topic/theme: better together (unit 4) learning standards

Unit Learning Standards and Core Concepts

Major Concepts:

Phonemic Awareness - Phoneme Categorization; Phoneme Blending; Phoneme Identity; Phoneme Segmentation/Substitution

Phonics/Word Study - Vowel Diphthong ou, ow; oi, oy

Vocabulary - High Frequency Words - family, four, hear, above, color, song

Comprehension - Cause and Effect; Read Ahead; Use Illustrations

Fluency - Expression; Intonation

Grammar/Mechanics - Linking Verbs; Capitalization; Have as a helping verb; Quotation Marks

Writing - A Strong Paragraph; Persuasive Letter; A Strong Opening

Assessment - Review 3rd Six Weeks Fluency Goals; Unit Assessment

Performance Task:

Processes:

2.2A(iii) - Consonant digraphs (e.g., ng, ck, ph); and

2.2A(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

2.2B - Use common syllabication patterns to decode words including:

2.2B(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

English Language Arts and Reading Curriculum Overview 2nd Grade 4th Six Weeks - Week 1 and 2

Topic/Theme: Better Together (Unit 4)

Learning Standards

Reading

* 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.

(1) Beginning

Reading Skills/Print

Awareness.

Students understand

how English is

written and printed.

(2) Beginning

Reading

Skills/Phonics.

Student 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

* Choose a topic of interest. Follow oral and written directions to fold a sheet of paper into six sections to use as a graphic

organizer. Generate six questions about your topic using at least 4 of the following question words: Who, What, When,

Where, Why, and How. Write one question in each section. Read an expository text on your topic and refer to age-appropriate

reference works. Use text features and evidence from the text to write answers to your questions.

* Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to

determine word meanings. Use the notebook entries to support writing.

(3) Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

2.2A - Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences

including:

* Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text.

Provide textual evidence to support ideas.

2.2D - Read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful)

2.2G - Identify and read at least 300 high-frequency words from a commonly used list; and

2.2H - Monitor accuracy of decoding.

2.3A - Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

2.5A - Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

2.5B - Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;

2.9B - Describe main characters in works of fiction, including their traits, motivations, and feelings.

2.14A - Identify the main idea in a text and distinguish it from the topic;

2.14B - Locate the facts that are clearly stated in a text;

2.14C - Describe the order of events or ideas in a text

2.14D - Use text features (e.g., table of contents, index, headings) to locate specific information in text.

2.15B - Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

2.16A - Recognize different purposes of media (e.g., informational, entertainment);

2.17A - Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

2.17B - Develop drafts by sequencing ideas through writing sentences;

2.17C - Revise drafts by adding or deleting words, phrases, or sentences;

2.17D - Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric;

2.17E - Publish and share writing with others.

2.19A - Write brief compositions about topics of interest to the student;

2.19C - Write brief comments on literary or informational texts.

2.21A - Understand and use the following parts of speech in the context of reading, writing, and speaking:

2.21Ai - Verbs (past, present, and future);

2.21Avii - Time-order transition words;

2.21B - Use complete sentences with correct subject-verb agreement;

2.21C - Distinguish among declarative and interrogative sentences.

2.22A - Write legibly leaving appropriate margins for readability;

2.22C - Recognize and use punctuation marks, including:

(5) Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.

(6) Comprehension

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.

(3) Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

(4) Fluency.

Students read grade-

level text with

fluency and

comprehension.

2.3B - Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers

with evidence from text; and2.3C - 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).

2.19B - Write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date,

salutation, closing);

2.22Ci - Ending punctuation in sentences;

2.22Cii - Apostrophes and contractions;

2.23A - Use phonological knowledge to match sounds to letters to construct unknown words;

2.23B - Spell words with common orthographic patterns and rules:

2.23Biv - Vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);

2.23C - Spell high-frequency words from a commonly used list;

2.23E - Spell simple contractions (e.g., isn't, aren't, can't);

2.23F - Use resources to find correct spellings.

2.24A - Generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics;

2.24B - Decide what sources of information might be relevant to answer these questions.

2.25C - Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

2.28A - Listen attentively to speakers and ask relevant questions to clarify information;

2.28B - Follow, restate, and give oral instructions that involve a short related sequence of actions.

2.Fig19A Establish purposes for reading selected texts based upon content to enhance comprehension.

2.Fig19B Ask literal questions of text.

2.Fig19C

2.Fig19D Make inferences about text using textual evidence to support understanding.

2.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

How is working together better than working alone? Giant Carrot (Preteach) Safety at School (Preteach)

What is a team? Head, Body, Legs (Main) Officer Buckle and Gloria (Main)

What kinds of teams do you know about? Watch It Move! (Paired) Fire Safety (Paired)

What lesson did you learn about friendship and Interactive Read Aloud Anthology (both weeks)

teamwork from the characters in the stories? Leveled Readers:

Why is it helpful to work together to finish a project?

Have you ever worked on a team?

How did your team overcome problems?

Describe ways people and animals can work togetherDecodable: Better Together

as a team? Approaching: Wasted Wishes, Road Safety

How will rereading help you understand another On Level: Three Wishes from a Fish, Road Safety

(6) Comprehension

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.

(11) Reading/Com

prehension 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. Stud

ents are expected to

recognize that some

words and phrases

have literal and non-

literal meanings

(e.g., take steps).

2.25B - Use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g.,

picture dictionaries) to locate information;

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a

portion aloud, generating questions).

(9) Comprehension

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

selection? Beyond: Three Dog Wishes, Road Safety

What connection did you make with the characters ELL: Three Wishes, Street Safety

in the story? 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

(11) Reading/Com

prehension 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


their

understanding. Stud


recognize that some

words and phrases


literal meanings

(e.g., take steps).

(12) Reading/Com

prehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

Students are

expected to read

independently for a

sustained period of

time and paraphrase

what the reading

was about,

maintaining

(14) Reading/Com

prehension of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

and understand

expository text and

provide evidence


their understanding.

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.

• Introducing the Theme: The theme, ―Better Together‖ allows students to discuss the complexities of working as a team,

in various forms - as classmates, as a family, at work, and in the community. While reading, thinking, discussing, and writing

about the texts, students will demonstrate mastery of the learning outcomes for the six weeks by: completing a Book Talk

about their favorite book, writing a persuasive letter, and by creating a persuasive article, a book report, and a descriptive

flyer. The projects will require that students use the metacognitive strategy - Determining Importance, and require that

students learn nonfiction text features. The unit begins 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.

• 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 "better 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

Please visit the WOCCISD LiveBinder for the

Media Connections related to this unit.

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)

Mini-Lesson: Determining Importance/What to Bring (Day 2)

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."

(14) Reading/Com

prehension of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

and understand

expository text and

provide evidence



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

(15)

Comprehension of

Informational

Text/Procedural

Text. Students

understand how to

glean and use

information in

procedural texts and

documents.

• 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 "better 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

* 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)

* 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.

* 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."

(17) Writing

Process. Students

use elements of the

writing process

(planning, drafting,

revising, editing,

and publishing) to

compose text.

(18) Literary Texts.

Students write

literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

(19) 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

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


directed, critical

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

Week 2

* 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.

Oral and Written

Conventions

(21) Conventions.

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. M

(22) Handwriting,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation

conventions in their

compositions.

(19) Expository and

Procedural Texts.

Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to

specific audiences

for specific

purposes.

Fiction/Folktale: "Head, Body, Legs: A Story from Liberia (p. 10-37)" - Unit 4 p. 9J, 37A (Strategy: Reread, Skill: Cause

and Effect, Determine Importance, Vocabulary: Context Clues, Draw Conclusions) Use Practice Book p. 176, Informational: "Watch It Move! (p. 38-39)" - Unit 4 p. 37W (Text Feature: Drop-Down Menu, Vocabulary, Reread for

Comprehension)

Fiction: "Officer Buckle and Gloria (p. 46-71)" - Unit 4 p. 45K, 71A, 71N (Strategy: Read Ahead, Skill: Use Illustrations,

Determine Importance, Vocabulary: Context Clues)Informational: "Fire Safety (p. 72-75)" - Unit 4 p. 71X-75A (Text Feature: Diagram, Retell Events in Order, Determine

Importance, Author's Purpose)

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

Mini-Lesson: Practicing Determining Importance (Fiction)

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

* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Inferring and Asking Questions 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.

* 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

(23) Spelling.

Students spell

correctly.

(22) Handwriting,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

Listening and

Speaking

Research

(24) Research/Rese

arch Plan. Students

ask open-ended

research questions

and develop a plan

for answering them.

(25) Research/Gath

ering Sources.

Students determine,

locate, and explore

the full range of

relevant sources

addressing a

research question

and systematically

record the

information they

gather.

(28) Listening.

Students use

comprehension

skills to listen

attentively to others

in formal and

informal settings.

Students continue

to apply earlier

standards with

greater complexity.

M

Whole Group - Phonemic Awareness/Phonics/Word Study

Vowel Diphthong ou, ow Vowel Diphthong oi, oy

Phoneme Identity - Unit 4 p. 7B, Phoneme Segmentation - Unit 4 p. 43B, 71S

Blend Words - Unit 4 p. 7C, 37E, 37F, Blend Words - Unit 4 p. 43C, 45G, 71F, 71G, 71T

Practice Book - p. 173, 178, Practice Book - p. 184,

Spelling - Unit 4 p. 7E Spelling - Unit 4 p. 43E,

Spelling Practice Book - p. 61, p. 62, p. 64, Spelling Practice Book - p. 65, p. 68

Decodable Reader 1 - The Missing String Beans Decodable Reader 1 - Let's Join Joy's Show!

Phoneme Categorization - Unit 4 p. 9F, 37S, Phoneme Blending - Unit 4 p. 45F,

Build Words - Unit 4 p. 9G, 37T, Word Automaticity - Unit 4 p. 45H,

Word Sort - Unit 4 p. 9H, 37H, Word Sort - Unit 4 p. 45I, 71H

see additional lessons and links in LiveBinder Phoneme Substitution - Unit 4 p. 71E,

see additional lessons and links in LiveBinder

Whole Group - Fluency Skill: Prosody

Teaching Resources for Fluency

Unit 4 - p. 71L

Decodable Readers 1 and 2

Fluency Transparency 17,

Practice Book p. 191

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.

* 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

Oral Vocabulary Cards 1- "The Enormous Yucca", Unit 4 p. 7A, 9E, 37N (Read aloud for Robust Vocabulary lesson and

Comprehension lesson - Practice Asking Questions, Determining Importance, and Prediction)Fiction Read Aloud: "The Story of the Giant Carrot (p. 8-9)" - Unit 4 p. 7G-9B (Read aloud for Vocabulary, Strategy:

Context Clues, Monitor Comprehension - Skill: Cause and Effect, Determine Importance Practice) Use Practice Book p. 174Read Aloud Anthology - Fiction: "The Storytelling Stone (p. 54-56)" - Unit 4 p. 37D (Vocabulary Routine, Respond to the

Folktale)

(28) Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

Students continue

to apply earlier

standards with

greater complexity.

M(29) Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity. M

(30) Teamwork.

Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

M

Week 2

Oral Vocabulary Cards 1 - "Tikki Tikki Tembo", Unit 4 p. 43A, 45E, (Vocabulary Routine, Comprehension)

Mini-Lesson: High-Frequency Word Practice

Mentor Text: The Missing String Beans

Mentor Text: Better Together

Unit 4 - p. 37I, 71I

Mini-Lesson: Strategy - Words in Context

Vocabulary Transparency 31, 32

Whole Group - Shared Writing

Week 1

Mini-Lesson: Writing Persuasive Letters

Read Aloud Anthology - Expository: "Police Patrol (p. 58-62)"- Unit 4 p. 71D (Read aloud for Robust Vocabulary lesson

and Comprehension lesson - Practice Determining Importance, Respond to the Nonfiction Selection)

Review high-frequency words: family, four, hear. (Week 2 - about, ) 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.

Review the meanings of the vocabulary words. Display Transparency 31 to model how to use word meanings

and context clues to fill in the first missing words. Using a think aloud, model how to think through how to find

the meanings of the words. Have students use context clues to write missing words 2-5 on their papers. Ask

partners to check each other's answers and explain which context clues they used. During independent work time,

have students write sentences in their Writer's Notebook using their vocabulary words. Review last week's words

in context. (Continue to help students practice this skill. Additional resources can be found in the LiveBinder and:

Unit 4 p. 37J, Practice Book p. 179, Unit 4 p. 45J,

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.

Read Aloud Anthology - Fiction: "The Storytelling Stone (p. 54-56)" - Unit 4 p. 37D (Vocabulary Routine, Respond to the

Folktale)

Fiction Read Aloud: "Safety at School", Unit 4 p. 43G-45B (Vocabulary Strategy: Use Context Clues - Synonyms, Monitor

Comprehension - Read Ahead, Skill: Use Illustrations) Use Practice Book p. 185 and GO Transparency 5

Class Artifact: Class Persuasive Letter (Movie)

Grammar Mini-Lesson: Linking ( and helping) Verbs be

* 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.

* 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."

* 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."

* 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."

Present-Tense Forms of Be: Tell students that a linking verb is a verb that does not show action. Say, "The verb

be is a linking verb (e.g. When will you be six?)". Tell them that the verb be has special forms in the present

tense. If the subject is I, use am. (e.g. I am on the baseball team.) Explain that if the subject is singular (such as

he or she), use is. (e.g. She is in our car. He is at summer camp.) Tell children if the subject is you, we, or they,

use are. (e.g. We are sad to leave. You are my friend. They are a the zoo.) Write is, are, and am on the board.

Model using each linking verb in a sentence. Write the sentences on the board. Have students chorally read each

sentence and pick out the linking verb. Use Grammar Transparency 76 to model how to complete sentence with

the linking verbs is, are, or am. Explain that each linking verb links the subject with the rest of the sentence.

Past-Tense Forms of Be: Continue to practice the linking verb be. Use Grammar Transparency 77 to model how

to select the correct past-tense form of be to complete a sentence. (Continue practicing using linking verbs

throughout week 1 of this unit. Additional teaching resources can be found in the LiveBinder and on: Unit 4 p.

39B, 71B, Transparency 79 and 82, Grammar Practice book p. 79 and 82.

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: Have as a Helping Verb

Writing Workshop

Mini-Lesson: Book Talks - Part I

Tell students that a helping verb helps another verb to show an action. Have and has are helping verbs that tell

about actions that have already happened. Use has when the subject is singular (e.g. My mom has given her a lot

of help.) and have when the subject is plural or I or you (e.g. I have given her two dollars.). Write sentences on

the board that show the variety of ways to use have and has. Practice by using modeling and think alouds to guide

students toward correctly using these helping verbs. Using Grammar Transparency 81, model how to use the

helping verbs with other verbs. Identify the other verbs. Continue to work with students during this week.

Additional instructional resources for helping verbs can be found in the LiveBinder.

* 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)

* 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.

Present-Tense Forms of Be: Tell students that a linking verb is a verb that does not show action. Say, "The verb

be is a linking verb (e.g. When will you be six?)". Tell them that the verb be has special forms in the present

tense. If the subject is I, use am. (e.g. I am on the baseball team.) Explain that if the subject is singular (such as

he or she), use is. (e.g. She is in our car. He is at summer camp.) Tell children if the subject is you, we, or they,

use are. (e.g. We are sad to leave. You are my friend. They are a the zoo.) Write is, are, and am on the board.

Model using each linking verb in a sentence. Write the sentences on the board. Have students chorally read each

sentence and pick out the linking verb. Use Grammar Transparency 76 to model how to complete sentence with

the linking verbs is, are, or am. Explain that each linking verb links the subject with the rest of the sentence.

Past-Tense Forms of Be: Continue to practice the linking verb be. Use Grammar Transparency 77 to model how

to select the correct past-tense form of be to complete a sentence. (Continue practicing using linking verbs

throughout week 1 of this unit. Additional teaching resources can be found in the LiveBinder and on: Unit 4 p.

39B, 71B, Transparency 79 and 82, Grammar Practice book p. 79 and 82.

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 IIExplain 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.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.

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)

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

Small Group - With Teacher - Guided Reading

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.

* 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.

* You may consider allowing students to write a sample Book Talk script to use during their

presentation.

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.

* 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:

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.

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

Vowel Diphthong - ou, ow, oi, oy

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

* Writing to a Prompt

* Writing Persuasive Letters

* Grammar/Mechanics proofreading practice book

* 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.

* Using Metacognitive Strategies - Schema, Visualizing, Ask Questions, Infer (before, during, and after reading),

Determining Importance

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. Assistance with generating ideas

for writing persuasive letters and using resources to assist with spelling, should be modeled during this time.

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:

Small Group - Read to Self -or- Listening to Reading

Collaboration 1 - Read to Someone

Using Leveled Readers: Book Talk Practice High Frequency Word 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

Grammar Practice

Sustained silent reading is a period of uninterrupted silent reading. Depending on independence and stamina, provide

adequate minutes for students to enjoy independent reading.

Independent Practice with Conferring

Practice Task (s) Student/Teacher Conferring

• 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).

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

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.

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, define each high

frequency words. Create original

sentences for each word. Create a frayer

model for each word (definition,

synonym, example, and non-example).

Instructional Extensions and Modification

Extension Supporting ELL Suggestions for Interventions

Content Extension (less challenging)

Acrostic Poems

Review and Assess the weekly skills reviewed/learned:

Phonemic Awareness/Phonics - ou, ow, oi, oy

Vocabulary - High Frequency Words, Selection Vocabulary

Writing - Book Talks, Persuasive Letters

Comprehension - Determine Importance - Fiction

Spiral Review: Summarize


Major Concepts:

Phonics/Word Study - Vowel Digraphs: oo, ui, eu, ue, u, ou, oe;

Reading

(1) Beginning


Awareness.

Students understand

how English is


* Use the Visual Vocabulary Resource

book for vocabulary introduction and the

ELL Resource Book. For writing, use the

Picture Prompt Lessons.

Week 1 - See Tier 2 (Approaching Level)

and ELL Instruction, Unit 4 p. 41K-41JJ

– choose component(s) of reading

(phonemic awareness, phonics,

comprehension, fluency, vocabulary) to

re-teach and practice based on student

needs.

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 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.


and ELL Instruction, Unit 4 p. 77K-77JJ –

choose component(s) of reading


comprehension, fluency, vocabulary) to re-

teach and practice based on student needs.

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.



Learning Standards

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.

Phonemic Awareness - Phoneme Isolation; Phoneme Blending; Identify Syllable; Phoneme Categorization;

Vocabulary - Dictionary/Homophones; Context Clues/Antonyms

Comprehension - Fiction vs. Nonfiction; Sequence of Events; Use Illustrations/Photos

Fluency - Pronunciation; Intonation

Grammar/Mechanics: Irregular Verbs; Book Titles; Letter Punctuation

Writing - Persuasive Writing

Assessment - Three Week Assessment - Fluency Probe

Performance Task:

Processes:









(1) Beginning


Awareness.

Students understand

how English is


(2) Beginning

Reading

Skills/Phonics.

Student 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

(3) Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

(4) Fluency.


level text with

fluency and

comprehension.


with evidence from text; and

* Students use text features, such as the table of contents and headers, to identify relevant sections and locate information

relevant to a given topic quickly and efficiently.

* Read an informational text. In a small group, discuss the purpose for reading the text and identify topics and details.

Individually, complete a graphic organizer to identify important facts from the text. Speak using complete sentences to tell

others about your graphic organizer.

* Read another expository text on your previously selected topic of interest. Complete a teacher-provided graphic organizer

to identify the topic, main idea, and facts from the text. In a small group, use the completed graphic organizer to share about

your topic and explain how you used text features to locate information in the text.




including:
































(4) Fluency.


level text with

fluency and

comprehension.

(5) Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.

(6) Comprehension

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.

(9) Comprehension

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.



2.3C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when


portion aloud).










2.Fig19C




Content Questions: Week 1 Week 2

Describe some jobs that require adults to work A Ride for Help (Preteach) A Whale is Saved! (Preteach)

together. A Trip to the Emergency Room (Main) A Harbor Seal Pup (Main)

How can analyzing text structure help you read and A Visit to the Dentist (Paired) The Puppy (Paired)

understand another selection? Read Aloud Anthology (both weeks)

How do different people in your town work Leveled Readers:

together to accomplish a goal?

How is working together better than working alone?

What is a team?

What kinds of teams do you know about? Decodable: Better Together

What lesson did you learn about friendship and Approaching: People at Work, Bald Eagle Alert

teamwork from the characters in the stories? On Level: People at Work, Bald Eagle Alert

Why is it helpful to work together to finish a project?Beyond: People at Work, Bald Eagle Alert

Have you ever worked on a team? ELL: People Work, Bald Eagles

How did your team overcome problems? Teacher Selected Reading Classroom Library School Library



(9) Comprehension

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.

(11) Reading/Com

prehension 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


their

understanding. Stud


recognize that some

words and phrases


literal meanings

(e.g., take steps).











Daily Five

iStation

Week 2


(11) Reading/Com

prehension 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


their

understanding. Stud


recognize that some

words and phrases


literal meanings

(e.g., take steps).

(12) Reading/Com

prehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

Students are

expected to read

independently for a

sustained period of

time and paraphrase

what the reading

was about,

maintaining

meaning.

(14) Reading/Com

prehension of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

and understand

expository text and

provide evidence



• Connect and Engage: with the theme "Worker Teams" by asking students to describe some jobs that groups of people need

to work together. As a classroom, create a list of worker teams, such as firemen, police officers, hospital workers, etc. Write

or print Mr. Rogers quote on chart paper: ―When I was a boy and I would see scary things in the news, my mother would say

to me, ‗Look for the helpers. You will always find people who are helping.‘ To this day, especially in times of ‗disaster,‘ I

remember my mother‘s words, and I am always comforted by realizing that there are still so many helpers – so many caring

people in this world.‖ — Mister Rogers As a class, discuss what this quote means. Discuss how worker teams respond in

times of great need. Consider listing examples of how these "worker teams" responded as a team when the community need

was great. Note: Please monitor conversations regarding sensitive topics (school tragedies, national tragedies, etc.) Read

Aloud a Nonfiction story regarding one of the worker teams: police, firefighters, etc. See LiveBinder for a link to the online

scholastic book. Facilitate a further discussion about how these worker teams. Class Artifact: Worker Teams List












• Connect and Engage: Introduce the theme, ―Community Teams‖ by reading aloud a story about a "community team."

(consider community teams that help people and community helpers that help animals. The scholastic online book "Panda

Helpers - Level B" is a viable option) Ask, "How do different people in your town work together to accomplish a goal?"

Discuss and chart the student responses. What are some groups that help make communities around the world better places

to live? (e.g., Red Cross, Habitat for Humanity, Salvation Army, etc.) What do those groups do? Ask each community team

is discussed, students should take notes on a two-column chart. Have student's label the first column "Group" and the second

column "Ways They Help the Community." Collaborate with students as they identify and discuss community teams that

help their community. Guide misconceptions as they arise. Student Artifact: Two-Column Community Team Chart

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)

(14) Reading/Com

prehension of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

and understand

expository text and

provide evidence



(15)

Comprehension of

Informational

Text/Procedural

Text. Students

understand how to

glean and use

information in


documents.

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


directed, critical








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


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 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* 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.

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.

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.

Writing

(17) Writing

Process. Students

use elements of the

writing process


revising, editing,

and publishing) to

compose text.


Students write

literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

(19) Expository and

Procedural Texts.

Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to

specific audiences

for specific

purposes.

* 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.

* 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.

* 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.)

* 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.

Student Artifact: Nonfiction Feature Find

Mini-Lesson: What's the Difference?

Class Artifact: Fiction vs. Nonfiction Venn Diagram


Week 1

Test Practice: "Time for Kids: A Visit to the Dentist (p. 86-87)" - Unit 4 p. 85Z-87 (Answering Questions)

Week 2

Before Reading

Expository: "A Harbor Seal Pup Grows Up (p. 94-115)” - Unit 4 p. 93K-115A (Analyze Text Structure, Skill: Sequence of

Events, Determine Importance: Nonfiction, Text Feature: Use Illustrations/Photographs, Vocabulary: Context Clues)

Oral and Written

Conventions

(21) Conventions.

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. M

(22) Handwriting,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

Fiction: Read Aloud Anthology - "A Special Trade (p. 43-44) Unit 4 p. 85D (Skill: Vocabulary, Determine Importance:

Fiction)

* 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 In

addition, Unit 4 p. 85N contains a lesson on distinguishing between fiction and nonfiction.

(23) Spelling.

Students spell

correctly.

Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about worker and community teams

and/or individuals working as a team.

Expository: "Time for Kids: A Trip to the Emergency Room (p. 82-85)" Unit 4 p. 81K-85A (Comprehension Strategy:

Analyze Text Structure, Skill: Sequence of Events, Text Features: Subheads) Use Practice Book p. 198, 199

Poetry: "The Puppy (p. 116-117)" Unit 4 p. 115W-117A (Literary Element: Similes, Rhyme; Write Poetry) Use Practice

Book p. 214.








* 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.

During Reading



* Summarize



After Reading

Mini-Lesson: Summarizing Fiction and Non-fiction Text

Research

(24) Research/Rese

arch Plan. Students

ask open-ended

research questions

and develop a plan

for answering them.

(25) Research/Gath

ering Sources.

Students determine,

locate, and explore

the full range of

relevant sources

addressing a

research question

and systematically

record the

information they

gather.

Listening and

Speaking

(28) Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

Students continue

to apply earlier

standards with

greater complexity.

M





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












* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Asking Questions, and Inferring to

Understand Text


Vowel Digraphs: oo, ui, eu, ue, u, ou, oe; Vowel Digraphs: oo, ou

Generate Rhyme - Unit 4 p. 79B Phoneme Segmentation - Unit 4 p. 91B

Phonemic Blending - Unit 4 p. 79C, 81G, 85E, 85F, 85V Phonemic Blending - Unit 4 p. 91C, 93F, 93G, 115F

Practice Book - Unit 4 p. 195, 200 Practice Book - p. 206, 211

Phonics Transparency 35 Spelling Practice - Unit 4 p. 91E, 93I

Spelling Practice - Unit 4 p. 79E, 89I Spelling Practice Book - p. SP73, SP74

Spelling Practice Book - p. SP69, SP71 Decodable Reader 1 - Flip and Spots

Decodable Reader 1 - Soon the North Wind Blew Word Automaticity - Unit 4 p. 93H

Initial Sound Substitution - Unit 4 p. 81F, 85U Build Words - Unit 4 p. 93H

Build Words - Unit 4 p. 81H, 85W Word Sort - Unit 4 p. 93I, 115H

Word Automaticity - Unit 4 p. 81H Identify Syllables - Unit 4 p. 115E

Word Sort - Unit 4 p. 81I, 85H see additional lessons and links in LiveBinder

see additional lessons and links in LiveBinder


Teaching Resources for Fluency

Unit 4 pg. 85L, 85M, 115L, 115M

Fluency Transparency 18,

Practice Book p. 202, p. 212


Week 2

(30) Teamwork.

Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

M

(28) Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

Students continue

to apply earlier

standards with

greater complexity.

M

(29) Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity. M





classroom library.

Fiction: Oral Vocabulary Card 1 - "Little Red Riding Hood " - Unit 4 p. 79E (Vocabulary Routine, Ask Questions, Retell)

Use Teaching Chart 100 for retelling.

Fiction: Oral Vocabulary Cards – “The Woman, The Tiger, and the Jackal” Unit 4 p. 91A (Read aloud for Robust

Vocabulary lesson and Comprehension lesson)

Expository: “A Ride to Help" "Time for an X-ray (p. 80-81)" Unit 4 p. 79G-81D (Vocabulary, Strategy: Use a Dictionary -

Homophones, Sequence of Events, Determining Importance) Use Graphic Organizer Transparency 11 for Sequence


Mentor Text: Soon the North Wind Blew

Mentor Text: Flip and Spots

Mini-Lesson: Use a Dictionary: Homophones


* Shared Writing Activities are Incorporated During Writing Workshop - see below.

Grammar Mini-Lesson: Irregular Verbs

Writing Workshop - Persuasive Essay Writing (Theme: Better Together: Worker and Community Teams)

Fiction/Narrative: Read-Aloud Anthology - "A Thousand Pails of Water (p. 39-40)” - Unit 4 p. 115D (Read aloud for

Robust Vocabulary lesson and Comprehension lesson – Guided Retelling, Response to Fiction)

Review high-frequency words: follow, near, paper, below, city, and own. 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.

Preparation and Handouts: See Opinion Writing Lesson Plans in LiveBinder for copies of appropriate

documents, student writing exemplars and samples, rubrics, and handouts.

Fiction: Oral Vocabulary Cards – “The Woman, The Tiger, and the Jackal” Unit 4 p. 91A (Read aloud for Robust

Vocabulary lesson and Comprehension lesson)Expository: "A Whale is Saved (p. 92-93)" Unit 4 p. 91G-93B (Vocabulary Routine, Use Context Clues, Determine

Importance: Nonfiction) Use Graphic Organizer Transparency 10 for Sequence of Events

* Use Vocabulary Transparency 36 to identify homophones. Explain that a dictionary list the different meanings

words can have and may include sentences that show how they can be used. Review each vocabulary word and

write a sentence using each word. Review the homophones for the vocabulary words. (words that sound the same

but have different meanings) Use the following resources in addition to resources found in LiveBinder: Unit 4 p.

85J

* Tell students that some verbs are irregular. Say, "That means that you do not add -ed to form the past tense.

(e.g. fell, grave, had, sent, sent) The verbs go and do have special forms in the past tense. The past tense of go is

went. The past tense of do is did. During this lesson, write several sentences using irregular verbs. Ask students

to identify the verb in the sentences. Ask whether the verb is present-tense or past-tense. Use Grammar

Transparency 86 to model how to select the correct tense of each irregular verb. Guide students through sentences

1-2. Have students complete sentences 3-5 independently. Continue to work with students during week 1 to

practice irregular verbs. In addition to the resources found in LiveBinder , you can find resources at: Unit 4 p.

85B, 93C, 115B, 117B, Grammar Transparency 89-94, Grammar Practice Book p. 89-94.

Mentor Text: See list of appropriate persuasive text in the Opinion Writing Unit

Lesson #1: Brainstorming Persuasive Topics

Lesson #2: Planning My Persuasive Writing

* Model the chosen graphic organizer with one of the ideas from the class list. (see example - Oreo)

Note: Due to the sensitive nature of this topic and because of the recent tragedies that occurred in schools,

please be cautious regarding sensitive topics. I have provided a link to an article on how to approach sensitive

topics with students: http://learning.blogs.nytimes.com/2012/03/23/10-ways-to-talk-to-students-about-sensitive-

issues-in-the-news/

* 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.

Remind students that a writer creates a persuasive essay to explain an idea or opinion. The writer uses details and

facts to support his or her opinion. The writer's goal is to persuade readers to act or think a certain way. The essay

is written in first person, using I and my. Use Writing Transparency 97 to show students an example of a

persuasive piece. Ask, "What are specific actions people can take to stay safe in our school?" "How can we stay

safe in our school or community?" Facilitate a discussion about the two questions. Explain that this week, they

will write a persuasive essay about safety in school or community. (See Student Book p. 76 and "Time for School

Safety [online Scholastic nonfiction book]) Tell students that today, they will brainstorm ideas about things your

family and friends can do to stay safe. Using a think aloud, model creating a two-column class list titled, "Actions

People Can Take to Stay Safe/Things People Can Do To Stay Safe." Explain to students that during this lesson,

their job is to persuade your family and friends to take action to remain safe. Tell students that the action can be

something big like school security, or something small like creating a club who walk home together. 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 actions to make their school and community safer. Class Artifact: Brainstorm List Student

Preparation: Choose a graphic organizer that students are comfortable with (e.g. webs, main idea and details,

four square, etc.) or use Writing Transparency 98. Unit 4 p. 71C* Remind students that yesterday they brainstormed a list of possible actions that they could persuade their friends

and/or family could take to keep their school or community safe. Tell students that they will be choosing one of

their topics to write an actual persuasive essay. Get them excited about writing to their choses audience. (for

example: principal, parents, teachers, the mayor, the governor, the president) * Discuss irregular verbs with students. Create an irregular verb 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)

* Choose another topic from the list. Work on a graphic organizer as a class. (see example)

Lesson #3: Writing Persuasive Essays

Lesson #4: Revising and Editing Persuasive Essays

* Students choose their own topic from their individual list. Students complete their own graphic organizer.

Remind students to include a clear main idea with strong supporting details. Direct students to keep their purpose

and audience in mind as they work on their graphic organizer. Student Artifact: Persuasive Graphic Organizer

* Discuss persuasive essays using the anchor chart. Remind students that we will write persuasively, like they did

when they recommended their favorite book but this time instead of a letter they will write an essay. Explain to

students that good writers create a strong opening to catch the readers' attention. A strong opening should state the

selection's main idea in an interesting or engaging way. In an essay, a strong opening should introduce the essay's

topic. Using Writing Transparency 99, to help students identify which sentence is the strongest opening for the

paragraph. Using a think aloud, explain a possible reason for choosing one sentence over the other. Guide

students as they read the second set of sentences and paragraph and determine which is stronger. * Use Writing Transparency 100, to help students identify the features of a persuasive essay in the model. Point

out how the writer includes a main idea with details that support the main idea. Point out how the writer uses

different kinds of sentences to make the essay interesting and to get his message across to readers. * Students use their graphic organizer to draft their persuasive essays. Remind them to keep their purpose and

audience in mind as they write. Remind students to maintain a consistent focus on their main ideas. Direct them

to only include details that support their main idea or topic. Tell them to organize their ideas in a logical sequence.

Remind students to choose to write strong openings for their essays. Direct them to use the correct form of linking,

helping, and irregular verbs. Provide ample time for students to draft their essays. Student Artifact: Rough Draft

Persuasive Essay (Unit 4 p. 71Q)

* Read aloud the persuasive essay on page 76 in the Student Book (and callouts). Remind students that good

writers include a strong opening at the beginning of their writing. Using a think aloud, explain how the writer

includes a strong opening, a main idea, and details. Display the draft of an essay on Writing Transparency 100.

Model revising the persuasive essay by using a think aloud and asking students to collaborate with you. Ask,

"How can we improve this essay?" Display Writing Transparency 101. Notice how the writer added words to

the sentence to make the reader better understand. Guide any misconceptions. Consider teaching this lesson

multiple times throughout this lesson.* Have students read their essays aloud to a partner and make changes when it doesn't make sense. Remind

students to be very considerate when reading other's papers. Offer only constructive help.

* After students have had a chance to revise their essays, explain that good writers proofread their work to correct

spelling, punctuation, and grammar errors. Display Writing Transparency 102, Discuss the spelling and

punctuation errors that the writer fixed in the model. Instruct students to work with a partner to proofread their

own essays. Student Artifact: Revised/Edited Persuasive Essay (Unit 4 p. 75D)

Lesson #5: Using the Editing Checklist

Lesson #6: Publishing My Persuasive Essay

Lesson #8: Celebrating our Writing

Small Group - With Teacher

Guided Reading













* 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 essay. Using a think aloud, reread the "corrected" essay.

Remind students that when you publish, you make sure you correct any errors you found during revising and

editing. Model rewriting the persuasive essay, 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 essay. As students are

writing, circulate to assist any student who is in need of guidance. Student Artifact: Published Persuasive Essay

* Consider how students will celebrate their persuasive essays. Consider allowing students to read aloud their

persuasive essays to the class. If you will require students to present their essay, please use Unit 4 p. 77J as a guide

for speaking, listening, and viewing. 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.

* After students have had a chance to revise their essays, explain that good writers proofread their work to correct

spelling, punctuation, and grammar errors. Display Writing Transparency 102, Discuss the spelling and

punctuation errors that the writer fixed in the model. Instruct students to work with a partner to proofread their

own essays. Student Artifact: Revised/Edited Persuasive Essay (Unit 4 p. 75D)


Words with Vowel Digraphs - oo, ui, eu, ue, u, ou, oe;


Word Sort

Create Words using High Frequency Words


Building Words

Small Group - Read to Self -and/or- Listening to Reading

Collaboration 1 - Read to SomeoneUsing Nonfiction Books: Partner Revising and Editing

Nonfiction Feature Poster Conferencing Table

Confer with students during class as they work on their writing.

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.

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.


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.





With a partner, read aloud a decodable book

that includes spelling and syllable patterns

taught in this unit. * On a teacher-provided

spelling pattern chart, record at least 10

words from the book under the correct

spelling/syllable pattern headings. *

Alphabetize the words written on the note

cards. * Choose two words and locate

homophones in the dictionary.

Partner Spelling and Vocabulary

PracticeHave students work with a partner and

read a non-fiction text. Students will

identify text features. Working together,

students will create posters featuring at

least three-to-five examples of

nonfiction text features that they find in

the chosen books. Read another non-

fiction text(s). Find three different

nonfiction text features. Add them to the

poster.

Create opportunities for students to

practice revising and editing each other's

persuasive essays during this unit study.

Make sure that students reference the

How to Revise anchor chart and the

Editing checklist, and use editing

symbols.

Nonfiction Feature Find * Sit side-by-side with students with his/her writing in front of you.

Fiction/Nonfiction Summary Graphic Organizer

Phonemic Awareness/Phonics Practice

* Prompt the student to tell you what he/she need help with.

Vocabulary/High Frequency Word Practice

Writing: Persuasive Essay (Full Processed Steps) * Discuss a revision/editing plan with students.

(Five to Seven minutes with each student)

Scaffolds for ELL

Orange Police Department * Check comprehension frequently.

Attn: Chief Lane Martin * Use outlines to scaffold comprehension.

201 8th Street,

Orange TX, 77630

* Teach students how to decode words.

Orange Fire Department * Give students practice with new words.

Attn: Chief David Frenzel

501 7th St

Orange TX, 77630 * Use anchor charts to reinforce concepts.


Extension Supporting ELL Suggestions for Interventions


and ELL Instruction, Unit 4 p. 89O-

89NN – choose component(s) of reading




needs.

* Scaffold instruction using components of

Balanced Literacy

* Use graphic organizers to scaffold

comprehension, reading, and writing.

* Use questioning strategies to

accommodate English language acquisition.

* Write a friendly letter to your local

police and fire departments. Express

appreciation to them for keeping your

neighborhood safe. Ask the question,

"What do you do to work as a team? or

How does working as a team help you?"

* Unit 4 p. 93D, Writing Transparency

* Teach students to actively engage with the

vocabulary.

* Use pictures from the internet to scaffold

comprehension.

Thank You Letters - Community

Teams (less challenging)

Assessment

Formative Summative


respond orally in class, and read aloud.





were not mastered.

* Group students for optimal opportunities

to learn cooperatively. Week 2 - See Tier 2 (Approaching Level)

and ELL Instruction, Unit 4 p. 119K-

119JJ – choose component(s) of reading




needs.

* Converse with students. Ask questions about what they students are

writing. Compliment students on their successes, such as the integration

of lessons learned during mini-lessons, and teach a writing strategy or

technique.

* Prompt the student to describe how he/she will use the writing

technique you just taught.


Phonics - Vowel Digraphs

Vocabulary - High-Frequency Words, Selection Vocabulary

Fluency - Prosody

Comprehension - Nonfiction Text Features and Structure

Spiral Review - Determining Importance (fiction)


Major Concepts:

Phonics/Word Study - Vowel Digraphs, au, aw, a; Six Weeks Review

Phonemic Awareness - Identify and Work with Syllables, Phoneme Categorization, Phoneme Blending; Six Weeks Review

Vocabulary - High Frequency Words, Selection Vocabulary Word Parts/Inflection Words

Comprehension - Analyze Story Structure; Fantasy and Reality

Fluency - Expression; Six Weeks Fluency Goals

Grammar/Mechanics: Contractions; Apostrophes

Writing - Persuasive Book Review

Assessment - Six Weeks Assessment; Progress Monitoring

Performance Task:

Reading

(1) Beginning


Awareness.

Students understand

how English is


(2) Beginning

Reading

Skills/Phonics.

Student 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




Learning Standards

* 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, write a persuasive book review to convince someone to read a book of your choosing. Include

important facts and details you learned from reading the text. Publish your piece in a class book.





were not mastered.

Key: Lessons for Metacognitive Strategies are RED, Lessons for Read Aloud are GREEN, Lessons for Phonemic Awareness/Phonics/Word





Processes:
























(2) Beginning

Reading

Skills/Phonics.

Student 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

(3) Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

(4) Fluency.


level text with

fluency and

comprehension.

(5) Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.

(6) Comprehension

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.

2.3C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when


portion aloud).


including:


with evidence from text; and


























2.Fig19C




Content Questions: Bobo's Celebration (Preteach) 6-week Review Selections

When have you seen people work together in a Mice and Beans (Main) Chicken Little (Fiction)

surprising or unusual way? Rosa Maria's Rice and Beans (Paired) Foolish, Timid Rabbit (Fiction)

What parts of the story could not happen in real life?Read Aloud Anthology

(6) Comprehension

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.

(9) Comprehension

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.

(11) Reading/Com

prehension 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


their

understanding. Stud


recognize that some

words and phrases


literal meanings





How do you know this story is fantasy? Leveled Readers:

How did the illustrations show that this story was a

fantasy?

How will analyzing the story structure help you read

and understand another selection? Decodable: Better Together

What do you think is the author's purpose of Approaching: Saving Sophia

writing this selection? On Level: A Party and a Half

What are the most important details in this selection?Beyond: A Lucky New Year

What are some features of nonfiction text? ELL: The Summer Party

What are some features of fiction text? Teacher Selected Reading Classroom Library School Library




Daily Five

iStation

• Connect and Engage: Introduce the Theme - Surprising Teamwork by revisiting what it means to work as a team.

Students will recognize the importance of working together for the common good. As students are learning, they will identify

the opportunity cost of helping others. Students will brainstorm examples of ways to help others by sharing talents. Ask

students, "What have you learned so far about working together as a team?" Discuss student responses. Ask students, "How

could we help someone else who is down - feeling sad, without a friend, trouble with school work, etc." Discuss student

responses. Read Aloud the Mentor Text: The Seven Chinese Brothers by Margaret Mahy. Tell the class that this is an old

tall tale from China. On a map, identify where China is located. Tell students that the story takes place during the reign of

the powerful Emperor Ch'in Shih Huang, between the years of 259-210 B.C. Explain briefly how long ago in the past this is.

This emperor was responsible for having the Great Wall of China built. Read aloud the story. Ask the students to identify

the tall tale elements of the story (ears that hear a fly sneeze from a hundred miles away, bones like iron, etc.) While reading,

stop to talk about the metaphors that describe the emperor. Ask the students to visualize the metaphors and decide whether

they could really be accurate. Talk about what the metaphors tell us about the emperor. After reading, discuss why the

brothers chose to help the workers with the wall. Did the brothers share their time, talent, or treasure for the common good?

Discuss the opportunity cost to the brothers for helping the workers. Do the students think the brothers might help again if

given the chance or was the cost of helping too great? Ask students, "When have you seen people work together in a

surprising or unusual way? In this story, the brothers worked well together. Each talent alone was great, but in the story,

none of them could have survived alone without the talents of others. Discuss this concept and ask students to relate it to

(11) Reading/Com

prehension 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


their

understanding. Stud


recognize that some

words and phrases


literal meanings

(12) Reading/Com

prehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

Students are

expected to read

independently for a

sustained period of

time and paraphrase

what the reading

was about,

maintaining

meaning.










Mini-Lesson: Mixed Bags: Fiction and Nonfiction

* Gather students on the carpet and discuss what you already know about nonfiction.

• Connect and Engage: Introduce the Theme - Surprising Teamwork by revisiting what it means to work as a team.

Students will recognize the importance of working together for the common good. As students are learning, they will identify

the opportunity cost of helping others. Students will brainstorm examples of ways to help others by sharing talents. Ask

students, "What have you learned so far about working together as a team?" Discuss student responses. Ask students, "How

could we help someone else who is down - feeling sad, without a friend, trouble with school work, etc." Discuss student

responses. Read Aloud the Mentor Text: The Seven Chinese Brothers by Margaret Mahy. Tell the class that this is an old

tall tale from China. On a map, identify where China is located. Tell students that the story takes place during the reign of

the powerful Emperor Ch'in Shih Huang, between the years of 259-210 B.C. Explain briefly how long ago in the past this is.

This emperor was responsible for having the Great Wall of China built. Read aloud the story. Ask the students to identify

the tall tale elements of the story (ears that hear a fly sneeze from a hundred miles away, bones like iron, etc.) While reading,

stop to talk about the metaphors that describe the emperor. Ask the students to visualize the metaphors and decide whether

they could really be accurate. Talk about what the metaphors tell us about the emperor. After reading, discuss why the

brothers chose to help the workers with the wall. Did the brothers share their time, talent, or treasure for the common good?

Discuss the opportunity cost to the brothers for helping the workers. Do the students think the brothers might help again if

given the chance or was the cost of helping too great? Ask students, "When have you seen people work together in a

surprising or unusual way? In this story, the brothers worked well together. Each talent alone was great, but in the story,

none of them could have survived alone without the talents of others. Discuss this concept and ask students to relate it to

(12) Reading/Com

prehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

Students are

expected to read

independently for a

sustained period of

time and paraphrase

what the reading

was about,

maintaining

meaning.

(14) Reading/Com

prehension of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

and understand

expository text and

provide evidence



(15)

Comprehension of

Informational

Text/Procedural

Text. Students

understand how to

glean and use

information in


documents.

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


directed, critical

* 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.* 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.







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!

* 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.

* Encourage these students to explain how each detail supports the main idea.

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


directed, critical

Writing

(17) Writing

Process. Students

use elements of the

writing process


revising, editing,

and publishing) to

compose text.


Students write

literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

* 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."* 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.‖* 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.

Class Artifact: Main Idea and Details Graphic Organizer

Mini-Lesson: Web What's Important

Student Artifact: Nonfiction Web Graphic Organizer


Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about teams and working together.

Week 1

Week 2

Fiction: "Chicken Little (p. 162-162)" Unit 4 p. 162C-163 Use Practice Book p. TP13-TP14

Fiction: "Foolish, Timid Rabbit (p. 164-165)" Unit 4 p. 163A-165 Use Practice Book p. TP15-TP16

Show What You Know: Monitor and Adjust Comprehension, Write a Friendly Letter, Phonics, Spelling (Unit 4 p. 166-167)

Before Reading

(22) Handwriting,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

Informational/Procedural: "Rosa Maria's Rice and Beans (p. 156-159)" Unit 4 p. 155X-159A (Text Feature: Written

Directions, Science Content Vocabulary, Monitor and Clarify through Rereading) Use Practice Book p. 225


Students write

literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

(19) 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(21) Conventions.

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. M

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.

Fiction/Fantasy: "Mice and Beans (p. 124-154)" Unit 4 p. 123J-155A (Strategy: Analyze Story Structure, Retell, Determine

Importance, Distinguish Between Fantasy and Reality, Vocabulary) Use Practice Book p. 220-221Fiction/Narrative: Read-Aloud Anthology - "When Elephants Goes to a Party (p. 129-131)" Unit 4 p. 155D (Vocabulary,

Respond to the Fiction Narrative)

* 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.








During Reading



* Summarize



After Reading


Vowel Digraphs; au, aw, a

Identify and Work with Syllables - Unit 4 p. 121B

Blend Words - Unit 4 p. 121C, p. 155E, 155F, 155T

Practice Book - p. 217, p. 222

Phonics/Spelling - Unit 4 p. 121E, 155V

Spelling Practice Book - SP77-78, SP80

Decodable Reader 1 - Paul Saw Artic Foxes

Phoneme Categorization - Unit 4 p. 123F, 155S,

Build Words - Unit 4 p. 123G

Word Sort - Unit 4 p. 123H, 155H

(22) Handwriting,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

(23) Spelling.

Students spell

correctly.

Research

(24) Research/Rese

arch Plan. Students

ask open-ended

research questions

and develop a plan

for answering them.

(25) Research/Gath

ering Sources.

Students determine,

locate, and explore

the full range of

relevant sources

addressing a

research question

and systematically

record the

information they

gather.

* Using Metacognitive Strategies - Schema, Visualizing, Making Connections, Asking Questions, and Inferring to

Understand Text



















Mentor Text: Bobo's Celebration ( p. 122-123), Unit4

Unit 4 p. 155I

Mini-Lesson: Use Word Parts: Inflected Verbs -ing, -ed, -s

Unit 4, p. 155J,

Practice Book, p. 223,


Mini-Lesson #1: Persuasive Book Review Practice

Exemplar: Student Essay - Alexandra: Horrible Harry (see LiveBinder)

(25) Research/Gath

ering Sources.

Students determine,

locate, and explore

the full range of

relevant sources

addressing a

research question

and systematically

record the

information they

gather.

Listening and

Speaking

(28) Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

Students continue

to apply earlier

standards with

greater complexity.

M

(29) Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity. M

Fiction: Oral Vocabulary Cards - "The Emperor's New Clothes" Unit 4 p. 11A (Read aloud for Robust Vocabulary lesson

and Comprehension lesson)Fiction: "Bobo's Celebration (p. 122-123) Unit 4 p. 121G-123B (Read Aloud for Vocabulary and High-Frequency Words:

Inflected Verbs, Analyze Story Structure, Distinguish Between Fantasy and Reality) Use Practice Book p. 212

Review high-frequency words: among, brought, and decided. 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

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.





classroom library. Unit 4 p. 155L, Practice Book p. 224,

* 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 Review. 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 Review Anchor Chart. Write, "Begins with a little description of the book." Discuss with

students. Next write, "Write specific details about characters that were pleasing or displeasing." Track the words

as you write each sentence. Discuss what this means. Provide examples from the read aloud, if needed. 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." Write,

"Finally end the review with your opinion and consider the circumstance in which a person might want to read the

particular 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 review, "Alexandra-Horrible Harry" , ask students to listen for:

* 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 review, "Alexandra-Horrible Harry, 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 Review Word Web or another teacher-selected graphic organizer

Mini-Lesson #2: Persuasive Book Review

(30) Teamwork.

Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

M

* Tell students that you are going to write a short book review 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 review. 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.

* Review the Persuasive Book Review Anchor Chart. Using the word web created during Shared Writing,

work with students to write a short persuasive book review. Review the graphic organizer. Remind students of the

features of a persuasive book review. 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 review. Class Artifact: Class Persuasive Book

* 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 Review. 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 Review Anchor Chart. Write, "Begins with a little description of the book." Discuss with

students. Next write, "Write specific details about characters that were pleasing or displeasing." Track the words

as you write each sentence. Discuss what this means. Provide examples from the read aloud, if needed. 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." Write,

"Finally end the review with your opinion and consider the circumstance in which a person might want to read the

particular 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 review, "Alexandra-Horrible Harry" , ask students to listen for:

Mini-Lesson #3: Revising and Editing our Class Persuasive Book Review

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 review name the book and the author?

Conventions/Sentence Fluency: When we read our review aloud, does it sound natural, as if we were

talking to a friend?

Mini-Lesson #4: Publishing and Sharing our Class Persuasive Book Review

* With student help, write a neat, error-free copy of the class persuasive book review, making sure letters are

correctly formed for beginning and ending sounds. Make sure to model spacing between words and sentences.

Grammar Mini-Lesson: Contractions

Remind students that a contraction is a short form of two words. An apostrophe replaces the letters left out when

two words form a contraction. (e.g. is not = isn't ; do not = don't ) Write can and not on the board. Model forming

the contraction can't. Tell students to pay attention to where the apostrophe goes in the new word. Use Grammar

Transparency 98 to model how to identify and correct apostrophe mistakes in contractions. Using a think aloud,

collaborate with students to rewrite the remaining contractions correctly. Write the correct contraction on the

transparency for students to check their work. Remind them to use apostrophes correctly when they include

contractions in their own writing. Have students practice reading contractions in the main selection Mice and

Beans. Additional activities to support this grammar lesson can be found at: Unit 4 p. 159B, Grammar Practice

pg. GR98-100, Grammar Transparency 99-100

* Show students the class-created Persuasive Book Review. Read aloud, tracking each word as the class follows

along. Display the persuasive book review rubric or another teacher-created rubric that you will use to score

student's reviews. Model for students how to use the rubric as they revise and edit the class persuasive book

review. 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 reviews better." Guide students to think about the following writing elements

as they help to evaluate and revise the class persuasive book review:

* Work with students to revise the review as needed, pointing out areas where you can improve. It may also help

to show students Book Review Checklist as a model for revision before revising the class review.

* Review the proofreading/editing marks with students. Display Grammar Transparency 84 to point out how to

edit. Have students use the rubric you develop to edit the class persuasive book review. (see example in

* Celebrate as a whole class the completed book review. Remind students that individually, they will choose their

favorite book and complete the entire process of writing their own persuasive book review. Encourage students to

pick their favorite book, not just a book read during this unit.

* Review the Persuasive Book Review Anchor Chart. Using the word web created during Shared Writing,

work with students to write a short persuasive book review. Review the graphic organizer. Remind students of the

features of a persuasive book review. 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 review. Class Artifact: Class Persuasive Book

Writing Workshop - Persuasive Book Review

Mentor Text: See LiveBinder for a list of mentor text related to the unit theme.

Anchor Papers: Alexandra-Horrible Harry

Rubric: see example in LiveBinder

Lesson #1: Planning our Persuasive Book Review

Please complete the Shared Writing mini-lesson #1 prior to this Lesson.

Lesson #2: Planning our Persuasive Book Review

Materials: Class-created Word Web


Lesson #3: Drafting our Persuasive Book Review

Remind students that a contraction is a short form of two words. An apostrophe replaces the letters left out when

two words form a contraction. (e.g. is not = isn't ; do not = don't ) Write can and not on the board. Model forming

the contraction can't. Tell students to pay attention to where the apostrophe goes in the new word. Use Grammar

Transparency 98 to model how to identify and correct apostrophe mistakes in contractions. Using a think aloud,

collaborate with students to rewrite the remaining contractions correctly. Write the correct contraction on the

transparency for students to check their work. Remind them to use apostrophes correctly when they include

contractions in their own writing. Have students practice reading contractions in the main selection Mice and

Beans. Additional activities to support this grammar lesson can be found at: Unit 4 p. 159B, Grammar Practice

pg. GR98-100, Grammar Transparency 99-100

* Remind students that persuasive book review tell the writer's opinion. Tell student to focus on what they want

to persuade the reader of in their review. Say, "The purpose of a persuasive book review 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 review 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 review. 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

review. Tell students that they do not have to choose a book from our current unit. They may write their

persuasive book review 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 review is ____________________ by

______________________. Save the sentence for the next lesson. Student Artifact: Sentence

* Use the class-created word web to review the process of creating a word web to help students plan their

persuasive book review. 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 Review Word

Web or other teacher-created graphic organizer

Materials: Class-created Draft


Lesson #4: Evaluate and Revise our Persuasive Book Review

Materials: Class-created Book Review

Please complete Shared Writing mini-lesson #3 prior to this lesson.

Lesson #5: Proofread/Edit our Persuasive Book Review

Materials: Class-created Book Review


Lesson #6: Publish and Share our Persuasive Book Review

Materials: Class-created Persuasive Book Review


* Use the class-created draft to review the process of drafting a persuasive book review. After rereading the

selections, review the Persuasive Book Review 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 Review

* Use the class-created draft review the process of revising a persuasive book review. After reviewing the

process, pair students with a partner to conduct a peer review. Remind students of the rules regarding peer revising

- 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 reviews

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 review the proofreading/editing process. Have students work with a partner to read

each other's persuasive book reviews. 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

Reviews

* Use the class-created final draft to remind students of the process of publishing and sharing their persuasive

book review. Allow ample time for students to print a neat, error-free copy of their review. 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 Review

Small Group - With Teacher

Guided Reading









Words with Vowel Digraphs - au, aw, a; Six-Weeks Review


Word Sort

Create Words using High Frequency Words


Building Words

Small Group - Read to Self -and/or- Listening to Reading

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.






Meet with students who are having difficulty putting their ideas down on paper. Explicitly teach how to write

persuasive book review, grammar, spelling, punctuation, and capitalization rules studied during this unit.

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.

* Use the class-created final draft to remind students of the process of publishing and sharing their persuasive

book review. Allow ample time for students to print a neat, error-free copy of their review. 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 ReviewGuided Reading, Guided Writing, Assessing, Conferring

Collaboration 1 - Read to SomeoneUsing Leveled Readers: Partner Revising and Editing

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 Review (Full Process)

Scaffolds for ELL



• 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).


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.



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.

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.

Partner Spelling and Vocabulary

Practice

With a partner, read aloud a decodable book

that includes spelling and syllable patterns

taught in this unit. * On a teacher-provided

spelling pattern chart, record at least 10

words from the book under the correct

spelling/syllable pattern headings. *

Alphabetize the words written on the note

cards. * Choose two words and locate

homophones in the dictionary.


Extension Supporting ELL Suggestions for InterventionsSee Tier 2 (Approaching Level) and ELL

Instruction, Unit 4 pages 161K-161JJ –





needs.

(No extension activity prescribed during

this term due to review and six weeks

assessments)

* Scaffold instruction using components

of Balanced Literacy

TPRI Intervention Guide

* Check comprehension frequently.

* Use outlines to scaffold comprehension.

* Teach students how to decode words.

* Give students practice with new words.


Phonics - Vowel Digraphs: au, aw, a

Vocabulary - High-Frequency Words, Selection Vocabulary

Fluency - Word Automaticity, Prosody

Grammar/Spelling - Contractions

Comprehension - Determining Importance

Writing: Persuasive

Spiral Review - Main Idea and Details; Character, Setting, Plot

See Tier 2 (Approaching Level) and ELL

Instruction, Unit 4 pages 161K-161JJ –





needs.

(No extension activity prescribed during

this term due to review and six weeks

assessments) * Use graphic organizers to scaffold

comprehension, reading, and writing.

* Use questioning strategies to

accommodate English language acquisition.

Assessment

Formative Summative


respond orally in class, and read aloud.

Multiple Unit Assessments should be administered

in the early part of the 6th week. (Unit Assessment,

Benchmark Assessment, Fluency Assessment

and/or Running Records) 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. 167N. The later

part of the week should be utilized to further assess

those students to identify the individual

instructional needs. Key: Lessons for Metacognitive Strategies are RED, Lessons for Read Aloud are GREEN, Lessons for Phonemic Awareness/Phonics/Word


* Group students for optimal opportunities

to learn cooperatively.

* Teach students to actively engage with the

vocabulary.

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.

Phonemic Awareness - Phoneme Categorization; Phoneme Blending; Phoneme Identity; Phoneme Segmentation/Substitution

topic/theme: better together (unit 4) learning standards

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