the class follows
along. Display the persuasive book report rubric or another teacher-created rubric that you will use to score
student's reports. Model for students how to use the rubric as they revise and edit the class persuasive book report.
Remind students that they should focus on their ideas only during revising - they will edit afterward. Say, "We
wrote our draft quickly to get our ideas on paper. In the revision stage of the writing process, we have the chance
to make our persuasive book reports better." Guide students to think about the following writing elements as they
help to evaluate and revise the class persuasive book report:
Help students recall that a verb is an action word. Write this sentence on the board: Jim swims. Read the sentence
aloud and have students repeat. The word swins is a verb, or action word. Explain that an adverb tells more about
a verb. Write this sentence below the first one and read it chorally: Then, Jim floats. Say, "In the second sentence
the word floats is the verb. The word then tell us when Jim floats. Underline then. Say, "Jim swims first and then
he floats. Jim floats after he swims." Write the four sentences containing adverbs from page 113C (Unit 4) on the
board. Read each sentence aloud and have students repeat. Underline the words: first, next, before, and finally and
explain their meanings. Write the additional five sentences on the board. Read each sentence aloud and have
students repeat. Have students identify the adverb that tells when in each sentence. Have students suggest some
sentences that contain adverbs that tell when. Afterward ask students to name other places in writing where we
have used adverbs (as transition words in our persuasive writing). Additional activities to support this grammar
lesson can be found at: Unit 4 p. 133B, Grammar Practice pg. GR97-98, Unit 4 p. 133O,
* Work with students to revise the report as needed, pointing out areas where you can improve. It may also help
to show students Unit Writing Transparency 21 as a model for revision before revising the class report.
* Review the proofreading/editing marks with students. Display Unit Writing Process Transparency 22 to point
out how to edit. Have students use the rubric you develop to edit the class persuasive book report.
* Celebrate as a whole class the completed book report. Remind students that individually, they will choose their
favorite book and complete the entire process of writing their own persuasive book report. Encourage students to
pick their favorite book, not just a book read during this unit.
Writing Workshop - Persuasive Book Report
Mentor Text: See LiveBinder for a list of mentor text related to the unit theme.
Anchor Papers: Teacher's Resource Book, page 259-262
Rubric: Unit 4 p. 143G or a teacher-created rubric
Lesson #1: Planning our Persuasive Book Reports
Please complete the Shared Writing mini-lesson #1 prior to this Lesson.
Lesson #2: Planning our Persuasive Book Reports
Materials: Unit Writing Process Transparency 19, Class-created Word Web
Please complete the Shared Writing mini-lesson #1 prior to this Lesson.
* Remind students that persuasive book reports tell the writer's opinion. Tell student to focus on what they want
to persuade the reader of in their report. Say, "The purpose of a persuasive book report is to convince readers to
read the book. It tells what you think about a book and the reasons why you like it. A persuasive book report also
uses words like favorite and great and expresses your feelings. Know the Audience: Ask students to think about
who will read their persuasive book reports. Ask, "Who are the people you want to convince? What reasons are
most likely to convince your readers to read the book?" Discuss response and guide any misconceptions. Choose
a Topic: Help students brainstorm ideas about favorite books and plan the information to include in their book
reports. Tell students that they do not have to choose a book from our current unit. They may write their
persuasive book report about any book that is their favorite. Consider allowing students independent reading time
to reread their favorite book - especially if they have not read the book in some time. Ask, "What book will you
write about? Why do you like it? What parts are the most interesting? Who else might enjoy the book? Provide
ample time for students to make their selections. Afterwards, have students write the following sentence: The
book I am writing about for my persuasive book report is ____________________ by ______________________.
Save the sentence for the next lesson. Student Artifact: Sentence
Help students recall that a verb is an action word. Write this sentence on the board: Jim swims. Read the sentence
aloud and have students repeat. The word swins is a verb, or action word. Explain that an adverb tells more about
a verb. Write this sentence below the first one and read it chorally: Then, Jim floats. Say, "In the second sentence
the word floats is the verb. The word then tell us when Jim floats. Underline then. Say, "Jim swims first and then
he floats. Jim floats after he swims." Write the four sentences containing adverbs from page 113C (Unit 4) on the
board. Read each sentence aloud and have students repeat. Underline the words: first, next, before, and finally and
explain their meanings. Write the additional five sentences on the board. Read each sentence aloud and have
students repeat. Have students identify the adverb that tells when in each sentence. Have students suggest some
sentences that contain adverbs that tell when. Afterward ask students to name other places in writing where we
have used adverbs (as transition words in our persuasive writing). Additional activities to support this grammar
lesson can be found at: Unit 4 p. 133B, Grammar Practice pg. GR97-98, Unit 4 p. 133O,
* Use the class-created word web and transparency 19 to review the process of creating a word web to help
students plan their persuasive book reports. Allow ample time for students to complete the word web for their
book selection. Peer Review: Have students share their word webs with a partner and ask which ideas partners
think are the best (or most convincing). Then have partners read their first sentences and their most convincing
statements to the class. Assist students, through writing conferences, where needed. Student Artifact:
Persuasive Book Report Word Web or other teacher-created graphic organizer
Lesson #3: Drafting our Persuasive Book Report
Materials: Unit Writing Process Transparency 20, Class-created Draft
Please complete the Shared Writing mini-lesson #2 prior to this Lesson.
Lesson #4: Evaluate and Revise our Persuasive Book Report
Materials: Unit Writing Process Transparency 21, class-created book report
Please complete Shared Writing mini-lesson #3 prior to this lesson.
Lesson #5: Proofread/Edit our Persuasive Book Report
Materials: Unit Writing Process Transparency 22, class-created book report
Please complete Shared Writing mini-lesson #3 prior to this lesson.
Lesson #6: Publish and Share our Persuasive Book Report
Materials: Unit Writing Process Transparency 23, class-created persuasive book report
Please complete Shared Writing mini-lesson #3 prior to this lesson.
* Use the class-created word web and transparency 19 to review the process of creating a word web to help
students plan their persuasive book reports. Allow ample time for students to complete the word web for their
book selection. Peer Review: Have students share their word webs with a partner and ask which ideas partners
think are the best (or most convincing). Then have partners read their first sentences and their most convincing
statements to the class. Assist students, through writing conferences, where needed. Student Artifact:
Persuasive Book Report Word Web or other teacher-created graphic organizer
* Use the class-created draft and transparency 20 to review the process of drafting a persuasive book report. After
rereading the selections, review the Persuasive Book Report Anchor Chart. Keep it posted, along with the class-
created draft, as students are released to begin writing their own drafts. Remind students not to take time to correct
spelling or grammar errors at this point. Allocate ample time for students to complete drafts. Assist students,
through guided writing and writing conferences, where needed. Student Artifact: Draft Persuasive Book Report
* Use the class-created draft and transparency 21 to review the process of revising a persuasive book report. After
reviewing the process, pair students with a partner to conduct a peer review. Remind students of the rules
regarding peer editing - be polite, offer constructive feedback, ask questions, etc. You may consider having a
student model an example and non-example of the process to further guide students. Tell partners to take turns
reading their book reports aloud to each other. Have them listed for words that tell how the writer feels about the
book. Afterward, allow ample time for students to revise their drafts. Assist partners through guided writing and
writing conferences, where needed. Student Artifact: Revised Student Draft
* Use the class-created draft and transparency 22 to review the proofreading/editing process. Have students work
with a partner to read each other's persuasive essays. Suggest that they focus on end punctuation marks for all their
sentence types. Have students use the editing checklist as a guide to editing. Remind students that all Word Wall
words should be spelled correctly. You may remind students to capitalize proper nouns. Assist partners, through
guided writing and writing conferences, as needed. Student Artifact: Completed Editing Checklist for
Persuasive Book Reports
* Use the class-created final draft and transparency 23 to remind students of the process of publishing and sharing
their persuasive book report. Allow ample time for students to print a neat, error-free copy of their report.
Consider allowing an Author's Chair, inviting students to read their reports aloud. Have the class vote for each
author's most convincing sentence. Place reports in student's writing portfolio or hang them in a special place in
the classroom. Student Artifact: Final Persuasive Book Report
Small Group - With Teacher
Guided Reading
GR Mini-Lessons to complete during this term:
* Using Fix-It Strategies When Reading
* Determining Importance
* Read High-Frequency Words
* Phonemic Awareness
Small Group - Guided Writing
GW Mini-Lesson to complete during this term:
Small Group - Word Work
Words with Long e, Six-Weeks Review
Possible Activities:
Word Sort
Create Words using High Frequency Words
Handwriting Practice
Building Words
Small Group - Read to Self -and/or- Listening to Reading
Guided Reading, Guided Writing, Assessing, Conferring
Reminder: Visit each small group a minimum of twice weekly. Tier III must be visited daily. Rearrange groups as students
master skills.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small
leveled books for Approaching level, On level and Beyond level and Pre-Decodable Readers.
Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.
Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and
check list before, during, and after.
Meet with students who are having difficulty putting their ideas down on paper. Explicitly teach how to write
persuasive book reports, grammar, spelling, punctuation, and capitalization rules studied during this unit.
* Using Metacognitive Strategies - Schema, Visualizing, Ask Questions, Infer (before, during, and after reading),
Determining Importance
* Use the class-created final draft and transparency 23 to remind students of the process of publishing and sharing
their persuasive book report. Allow ample time for students to print a neat, error-free copy of their report.
Consider allowing an Author's Chair, inviting students to read their reports aloud. Have the class vote for each
author's most convincing sentence. Place reports in student's writing portfolio or hang them in a special place in
the classroom. Student Artifact: Final Persuasive Book Report
Collaboration 1 - Read to Someone
Using Leveled Readers: Partner Revising and Editing Partner Spelling and Syllable Practice
Nonfiction Web Graphic Organizer The basic principles of writing conferences:
• Listening (to what writer is trying to say)
Six-Week Review Practice • Affirming (what writer has done well)
• Reinforcing (the writer’s strength, attempts)
Phonemic Awareness/Phonics Practice • Assessing (confusions, strength, next steps)
Vocabulary Practice
Grammar Practice
Writing: Persuasive Book Reports (Full Process)
Scaffolds for ELL
Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a
comfortable spot in the classroom, and will read to themselves.
Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or
pocket charts. Also include Level Library Readers and stories related to theme.Accountability: When students are reading independently, ask students to determine the most important details from their
reading. Direct students to complete a graphic organizer or a Response to Literature sheet for each selection.
Collaborative Learning
Collaboration 2 Collaboration 3
• Teaching (what’s most important for writer to move forward and only
what the writer is ready for)
Instructional Extensions and Modification
Extension Supporting ELL Suggestions for Interventions
Independent Practice with Conferring
Practice Task (s) Student/Teacher Conferring
See Tier 2 (Approaching Level) and ELL
Instruction, Unit 4 pages 137K-137JJ –
choose component(s) of reading
(phonemic awareness, phonics,
comprehension, fluency, vocabulary) to
re-teach and practice based on student
needs.
* Scaffold instruction using components
of Balanced Literacy(No extension activity prescribed during
this term due to review and six weeks
assessments)
Create opportunities for students to
practice revising and editing each others
reports and short stories during this unit
study. Make sure that students reference
the How to Revise anchor chart and the
Editing checklist, and use editing
symbols.
With a partner, read aloud a decodable book
that includes spelling and syllable patterns
taught in this unit. After reading, work
together to do complete 1 of the 4
performance task listed above. This lesson
can be used up to four times, requiring
partners to complete a different
performance task.
Have students work with a partner to
practice determining importance, using a
fiction and a nonfiction text. Students will
take turns reading a text to each other and
asking questions about the story. Direct
students to work together to complete a
partner graphic organizer that identifies the
most important details from each story.
• Scaffolding (helping the writer say, write, and do what she can’t quite
do yet without help)
• Setting goals with students’ input (for the writer to attempt to meet on
his own, with minimal guidance and support).
* Check comprehension frequently.
* Use outlines to scaffold comprehension.
* Teach students how to decode words. TPRI Intervention Guide
* Give students practice with new words.
Review and Assess the weekly skills reviewed/learned:
Phonics - Long e,
Vocabulary - High-Frequency Words, Selection Vocabulary
Fluency - Word Automaticity, Sound-Spellings
Comprehension - Determining Importance
Spiral Review - Main Idea and Details; Character, Setting, Plot
* Group students for optimal
opportunities to learn cooperatively.
To check student understanding of the
concepts taught this week, the end of the
week assessment can be administered.
This should be used to guide your
instruction and to re-teach the concepts
that were not mastered.
* Teach students to actively engage with
the vocabulary.
Observe students throughout the week as they complete assignments,
respond orally in class, and read aloud.
The Unit Assessment should be administered in the
early part of the 6th week. Assessments should be
corrected quickly and results analyzed to identify
Tier 2 students (0 – 21 correct on the assessment)
refer to Analyze the Data Unit 4 p. 143N. The later
part of the week should be utilized to further assess
those students to identify the individual
instructional needs.
Small group intervention is an excellent time
to implement fluency practice. Students need
time to reread familiar books.
* Use pictures from the internet to
scaffold comprehension.
* Use anchor charts to reinforce
concepts.
Assessment
Formative Summative
See Tier 2 (Approaching Level) and ELL
Instruction, Unit 4 pages 137K-137JJ –
choose component(s) of reading
(phonemic awareness, phonics,
comprehension, fluency, vocabulary) to
re-teach and practice based on student
needs.
* Use graphic organizers to scaffold
comprehension, reading, and writing.* Use questioning strategies to
accommodate English language
Key: Lessons for Metacognitive Strategies are RED, Lessons for Read Aloud are GREEN, Lessons for Phonemic Awareness/Phonics/Word
Study are ORANGE, Lessons for Vocabulary are BLUE, Lessons for Writing are PURPLE.
(No extension activity prescribed during
this term due to review and six weeks
assessments)