Topic/Theme: Let's Team Up (Unit 4) Learning Standards ... Grade ELAR 4th Six Weeks.pdf · Unit Learning Standards and Core Concepts Major Concepts: Phonemic Awareness - Phoneme Addition;

Unit Learning Standards and Core Concepts

Major Concepts:

Phonemic Awareness - Phoneme Addition; Phoneme Blending/Segmentation; Phoneme Identity; Generate Rhyme

Phonics/Word Study - Long a: ai, ay ; Long e: (e, ee, ea, ie)

Vocabulary - Selection Vocabulary; High Frequency words

Comprehension - Make Predictions; Character and Setting

Fluency - Review 3rd Six Weeks Fluency Goals; Word Automaticity; Echo-Read, Intonation

Grammar/Mechanics - Was and Were; Has and Have

Writing - Persuasive Letter

Assessment - Teacher-created Assessment

Performance Task:

* Alphabetize the words written on the note cards.

* Choose two words and locate them in a dictionary.

Processes:

1.1A - Recognize that spoken words are represented in written English by specific sequences of letters.

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

Topic/Theme: Let's Team Up (Unit 4)

Learning Standards

Reading

(1)

Reading/Beginning

Reading Skills/Print

Awareness.

Students understand

how English is

written and printed.

* Students retell Arnold Lobel's Frog and Toad Together while demonstrating their understanding of a central message or

lesson of the story (e.g. how friends are able to solve problems together or how hard work pays off).

(3)

Reading/Beginning

Reading

Skills/Phonics.

Students use the

relationships

between letters and

sounds, spelling

patterns, and

morphological

analysis to decode

written English.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex

(2)

Reading/Beginning

Reading

Skills/Phonological

Awareness.

Students display

phonological

awareness.

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

Provide textual evidence to support ideas.

* Choose a narrative text that has been read independently. Organize and present to a small group a book talk on the selected

text. Using appropriate fluency and oral conventions, read a portion of the text aloud to the class or small group. Listen and

participate as other students present a book talk. * With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and

short vowels, open syllable, r-controlled vowel sounds, and common spelling patterns). After reading, work together to do the

following:* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct

spelling/syllable pattern headings.

* One partner calls out at least one word from each pattern from the chart, while the other partner writes each on a

note card. Switch roles and repeat with a different set of words from the chart.

1.1B - Identify upper- and lower-case letters.

1.1C - Sequence the letters of the alphabet.

1.1D - Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation).

1.2B - Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite).

1.2D - Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr).

1.2E - Isolate initial, medial, and final sounds in one-syllable spoken words.

1.3A - Decode words in context and in isolation by applying common letter-sound correspondences

1.3D - Decode words with common spelling patterns (e.g., -ink, -onk, -ick).

1.3H - Identify and read at least 100 high-frequency words from a commonly used list.

1.4A - Confirm predictions about what will happen next in text by "reading the part that tells".

1.4B - Ask relevant questions, seek clarification, and locate facts and details about stories and other texts.

1.6A - Identify words that name actions (verbs) and words that name persons, places, or things (nouns).

1.6C - Determine what words mean from how they are used in a sentence, either heard or read.

1.9B - Describe characters in a story and the reasons for their actions and feelings.

1.12A - Read independently for a sustained period of time.

1.13A - Identify the topic and explain the author's purpose in writing about the text.

1.17A - Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).

1.17B - Develop drafts by sequencing ideas through writing sentences.

1.17C - Revise drafts by adding or deleting a word, phrase, or sentence.

1.17D - Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.

1.17E - Publish and share writing with others.

1.18A - Write brief stories that include a beginning, middle, and end.

(6)

Reading/Vocabular

y Development.

Students understand

new vocabulary and

use it correctly

when reading and

writing.

1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and

comprehension.

1.9A - Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence

of events.

(3)

Reading/Beginning

Reading

Skills/Phonics.

Students use the

relationships

between letters and

sounds, spelling

patterns, and

morphological

analysis to decode

written English.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex

1.2C - Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/

to/g/l/o/w/).

1.3A.i - single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,

qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z.

1.3A.ii - single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-

e), long o (o-e), long u (u-e), y=long e, and y=long i.

1.4C - Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when

that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a

portion aloud).

(4)

Reading/Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

(5)

Reading/Fluency.

Students read grade-

level text with

fluency and

comprehension.

1.19A - Write brief compositions about topics of interest to the student.

1.19C - Write brief comments on literary or informational texts.

1.20A - Understand and use the following parts of speech in the context of reading, writing, and speaking:

1.20A.i - verbs (past, present, and future).

1.20A.iv - adverbs (e.g., time: before, next).

1.20B - Speak in complete sentences with correct subject-verb agreement.

1.20C - Ask questions with appropriate subject-verb inversion.

1.21B - Recognize and use basic capitalization for:

1.21B.i - the beginning of sentences.

1.22A - Use phonological knowledge to match sounds to letters to construct known words.

1.22B - Use letter-sound patterns to spell.

1.22C - Spell high-frequency words from a commonly used list.

1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).

1.22E - Use resources to find correct spellings.

1.27A - Listen attentively to speakers and ask relevant questions to clarify information.

1.27B - Follow, restate, and give oral instructions that involve a short related sequence of actions.

1.Fig19D - Make inferences about text and use textual evidence to support understanding.

1.Fig19E - Retell or act out important events in stories in logical order.

1.Fig19F - Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Essential Question (s): Literature Connection (s)

Content-specific Questions: Week 1 Week 2

What is a team? Frog and Snail's Trip (Preteach) When Jean Comes Home (Preteach)

What kinds of teams do you know about? Drake's Tail (Main) Gram and Me (Main)

What lesson did you learn about friendship and Busy as a Bee (Paired) Chinese New Year (Paired)

teamwork from the characters in the stories? Interactive Read Aloud Anthology (both weeks)

How do teams work together? Leveled Readers:

1.19B - Write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date,

salutation, closing).

1.21A - Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-

bottom progression), including spacing between words and sentences.

1.28A - Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the

conventions of language.

1.29A - Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making

appropriate contributions.

(7)

Reading/Comprehe

nsion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

(8)

Reading/Comprehe

nsion of Literary

Text/Poetry.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of poetry

and provide

evidence from text

to support their

understanding.

How did asking questions help you?

How might it help you understand another selection?

How do the people in your family help each other?

What connection did you make with the characters Decodable: Let's Team Up

in the story? Approaching: Fox and Snail, When You Were Little

What makes a team successful? On Level: A Day with Pig and Mule, Talking with Grandpa

Have you ever worked on a team? Beyond: Plop!, A Special Trip

How did your team overcome problems? ELL: Pig and Mule, The Pictures

What would you do differently? Teacher Selected Reading Classroom Library School Library

Media Connection (s) Instructional Resources

Texas Treasures (Macmillan/McGraw Hill) Teachers Edition

Texas Treasures (Macmillan/McGraw Hill) Student Edition

Texas Treasures Activity Book

Texas Treasures Practice Book

Please visit the WOCCISD LiveBinder for the

Media Connections related to this unit.

(9)

Reading/Comprehe

nsion of Literary

Text/Fiction.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of fiction

and provide

evidence from text

to support their

understanding.

Whenever possible, teachers should try to help the students engage background knowledge before reading, and talking about a new

theme is just one way to do this. Activating prior knowledge puts the students in the right frame of mind to approach the text.

• Connect and Engage: Introduce the theme, “Teammates” by leading a discussion of the term through the use of a class-

sized Frayer Model. Prompt students to think about the word "team." Using the class-sized fryer model, guide students to

understand the meaning of the word team. Require students to define and characterize the word, think of examples, and

think of non-examples. As students answer, place their responses in the appropriate section. If students are having trouble

answering, prompt students with examples.

• Introducing the Theme: The theme, “Let's Team up” allows students to reflect on how teams work together: as teammates,

as family teams, community teams, and animal teams. While reading, thinking, discussing, and writing about the texts,

students will demonstrate mastery of the learning outcomes for the six weeks by a completing a Book Talk and by writing a

Persuasive Book Report. The unit begins, as many do, by exposing students to examples of persuasive writing, and by

helping them generate ideas for persuasive writing they'd like to do. The goal during this early stage of the unit is for students

to write a lot, freely. One could say, the goal at the start of the unit is for children to try writing persuasive letters—and to do

so with enough independence that you can be free to study what they are doing and to teach in response. Students will be

given the direct instruction and repeated opportunities they need in order to become proficient at stating an opinion and

supplying supportive reason for that opinion. Specifically, they'll learn to write letters and a book report that aim to persuade.

(10)

Reading/Comprehens

ion of Literary

Text/Literary

Nonfiction. Students

understand, make

inferences and draw

conclusions about the

varied structural

patterns and features

of literary nonfiction

and respond by

providing evidence

from text to support

their understanding.

Focus Lesson/Direct Instruction/Modeling

Books to be matched with Students’ appropriate level & targeted skills --

Recommend using small leveled books for Approaching level, On level

and Beyond level, Decodable Readers

Metacognitive Strategies - Determining Importance

Link to SMART Exchange - Main Idea

http://exchange.smarttech.com/details.html?id=1a96d34c-9a3d-4815-b088-d8fd76c0ab23

Mini-Lesson: Determining Importance/What's Important to Me (Day 1)

(11)

Reading/Comprehens

ion of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence



(12) Comprehension

of Text/Independent

Reading. Students

read independently

for sustained periods

of time and produce

evidence of their

reading.

Reminder: Before, during, and after reading strategies should be done with each read aloud. As students progress toward

mastering these routines, teachers may add to, subtract from, condense, and modify as needed. These routines will

consistently be listed in the curriculum, however mini-lesson will vary depending on which strategy is highlighted. These

mini-lesson are not listed sequentially. However, each mini-lesson is expected be taught and reviewed. Use your judgment

when determining sequence and timing of mini-lessons during Read Aloud. Using the daily Read Aloud, remember to review

reading metacognitive strategies before, during, and after reading.

* Determining Importance: As I read, I decide what the main ideas are and what the author's message is to help

me understand what I am reading.

* Have students bring in something to Show and Share . If you don't have this time already scheduled into your

weekly schedule (like me), your kiddos will be very excited to bring in something to Show and Share . Send home

a recording sheet for them to create a list of "Important Details" they wish to share about the item they selected.

Model the process for the class by bringing in something special to you. Share a few important details about it,

telling the class why you decided to share those details. After students are done sharing, connect the activity to the

act of writing and reading. Say, "Writers choose a topic. They decide what details they will share with their

audience. Some of the details are very important and are called the main ideas. Some are supporting details. They

are important but not the most important. Readers decide what the main ideas are and what the author's message in

the writing is."

• Connect and Engage: Introduce the theme, “Teammates” by leading a discussion of the term through the use of a class-

sized Frayer Model. Prompt students to think about the word "team." Using the class-sized fryer model, guide students to

understand the meaning of the word team. Require students to define and characterize the word, think of examples, and

think of non-examples. As students answer, place their responses in the appropriate section. If students are having trouble

answering, prompt students with examples.

• Connect and Engage: Using Frog and Toad Together by Arnold Lobel, conduct a Read Aloud of the selected text,

stopping periodically to reinforce recurring phrases, making personal connections, and making inferences through modeling,

thinking aloud, and interactive questioning. Explicitly model identifying textual evidence to support inferences. Review that

authors give clues or little bits of information to the reader and the reader has to make a logical guess to figure out what the

author means. Tell students that this is called an inference. Guide students ask they make inferences about the central

message or lesson of the story. Remind students that our unit theme is "teaming up or working together". Ask, "How does

this story make a connection with our unit theme?" Discuss student responses. Ask, "What do you think the author would

want us to know or learn after reading this book?" Chart student responses on a class-sized chart. Discuss student responses

and guide any misconceptions. Remind students that good readers pay attention to what the author is trying to tell them.

Have students write a Response to Literature, using the sentence stem "The author wants me to know that

_________________________." Monitor student responses and conference with students who have misconceptions.

Student Artifact: Response to Literature

(13)

Reading/Comprehens

ion of Informational

Text/Culture and

History. Students

analyze, make

inferences and draw


author's purpose in

cultural, historical,

and contemporary

contexts and provide

evidence from the

text to support their

understanding.

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

* Have the class decide "what's important" to bring on:

a camping trip

a fishing vacation

a family picnic

a beach visit

a class field trip

Mini-Lesson: Determining Importance/What Teachers Look For (Day 3-4)

Mini-Lesson: Determining Importance/Pebbles and Sand (Day 5)

Mini-Lesson: Identifying Determining Importance Thinking Stems (Ongoing)

Figure: 19

Reading/Comprehe

nsion Skills.

Students use a

flexible range of

metacognitive

reading skills in

both assigned and

independent

reading to

understand an

author’s message.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex texts

as they become self-

directed, critical

readers

* Display a picture of one of the above and create a list of what would be important to bring along. Have students

decide what's important for each excursion and state their reason for why it's important. Remind students,

"Writers choose a topic. They decide what details they will share with their audience. Some of the details are very

important and are called the main ideas. Some are supporting details. They are important but not the most

important. Readers decide what the main ideas are and what the author's message in the writing is."

* It's always important for kids to know "what's important" for the tasks and skills they take on each day at school.

To extend the skill of deciding what's important, have your class share what's important for each skill/activity. The

chart example to the right gives an example for reading and writing. Share with students that when they are

reading/writing, these are the behaviors you determined to be most important to have when reading/writing. * Extend the activity to deciding what's most important from a child's perspective-- What's Important to Have in a

Friend? (or something similar). Encourage students to start thinking about the books they read. Encourage them to

ask themselves, "What's the most important thing the author wants me to know."

* Display the pebbles, sand, and funnel. Share with the class that, "When we read take in the details an author

writes. As we read we decide which details are the most important to remember. Some of the details are really

important. They help us understand the author's purpose for writing the story. Some details are less important.”

Demonstrate the difference between really important and less important details using the pebbles, sand, and funnel.

Conclude that readers' minds determine which details are important and hold onto them like the funnel is holding

the pebbles. The pebbles are like the important details and the sand is like the less important details. Encourage

students to be metacognitive today as they read. Challenge them to find important details in one of the books they

read and mark them with a Post-it Note.

* What do readers do while they are reading? Reiterate that readers THINK about their reading. Readers use their

schema, make connections, create mental images, and ask questions as they read. Model this for students. Read

aloud a book you are familiar with and use the “think out loud” strategy DETERMINING IMPORTANCE. Use

the “determining importance thinking stems” that you’d like your students to begin using. When you have finished

reading and thinking out loud, ask students to make observations about you as a reader (what you were doing, what

words you used, etc.). Record their answers on the Determining Importance Anchor Chart. As you dismiss

students, encourage them to think about what they are reading, and to start using determining importance thinking

stems as they read and ask questions. Add to the chart as the unit progresses.

* Have students bring in something to Show and Share . If you don't have this time already scheduled into your

weekly schedule (like me), your kiddos will be very excited to bring in something to Show and Share . Send home

a recording sheet for them to create a list of "Important Details" they wish to share about the item they selected.

Model the process for the class by bringing in something special to you. Share a few important details about it,

telling the class why you decided to share those details. After students are done sharing, connect the activity to the

act of writing and reading. Say, "Writers choose a topic. They decide what details they will share with their

audience. Some of the details are very important and are called the main ideas. Some are supporting details. They

are important but not the most important. Readers decide what the main ideas are and what the author's message in

the writing is."

(13)

Reading/Comprehens


Text/Culture and

History. Students

analyze, make

inferences and draw


author's purpose in


and contemporary


evidence from the


understanding.

(14)

Reading/Comprehens


Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

expository text and

provide evidence



Determining Important Thinking Stems

* Continue to add to the chart as the unit progresses.

* It's interesting that….

* I want to remember….

* I noticed….

* What matters….

* What's important here….

Mini-Lesson: Fiction….What's Important (Ongoing)

Whole Group - Read Aloud

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

Week 1

Fiction/Folktale: "Drakes Tail" , Unit 4 p. 10-28 (Ask Questions/Determining Importance)

Expository: Test Practice - “Time for Kids" p. 5-10

Week 2

Fiction: “Gram and Me” (p. 40-58) (Vocabulary/Comprehension- Visualize, Ask Questions, Character and Setting), Unit 4

Figure: 19

Reading/Comprehe

nsion Skills.

Students use a

flexible range of

metacognitive

reading skills in

both assigned and

independent

reading to

understand an

author’s message.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex texts


directed, critical

readers

Writing

(17) Writing

Process. Students

use elements of the

writing process

(planning, drafting,

revising, editing,

and publishing) to

compose text.

(18)

Writing/Literary

Texts. Students

write literary texts

to express their

ideas and feelings

about real or

imagined people,

events, and ideas.

(19)

Writing/Expository

and Procedural Texts.

Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to

specific audiences for

specific purposes.

* What do readers do while they are reading? Reiterate that readers THINK about their reading. Readers use their

schema, make connections, create mental images, and ask questions as they read. Model this for students. Read

aloud a book you are familiar with and use the “think out loud” strategy DETERMINING IMPORTANCE. Use

the “determining importance thinking stems” that you’d like your students to begin using. When you have finished

reading and thinking out loud, ask students to make observations about you as a reader (what you were doing, what

words you used, etc.). Record their answers on the Determining Importance Anchor Chart. As you dismiss

students, encourage them to think about what they are reading, and to start using determining importance thinking

stems as they read and ask questions. Add to the chart as the unit progresses.

* Readers make choices about what information is important to remember when they read. They use the trait of

Determining Importance to summarize. Understanding how the text is organized is an important part of the

process of determining importance. As you read fiction texts to/with your students, talk about how they are

organized. During modeled, guided, and shared reading, discuss plot, setting, characters, and problem/solution.

Discuss author's purpose. (see FICTION Reading Skills Chart)

* Encourage students to transfer the skills you are working on to their own independent reading time at school and

home. Encourage/praise the use of special words such as plot, setting, characters, and problem/solution. Choose

fictional text related to our unit theme: teamwork. Practice using the determining importance thinking stems with

each text.

Informational/Expository: "Busy as a Bee" , Unit 4 p. 30-33 (Text Feature: Captions, Teaching Chart 89, Author's

Purpose, Determine Importance)

Before Reading

During Reading

Focus Strategies for During Reading:

* Using Fix-Up Strategies

* Determine Importance (see above)

* Predictions - Explain that trying to figure out what comes next can help us understand better.

* Choral-Read - Have students choral-read (and Echo-Read) as you track the print.

After Reading

Focus Strategies After Reading

* Determine Importance (see above)

* Using Text Evidence to Support Responses to Stems

* Make Text-to-Self and Text-to-Text Connections

Routine: Review Concepts of Print. Read the title of the book and show the front cover. Establish prior knowledge,

purpose, and predictions: Provide background information or allow students to share ideas that they have based on the title or

the picture. Invite students to make predictions or pose questions about the book based on their knowledge of the author,

title, topic, or picture. Remind students to think about their predictions as you read aloud. Introduce and/or review

vocabulary. Introduce words found in the text and important words to students' comprehension. Provide opportunities for

students to use the words, either in a quick activity, or in sentences. Introduce and/or review the focus strategy. Explain to

students how to use the strategy.

Routine: Read the story. Stop occasionally to model a Think Aloud. Model and practice the focus strategy. Stop at

predetermined points to invite students to react or reflect on thinking with a partner; write a note in their journal, share

thinking using "CAFE" Comprehension Strategies, such as prediction and differencing. Using sample Read Aloud

Questions/Prompts, hold students accountable for the knowledge in the text and accountable for rigorous thinking. (See

Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have

students demonstrate comprehension by retelling, summarizing, discussing ideas, answering questions, or other after reading

activities. Determine an indicator of mastery for focus strategy. At a minimum, mastery should indicate a satisfactory

understanding of focus strategy, text, concepts, and enduring understandings.

Expository: "Chinese New Year" , Unit 4 p. 60-63 (Text Features: Numerical List, Photographs; Comprehension Strategy:

Ask Questions, Retell) Use Teaching Chart 97

(20) Oral and

Written

Conventions/Conve

ntions. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply

earlier standards

with greater

complexity. (21) Oral and

Written

Conventions/Hand

writing,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation

conventions in their

compositions.

(19)

Writing/Expository


Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to


specific purposes.

Oral and Written

Conventions

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

Understand Text

Mini-Lesson: Practicing Determining Importance (Fiction)

Whole Group - Phonemic Awareness/Phonics/Word Study

Long a (ai, ay) Long e: (e, ee, ea, ie)

Identify and Generate Rhyme - Unit 4 p. 7B, 29T Phoneme Identity - Unit 4 p. 37B, 59T

Phonemic Blending - Unit 4 p. 7C, 29E, 29F, 29T Phonemic Blending - Unit 4 p. 37C, 59F, 59T

Phonemic Categorization - Unit 4 p. 9G Phoneme Segmentation - Unit 4 p. 39G

Teaching Chart 82, 86 Teaching Chart 90, 94

Phonics Transparency 31 Phonics Transparency 7

Practice Book - Unit 4 p. 151 Practice Book - p. 162, p. 167

Spelling Practice - Unit 4 p. 7E Spelling Practice - Unit 4 p. 37E

Spelling Practice Book - p. SP61 Word Sort - Unit 4 p. 39I, 59H

Decodable Reader 1 - Too Much Rain Today Decodable Reader 1 - Fox and the Green Grapes

Build Words with Long a (ai, ay) - Unit 4 p. 9H, 29U Identify and Generate Rhyme - Unit 4 p. 59E

Word Automaticity - Unit 4 p. 9H Word Automaticity - Unit 4 p. 59G

Word Sort - Unit 4 p. 9I, 29H, see additional lessons and links in LiveBinder

see additional lessons and links in LiveBinder

Whole Group - Fluency Skill: Prosody

Teaching Resources for Fluency

Unit 4 pg. 9A, 9B

Decodable Readers 1 and 2

Teaching Chart 83, 88, 90, 96

Graphic Organizer Transparency 7

Practice Book p. 158, p. 169

(27) Listening and

Speaking/Listening.

Students use

comprehension

skills to listen

attentively to others

in formal and

informal settings.

(28) Listening and

Speaking/Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity.

(21) Oral and

Written

Conventions/Hand

writing,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

(22) Oral and

Written

Conventions/Spelli

ng. Students spell

correctly.

Listening and

Speaking

The purpose of the familiar reading is for students to have opportunities to reread text to strengthen their phrasing, fluency

and practice using their reading strategies. After guided reading lessons, books are placed in students’ individual reading

containers. Books may be stored in cereal boxes, plastic bags, baskets, etc. These books become the student’s familiar reading

text. Students should also have “just right” text in their individual reading containers that they have selected from the

classroom library.

* Students complete story maps which include story elements such as plot, beginning, middle and end, sequence

of events, and problem and solution. Students continue to practice comprehension strategies including making

connections to text, describing characters, and making inferences. Student Artifact: Story Map

Whole Group - Vocabulary

Oral Vocabulary Cards 1- "Drakestail", Unit 4 p. 9E

Read Aloud Anthology - "Aiken Drum" (p. 87-89) , Unit 4 p. 29R (Song, Vocabulary, Model Fluency)

Week 2

Read Aloud Anthology: Fable - "Anansi Saves Antelope" (p. 90-92), Unit 4 p. 77R (Vocabulary, Comprehension)

Mini-Lesson: High-Frequency Word Practice

Mentor Text: Too Much Rain Today

Mentor Text: When Jean Comes Home (p. 38-39)

Teaching Chart 85, 91, 93, 95

Practice Book - pgs. 152, 163, 168

Mini-Lesson: Strategy - Use a Dictionary (Multi-Meaning Words)

Teaching Chart 87/Vocabulary Transparency 1

Whole Group - Shared Writing

Week 1

(28) Listening and

Speaking/Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity.

(29) Listening and

Speaking/Teamwor

k. Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

Review high-frequency words: across, carry, eight, once, saw, upon, walked. (Week 2 - about, give, pretty, says,

were, write) Review the words using the Read/Spell/Write routine. Use decodable readers as a source to help

student practice reading high-frequency words. Have partners reread the book together. Add these words to the

Word Wall. Use high-frequency words during Morning Message, Shared Writing, and Writing Workshop.

(Read aloud for Robust Vocabulary lesson and Comprehension lesson - Practice Asking Questions, Determining Importance,

and Prediction) Use Teaching Chart 84/Graphic Organizer Transparency 7Oral Language: Read Aloud Anthology - "The Rooster and the Fox" (p. 130-132) , (comprehension/vocabulary) Unit 4 p.

7A

Read Aloud Anthology: "Daddy Played Music for the Cows" (p. 120-123) Unit 4 p. 37A (Read Aloud for Robust

Vocabulary lesson and Comprehension lesson – Respond to Realistic Fiction)

Explain that some words have more than one meaning. Say, "For example, blue can be a color. It can also

describe a sad feeling." Tell students that they can use a dictionary to find the different meanings of a word.

Explain that when you know the different meanings, you can figure out which one is used in a sentence. Display

Teaching Chart 87 and use the dictionary entry to model how to determine the meaning of the word bill as it is

used in the sentence. Using the think aloud strategy, model how to determine the best definition to use. Ask

students to practice, using Practice Book activity page 157. Continue to support students learning this week by

practicing with several multiple-meaning words in sentences.

Read Aloud Anthology: "Aunt Minnie and the Twister" (p. 115-119) Unit 4 p. 59R (Read Aloud for Robust Vocabulary

lesson and Comprehension lesson – Respond to Realistic Fiction)

Mini-Lesson: Writing Persuasive Letters

Class Artifact: Class Persuasive Letter (Movie)

Grammar Mini-Lesson: Was and Were

Mentor Text: First Years Letters by Julie Danneberg, Sincerely Yours: Writing Your Own Letter by Nancy

Loewen, I Wanna Iguana and I Wanna New Room by Karen Kaufman Orloff* Read Aloud the mentor text. After discussing story elements, explain to students that they will learn about

persuasive letters. Explain to the class that the purpose of a persuasive letter is to express your opinion about a

particular matter, to persuade your reader that your opinion is correct and hopefully to bring about some change.

Create a Persuasive Writing Anchor Chart add important information as you teach each component to students.

Tell students they during this unit, they will be writing persuasive letters to a friend to recommend their favorite

movie. Say, "First we will practice as a class." Read examples of persuasive letters to the children and point out

that every persuasive letter has a clearly stated purpose.* Use an overhead projector and a basic persuasive letter template to help children visualize the basic components

of such a letter. Alternatively, prepare a large piece of chart paper on which to write your letter. Input the address

of your recipient in the top right-hand corner of the template or chart paper. Follow the contact information with a

formal greeting, such as "Dear Mr. Peters."

Tell students that the words was and were are verbs that tell about things that have already happened, or are in the

past. Write this information on the Grammar Anchor Chart. Explain that we use was te tell about one person,

place, or thing. For example: The boy was at the park. Explain that we use wher eto tell about more than one

person, place, or thing. For example: The boys were at the park. Write sentences on page 9C (Unit 4) on the

board. Read each sentence aloud. Model doing the first three sentences by telling whether the word was or were

completes the sentence. Have students complete the remaining sentences. Read the completed sentences aloud

and have students repeat. Have students complete the activity in the Grammar Practice book, page. GR76.

Additional practices for was and were can be found at: Unit 4 p. 29B

* Conclude your letter with a clear restatement of the class opinion. Demonstrate how to begin the final statement

with a phrase such as, "In conclusion."

* Revise and proofread your letter together with the class. Ask for feedback from the children as you reread the

letter for flow. Check that you and they used clear, descriptive language throughout the letter.

* Rewrite the letter on a sheet of standard writing paper. Use a standard sign-off, such as, "Sincerely, Mrs. Smith's

First-Graders." Enclose your letter in an addressed envelope, send it and wait patiently for a reply.

* Write a good lead. Ask for suggestions from the class, but guide their thinking. Remind the children that the

point of the letter is to express their opinion and to convince their reader to take a particular action that will result

in change. Prompt the children to formulate a clear statement of their purpose for writing the letter. For example, if

the class wants to persuade the principal to purchase more balls for the playground, ask the class to "Explain what

we believe" or ask, "What words should we write to explain what we are thinking?" Write the statement of opinion

in the first section on your template or chart paper.* Support the class opinion in the body of your letter. Brainstorm with the class and list three or more facts or

interesting points to support the position you stated in your introduction. For example, write that several balls are

missing from the playground or are damaged, that there is too much fighting over the few remaining balls and that

the climbing equipment would be less crowded if there were more balls for children to play with instead. Teach the

children to introduce every fact with a word such as "first," "additionally" and "furthermore."

Week 2

Mini-Lesson: Writing Persuasive Letters (Part II)

Mentor Text: See List Above

* Read Aloud another mentor text about letters. Facilitate a discussion about:

What letters are

What do letters look like (date, heading, body, closing, signature)

Who writes letters

Why do people send letters

Who receives letters

Grammar Mini-Lesson: Has and Have

Writing Workshop

Tell students that the words has and have means "to own something". Write this on the Grammar Anchor

Chart. Say the sentences: "I have a ball. We have a ball. You have a ball. They have a ball." Say again, the

word have is a verb that means "to own something." Say, "We use the word have when we talk about ourselves or

a group of people, or when we use the word you. Write this rule on a Grammar Anchor Chart. Say the

sentences: "He has a ball. She has a ball. It has a ball." Say again, has is a verb that means "to own something."

Say, "When we talk about one person or thing other than ourselves or you, we use the word has instead of have. "

Add this rule to the Grammar Anchor Chart. Practice these two rules by writing the sentences on page 39C

(Unit 4) on the board. Model identifying the correct word by completing the first three sentences. Have students

work with a partner to complete the remaining seven sentences. Additional practice for has and have can be

found at: Unit 4 p. 59O, Grammar Practice Book p. GR83

Tell students that the words was and were are verbs that tell about things that have already happened, or are in the

past. Write this information on the Grammar Anchor Chart. Explain that we use was te tell about one person,

place, or thing. For example: The boy was at the park. Explain that we use wher eto tell about more than one

person, place, or thing. For example: The boys were at the park. Write sentences on page 9C (Unit 4) on the

board. Read each sentence aloud. Model doing the first three sentences by telling whether the word was or were

completes the sentence. Have students complete the remaining sentences. Read the completed sentences aloud

and have students repeat. Have students complete the activity in the Grammar Practice book, page. GR76.

Additional practices for was and were can be found at: Unit 4 p. 29B

* Remind students that they will be writing "persuasive letters." Show students the class letter you composed last

week during Shared Writing. Share the Persuasive Writing Anchor Chart. Review the parts of the letter. Tell

students that today, they will be helping to write a new letter. Introduce the prompt: Write a persuasive letter to a

* Working with students, compose a class letter recommending a toy, for example a doll, a game, etc. As you

work with students, keep in mind the format of a letter. Class Artifact: Persuasive Letter (Toy)

Mini-Lesson: Book Talks - Part I

Mentor Text: Teacher-selected book

Advanced Preparation:

1. Prepare to display visuals as appropriate.

2. Prepare two Book Talks to model for students.

3. Create an Anchor Chart: Effective Book Talks that lists the criteria for a successful Book Talk.

4. Model a complete Book Talk with the following components:

* State the title and author.

* List two reasons why you like the book.

* Read your story (or part of your story) out loud, monitoring accuracy and reading with good oral fluency.

* Close the Book Talk with a persuasive statement or question.

* Speak clearly, at an appropriate pace.

5. Ask: What was better about the second Book Talk? Discuss responses.

6. Display the chart with the criteria for Book Talks. Ask the students if they have any questions about the criteria.

7. Review the criteria for an effective Book Talk.

Mini-Lesson: Book Talks - Part II

* These writing workshop lessons are modified in order to provide students an opportunity to plan and practice

Book Talks. Book Talks serve as a preparation for writing Persuasive Book Reports in Week 3-6 of this six weeks.

To incorporate some writing, consider requiring students to write a friendly letter recommending their favorite

book. The lesson is included below.

Explain to students that today they will be learning how to conduct a "book talk." Explain that Book Talks are

used to promote reading, collaboration and communication. Book Talks are Students will select a favorite book

and write a Book Talk script that they will use to practice sharing their book. Create a Book Talk Anchor Chart

with student, as you discuss the criteria -or- show students the previously created anchor chart.1. Tell students that you are going be giving a Book Talk. Inform them that you have selected a book that you

love. Tell them to listen carefully and think of questions and comments.2. Begin by modeling a “poor” Book Talk. Be sure to mumble, not make eye contact, speak too fast/slow, and

read a part of the book out loud, making mistakes and using poor fluency.3. Discuss student comments and questions. Tell students you would like to try again. Ask them pay attention to

the difference in the two Book Talks.

8. Show and discuss the Book Talk Rubric to help students understand how they will be assessed. (see

LiveBinder -or- create your own rubric)

Explain to students that they have been studying how to give an effective Book Talk. Review the Effective Book

Talk Anchor Chart to ensure student's understanding of the process. Remind students that the anchor charts

remind us what the speaker does in a Book Talk. Explain that today they will discuss what the audience does

during a Book Talk.

3. Add information discussed to the Book Talk Anchor Chart, as needed.

3. After practicing on their own, students will practice their Book Talk with a partner.

Mini-Lesson: Book Talks - Part III

* Both Whole Group Reading and Independent Reading will be used for students to conduct their Book Talks.

After each Book Talk, allow a couple of comments and questions.

Mini-Lesson: Persuasive Letter (Recommending My Favorite Book)

Mentor Text: See List Above

* A brief “Why I recommend this book” statement, and an illustration about the book.

* Have students give specific reasons for why they like the books and why they should read them.

Student Artifact: My Favorite Book Persuasive Letter

1. Ask: How and why do readers recommend books to others? How can speakers communicate

ideas and opinions clearly? What does it mean to listen effectively? Discuss responses.2. Discuss with the students what it means to be a good listener and how to participate in a discussion

with relevant questions and comments.

Inform students that they are going to look over their Reader’s Notebooks to see all the books they have read so far

this school year. Tell them to choose one for a Book Talk and one that they would recommend to other students.

Alternatively, you may choose for students to choose a new book and conduct a Book Talk. Use your judgment

when determining the best course for introducing this skill.

1. Students record in their Reader’s Notebook two reasons why they like their book and why they would

recommend it to others.2. Independently, students practice going through their Book Talk from the beginning, including all the

criteria listed on the chart. Students use their Reader’s Notebook for notes. This includes practicing

reading the book aloud with accuracy in decoding and with appropriate fluency.

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

presentation.

* Remind students that you have been working on persuasive letters. Remind students that you have also been

learning about Book Talks. Say, "Today, we will combine what we learned about persuasive letter writing and

book talks. Your task is to write a persuasive letter recommending your favorite book to a friend." Review the

Persuasive Writing Anchor Chart. Also review the letter writing format and correct any misconceptions. Show

students the Opinion Writing Rubric see LiveBinder. Explain that their persuasive letter should have:

Explain to students that they have been studying how to give an effective Book Talk. Review the Effective Book

Talk Anchor Chart to ensure student's understanding of the process. Remind students that the anchor charts

remind us what the speaker does in a Book Talk. Explain that today they will discuss what the audience does

during a Book Talk.

In Whole Group, students will conduct their Book Talks. Allow each student a 2-3 minute time span to present

their Book Talk. In order to get through all students’ Book Talks, limit them to a 2-3 minute time span or have them present in small

groups.

Small Group - With Teacher - Guided Reading

GR Mini-Lessons to complete during this term:

* Using Fix-It Strategies When Reading

* Determining Importance

* Read High-Frequency Words

* Phonemic Awareness

Small Group - Guided Writing

GW Mini-Lesson to complete during this term:

Small Group - Word Work

Long a and Long e

Possible Activities:

Word Sorts

Creating Words

Handwriting Practice

Phonemic Awareness/Phonics Practice

See LiveBinder for other activities

Small Group - Work on Writing

* Response to Literature

Work on Writing can be merged with Writing Workshop. Alternatively, Work on Writing can be used as a vehicle for

practicing writing fluency. Work on Writing can include an number of activities to promote writing, such as:

Guided Reading, Guided Writing, Assessing, Conferring

Ensure Guided reading is targeted by assessing progress of individual students within each group. Quick 100 word Running

Records are a good way to see if you are reading with students on their instructional level.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small leveled

books for Approaching level, On level and Beyond level and Decodable Readers.

Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.

Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and

check list before, during, and after.

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

Determining Importance

Meet with students who are having difficulty putting their ideas down on paper. Assistance with generating ideas

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

* Writing to a Prompt

* Writing Persuasive Letters

* Grammar/Mechanics proofreading practice book

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

Collaboration 1 - Read to Someone

Using Leveled Readers: Book Talk Practice Partner Spelling and Syllable Practice

Writing: Response to Literature The basic principles of writing conferences:

• Listening (to what writer is trying to say)

Phonics/Phonemic Awareness Activities • Affirming (what writer has done well)

• Reinforcing (the writer’s strength, attempts)

Vocabulary Practice • Assessing (confusions, strength, next steps)

Writing: Persuasive Letters

Book Talk (See Rubric for Scoring)

Story Map

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

adequate minutes for students to enjoy independent reading. Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or

pocket charts. Also include Level Library Readers, stories related to theme, and the Treasures Listening Library CD.Accountability: When students are reading independently, ask students to complete Story Maps or other graphic organizers

to show mastery of Determining Importance lessons.

Collaborative Learning

• Teaching (what’s most important for writer to move forward and only

what the writer is ready for)

• Scaffolding (helping the writer say, write, and do what she can’t quite

do yet without help)

• Setting goals with students’ input (for the writer to attempt to meet on

his own, with minimal guidance and support).

Practice Task (s) Student/Teacher Conferring

Collaboration 2 Collaboration 3

Independent Practice with Conferring

Have students work with a partner. Choose

one of the 3 ways to read a book. Students

will take turns reading a text to each other

and asking questions about the story. Direct

students to ask each other questions about

the text, such as what was the story about?

Who are the characters? Etc.

Work with a partner to develop a script for

your Book Talk. Use this script to

practice your Book Talk with each other.

Use the Book Talk Rubric to help your

partner improve. After both of you have

practiced your Book Talk, discuss areas of

improvement. Practice again, as needed.

With a partner, read aloud a decodable book

that includes spelling and syllable patterns

taught in this unit. After reading, work

together to do complete 1 of the 4

performance task listed above. This lesson

can be used up to four times, requiring

partners to complete a different

performance task.

Partner Practice: Spelling and Syllable Practice

Content Extension (less challenging)

Acrostic Poems

Review and Assess the weekly skills reviewed/learned:

Phonemic Awareness/Phonics - Long a and Long e

Vocabulary - High Frequency Words, Selection Vocabulary

Writing - Elements of Letter Writing

Comprehension - Story Elements

Spiral Review: Summarize

Assessment

Formative Summative

Observe students throughout the week as they complete assignments,

respond orally in class, and read aloud:

To check student understanding of the concepts

taught this week, the end of the week assessment

can be administered. This should be used to guide

your instruction and to re-teach the concepts that

were not mastered.

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

Study are ORANGE, Lessons for Vocabulary are BLUE, Lessons for Writing are PURPLE.



Write your own acrostic poems! An

acrostic poem uses each letter in a word

to start a new line of poetry. The text

always describes the word. Create an

acrostic poem of the word "TEAM."

Work together to come up with words or

short phrases, related to the TEAM , that

begin with each letter of that word.

Brainstorm a variety of ideas to decide

which ones best fit your poem. Write

each word or phrase next to the theme

word letter.

* Use the Visual Vocabulary Resource

book for vocabulary introduction and the

ELL Resource Book. For writing, use the

Picture Prompt Lessons.

* Use Main Selection to pre-teach selected

vocabulary and have students make

predictions about the text. Preview and

Predict. Explain that all stories have a

structure. Good readers pay attention to how

a story is put together to help them

understand the story and the sequence of

events. Pay attention to and use words like

first, next, and then to help you retell the

sequence of events in the correct order.

Extension Supporting ELL Suggestions for Interventions

Week 1 - See Tier 2 (Approaching Level)

and ELL Instruction, Unit 4 p. 25K-35JJ

– choose component(s) of reading

(phonemic awareness, phonics,

comprehension, fluency, vocabulary) to

re-teach and practice based on student

needs.Week 2 - See Tier 2 (Approaching Level)

and ELL Instruction, Unit 4 p. 81M-81LL –

choose component(s) of reading (phonemic

awareness, phonics, comprehension, fluency,

vocabulary) to re-teach and practice based

on student needs.

Instructional Extensions and Modification


Major Concepts:Phonemic Awareness - Phoneme Addition; Phoneme Blending/Segmentation; Phoneme Identity; Contrast Sounds

Phonics/Word Study - Vowel Diphthongs Long o: o, oa, ow, oe; Long i: i, y, igh, ie

Vocabulary - Selection Vocabulary; High Frequency Words

Comprehension - Retell; Draw Conclusions; Plot

Fluency - Repeated Reading: Prosody

Grammar/Mechanics - Go and Do; Capitalize Proper Nouns; See and Saw; Commas

Writing - Persuasive Writing

Assessment - Unit Assessment

Performance Task:



Processes:





Learning Standards

Reading

(1)

Reading/Beginning


Awareness.

Students understand

how English is


(2)

Reading/Beginning

Reading

Skills/Phonological

Awareness.

Students display

phonological

awareness.* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and


following:

* Read or listen to an informational text. In a small group, discuss the purpose for reading or listening to the text and identify

topics and details. Individually, draw pictures to illustrate important facts from the text. Speak using complete simple

sentences to tell others about your illustration.

* Locate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster,

sort and categorize the information gathered from the texts. Include 2 or more relevant text features on the display.

(3)

Reading/Beginning

Reading

Skills/Phonics.

Students use the

relationships

between letters and

sounds, spelling

patterns, and

morphological

analysis to decode

written English.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex

* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct

















1.10A - Determine whether a story is true or a fantasy and explain why.

1.11A - Recognize sensory details in literary text.



1.14A - Restate the main idea, heard or read.

1.14B - Identify important facts or details in text, heard or read.

1.14C - Retell the order of events in a text by referring to the words and/or illustrations.

1.14D - Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.




(6)

Reading/Vocabular

y Development.

Students understand

new vocabulary and

use it correctly

when reading and

writing.

(7)

Reading/Comprehe

nsion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

(5)

Reading/Fluency.


level text with

fluency and

comprehension.

(4)

Reading/Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.

(3)

Reading/Beginning

Reading

Skills/Phonics.

Students use the

relationships

between letters and

sounds, spelling

patterns, and

morphological

analysis to decode

written English.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex



portion aloud).1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and

comprehension.


of events.


to/g/l/o/w/).




















1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).

1.22E - Use resources to find correct spellings.






Essential Question (s): Literature Connection (s)Content Questions: Week 1 Week 2

How can we work together to make our community Pickling Peaches (Preteach) See the Ball Fly (Preteach)

better? César Chavez (Main) The Kite (Main)

What is one community problem you can help with? Food Trains (Test Practice) The Wright Brothers (Paired)

What makes this selection nonfiction? Read Aloud Anthology (both weeks)

(8)

Reading/Comprehe

nsion of Literary

Text/Poetry.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of poetry

and provide

evidence from text

to support their

understanding.

(9)

Reading/Comprehe

nsion of Literary

Text/Fiction.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of fiction

and provide

evidence from text

to support their

understanding.

(7)

Reading/Comprehe

nsion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.







How did retelling help you? Leveled Readers:

How might retelling help you when you read another

selection?

How do teammates encourage and support each

other? Decodable: Let's Team Up

How does knowing what the characters are like Approaching: All Kinds of Team, The Ant and the Grasshopper

help us know that this story can't really happen? On Level: All Kinds of Teams, Lenny Lion and Molly Mouse

How did visualizing help you? Beyond: All Kinds of Teams, The Ant and the Dove

How might visualizing help you when you read ELL: Teams, Lenny and Molly

another selection? Teacher Selected Reading Classroom Library School Library




Daily Five

iStation

(11)

Reading/Comprehens

ion of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence



(9)

Reading/Comprehe

nsion of Literary

Text/Fiction.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of fiction

and provide

evidence from text

to support their

understanding.

(10)

Reading/Comprehens

ion of Literary

Text/Literary

Nonfiction. Students

understand, make

inferences and draw


varied structural

patterns and features

of literary nonfiction

and respond by

providing evidence











• Connect and Engage: Chorally or Echo Read "Pickling Peaches" (nonfiction). Discuss how the author uses text structure

to help students identify the ways in which the workers worked as a team. Identify the main idea and details. Activity: Use

context clues to define unknown works. Class Artifact: Graphic Organizer

• Connect and Engage: Chorally or Echo Read "See the Ball Fly!" (fiction). Discuss how the author uses text structure to

help students identify the ways in which the characters worked as a team. Identify the problem and the solution in the story.

Activity: Use context clues to define unknown works. Class Artifact: Graphic Organizer

• Connect and Engage: Introduce the Theme - Community Teams by discussing what it means to serve your community.

Build background by visiting www.serve.gov. Click on "My American Story." The My American Public Service

Announcements (PSAs) feature President Obama, Bon Jovi, Usher and everyday volunteers calling upon all Americans to

step up and get involved. Choose one of the 60 second stories. After viewing the stories, allow students to answer the

following questions: How is this individual helping his/her community? How can you help your community? Chart and

discuss students responses to the questions.


Mini-Lesson: Nonfiction - What's Important #1 (Day 1)

Mini-Lesson: Nonfiction - What's Important #2 (Day 2)

Student Artifact: Nonfiction Feature Poster

Mini-Lesson: Finding Nonfiction Features (Multiple Days)

* Locate and read multiple texts on a topic of personal interest. Use text features to locate important information.

On a poster, sort and categorize the information gathered from the texts. Include 2 or more relevant text features on

the display.

(13)

Reading/Comprehens


Text/Culture and

History. Students

analyze, make

inferences and draw


author's purpose in


and contemporary


evidence from the


understanding.

(11)

Reading/Comprehens

ion of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence



(12) Comprehension

of Text/Independent

Reading. Students

read independently

for sustained periods

of time and produce

evidence of their

reading.

* Understanding how the text is organized is an important part of the process of determining importance. As you

read nonfiction texts to/with your students, talk about how they are organized. During modeled, guided, and shared

reading, discuss the special features of nonfiction texts, their purpose, and how they help readers better understand

the text. Discuss author's purpose.* Encourage students to transfer the skills you are working on to their own independent reading time at school and

home. Encourage the use of special words such as heading, caption, graph, comparison, map, label, table of

contents, index, glossary, photograph, map, sketch, illustration, cutaway, close-up, etc. Create posters featuring

examples of nonfiction text features. see Nonfiction Text Conventions Chart in Live Binder

Preparation: Gather lots of nonfiction books from your own library or school library. Try to make them diverse in

topic, reading level, and writing style. Make a T-chart with the left side heading being Feature Name and the right

side heading being Purpose. (or use the Nonfiction Text Conventions Chart in LiveBinder) Make or gather

notebooks for the students to record the name, purpose, and an example of each feature.


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.







Labels help the reader understand the small parts of a picture.

Photographs help the reader see what the real topic looks like.

Captions help the reader understand what they are looking at in a picture.

Comparisons help the reader compare the item to something they are already familiar with.

Cross Sections help the reader see what something looks like from the inside.

Maps help the reader know where something is located in the world.

Types of Print help the reader know that the word or words are important.

Close-Ups help the reader see what something looks like from up close.

Tables of Contents help the reader know how the book is organized.

Indexes help the reader find specific information in a book.

Glossaries help the reader understand the definitions of important words in the book.

* Introduce the name of the feature.

* Discuss and record on the class chart what the class thinks is the purpose of each feature.

Mini-Lesson: Finding Nonfiction Features #2 (Multiple Days)

* Review Nonfiction Features, by referring to the Nonfiction Text Conventions Chart.

(14)

Reading/Comprehens


Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

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


directed, critical

readers

Preparation: Gather lots of nonfiction books from your own library or school library. Try to make them diverse in

topic, reading level, and writing style. Make a T-chart with the left side heading being Feature Name and the right

side heading being Purpose. (or use the Nonfiction Text Conventions Chart in LiveBinder) Make or gather

notebooks for the students to record the name, purpose, and an example of each feature.* Students will observe the differences between a nonfiction book and a fiction book. Students will discover the

11 features found in many nonfiction books and evaluate whether a book is fiction or nonfiction.* Gather the students on the carpet or in a group area. Ask them if they have noticed or know where to find

nonfiction books within your classroom library. Ask what they think the difference is between fiction and

nonfiction. They should already have an understanding that nonfiction is real information.

* Discuss what makes a story nonfiction or fiction. Is it real (true) that Cinderella's godmother turned a pumpkin

into a carriage? Is it possible that Jack really climbed a beanstalk and met a giant? We know these things are

fictional because they can't happen. Nonfiction teaches us real, factual information. It is important to notice

whether a book is nonfiction or fiction when reading because you need to know if the information is accurate or * Inform them that for the next few days they are going to be finding different types of features or conventions

within nonfiction.* The following is a list of all the features and their purposes. You can decide the number and order in which you

will teach them each day.

* Prior to the lesson, decide how many features per day and which ones you will be teaching. Use the following

routine for the introduction of each feature.

* Show many different examples of the feature in nonfiction books. (The use of real literature helps students

understand the importance of each one.)

Student Artifact: Nonfiction Feature Find

Mini-Lesson: What's the Difference?

Class Artifact: Fiction vs. Nonfiction Venn Diagram


Week 1

Nonfiction: Test Practice - "Food Trains (p. 78-79) Unit 4 (Skill: Answering Questions)

Week 2

(17) Writing

Process. Students

use elements of the

writing process


revising, editing,

and publishing) to

compose text.

Nonfiction: Article - "Cesar Chavez (p. 70-77)" Unit 4 (Comprehension Strategy: Retell, Draw Conclusions, Text Features:

Photographs) Use Practice Book p. 176

Fiction/Fantasy: "The Kite from Days with Frog and Toad (p. 86-100)" Unit 4 (Comprehension Strategy: Visualize,

Retelling, Determining Importance (fiction), Sensory Language)

Figure: 19

Reading/Comprehe

nsion Skills.

Students use a

flexible range of

metacognitive

reading skills in

both assigned and

independent

reading to

understand an

author’s message.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex texts


directed, critical

readers

Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about helping the community and/or

working as a team.

Expository: "The Wright Brothers (p. 102-107)" Unit 4 (Text Feature: Photographs, Chart; Retelling, Determining

Importance) Use Teaching Chart 113, Practice Book p. 193)

(19)

Writing/Expository


Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to


specific purposes.

Writing

(18)

Writing/Literary

Texts. Students


to express their

ideas and feelings

about real or

imagined people,

events, and ideas.

* On the final day of features, hand out the Nonfiction Feature Find (PDF). Tell the students that now that they are

experts, they must find all the different conventions and record their findings on the worksheet.* As a culminating point of features, allow them to share their findings and add them to the class chart. Hang the

chart the class created and keep it up through the next lessons and until you are done teaching nonfiction. It will

prove to be a valuable resource when the students are reading or writing nonfiction.* Always take into consideration your students' personalities and learning styles. When they are off hunting

through books, check in with the ones who may need more assistance. Also, have some books in mind that have

each of the features in them, so that you can guide some of the struggling learners to the right books. Some features

are definitely harder to find than others. Make sure you have resources for all the features.

* Compare the differences and similarities between how fiction and nonfiction texts are organized. Draw a large

Venn Diagram on chart/butcher paper. After you've discussed how fiction and nonfiction texts are organized, and

after students are beginning to notice and use key words for each (see previous three lessons), take time to compare

and contrast fiction and nonfiction text organization. see Fiction vs. Nonfiction Venn Diagram in LiveBinder

* Have students write the name and purpose of the feature in their notebooks. Then have them hunt through

nonfiction books to find their own example of the feature and record it in their notebook.* Each feature should be taught individually even if you are teaching more than one a day. The same applies to

making the chart and sharing notebook findings. Make sure the students really have a grasp on the vocabulary of

the different features.

Before Reading

During Reading



* Summarize



After Reading

Mini-Lesson: Summarizing Fiction and Non-fiction Text

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

Understand Text

Discuss with Students: Summary is a difficult skill for students for a variety of reasons. First, the student must

identify the genre — generating a summary of narrative text is different from summarizing expository text. Second,

the student must be able to discriminate between trivial details and important ideas. Good summaries do not have

many trivial details. Finally, if the passage being summarized is narrative, then the student must identify

information that is important to the plot (character, setting, conflict, etc.). And if the passage is expository, the

student must identify information that is important to the topic (main idea and supporting details). Practice with

students using a Fiction text and a Non-Fiction text of the same topic/theme. (for example frogs) Practice

summarizing both the fiction text and the nonfiction text. You may consider using a graphic organizer to help

students organize their thoughts. Class Artifact: Fiction Summary Graphic Organizer, Nonfiction Summary

Graphic Organizer
















(20) Oral and

Written

Conventions/Conve

ntions. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply

earlier standards

with greater


Written

Conventions/Hand

writing,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

Oral and Written

Conventions


Long o: o, oa, ow, oe Long i: i, y, igh, ie

Phoneme Categorization - Unit 4 p. 67B, 77T Phoneme Categorization - Unit 4 p. 83B

Phonemic Blending - Unit 4 p. 67C, 69G, 77T Phonemic Blending - Unit 4 p. 83C, 85G, 101F

Teaching Chart 98, 102, Phoneme Identity - Unit 4 p. 85G

Phonics Transparency 35 Teaching Chart 106, 110

Practice Book - Unit 4 p. 173, 178, Phonics Transparency 37

Spelling Practice - Unit 4 p. 67E Practice Book - p. 162, p. 184, p. 189

Spelling Practice Book - p. SP69 Spelling Practice - Unit 4 p. 83E

Decodable Reader 1 - Grow and Glow Word Automaticity - Unit 4 p. 85H

Build Words - Unit 4 p. 69G, p. 77F Decodable Reader 1 - The High Fly

Word Automaticity - Unit 4 p. 69H Word Sort - Unit 4 p. 85I, p-. 101H

Word Sort - Unit 4 p. 69I, 77H Phoneme Segmentation - Unit 4 p. 101E

see additional lessons and links in LiveBinder see additional lessons and links in LiveBinder


Teaching Resources for Fluency

Unit 4 pg. 77L, 101L

Decodable Readers 1 and 2

Fluency Transparency 3,

Practice Book p. 180, 191

Teaching Chart 105,






classroom library.

Discuss with Students: Summary is a difficult skill for students for a variety of reasons. First, the student must

identify the genre — generating a summary of narrative text is different from summarizing expository text. Second,

the student must be able to discriminate between trivial details and important ideas. Good summaries do not have

many trivial details. Finally, if the passage being summarized is narrative, then the student must identify

information that is important to the plot (character, setting, conflict, etc.). And if the passage is expository, the

student must identify information that is important to the topic (main idea and supporting details). Practice with

students using a Fiction text and a Non-Fiction text of the same topic/theme. (for example frogs) Practice

summarizing both the fiction text and the nonfiction text. You may consider using a graphic organizer to help

students organize their thoughts. Class Artifact: Fiction Summary Graphic Organizer, Nonfiction Summary

Graphic Organizer

(22) Oral and

Written

Conventions/Spelli

ng. Students spell

correctly.

Listening and

Speaking

(27) Listening and

Speaking/Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

(28) Listening and

Speaking/Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity.

(29) Listening and

Speaking/Teamwor

k. Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

Week 2


Mentor Text: Picking Peaches ( p. 68-69)

Mentor Text: See the Ball Fly ( p. 84-85)

Teaching Chart 99, 100, 101, 103, 107, 108, 109, 111

Practice Book, p. 174, p. 179, p. 185, p. 190


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

Grammar Mini-Lesson: Go and Do

Week 2

Expository: Read Aloud Anthology - Oral Language – “What Is Made from Recycled Materials (p. 137-139)" Unit 4 p.

67A (Vocabulary, Listen for Purpose, Retell, Respond to Expository Text)

Tell students that the words go and do are action verbs . Say, "The verbs go and do both have different forms.

The forms of go and do that tell about the past look very different from the forms that tell about the present."

Write this information on the Grammar Anchor Chart. Write the examples on page 69C (Unit 4) on the board

and read them aloud. Point out the difference between the present-tense and the past-tense forms of the words go

and do. Write additional six sentences on the board, using the verb go. Read the first sentence aloud and have

students repeat. Work with students to complete the first three sentences with the correct form of go. Read

sentences 4-6. Have students tell you how to complete the sentences. Repeat this process for the verb do.

Additional resources for teaching this lesson can be found at: Unit 4 pgs. 77B, 77P, Grammar Practice pgs. GB87,

GB88.

Fiction: Oral Vocabulary Card 1 - "The Bundle of Sticks "Unit 4 p. 69E (Vocabulary Routine, Ask Questions, Retell) Use

Teaching Chart 100 for retelling.

Review high-frequency words: better, buy, charge, move, ball, head, never, should, shout. Review the words using

the Read/Spell/Write routine. Use decodable readers as a source to help student practice reading high-frequency

words. Have partners reread the book together. Use high-frequency words during Morning Message, Shared

Writing, and Writing Workshop.

Fiction: Oral Vocabulary Card 1 - "Pecos Bill and Slue-Foot Sue" Unit 4 p. 85E (Vocabulary Routine, Visualize, Plot) Use

Teaching Chart 108 for plot.Fiction: Read Aloud Anthology - Oral Language – “The Enormous Turnip” p. 188-190 , Unit 4 p. 83A (Read aloud for

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

Fiction: Read Aloud Anthology - Oral Language – “The Three Billy Goats Gruff” p. 38-42 , Unit 4 p. 83A (Read aloud for

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

(29) Listening and

Speaking/Teamwor

k. Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

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

Grammar Mini-Lesson: See and Saw

Writing Workshop - Persuasive Letter Writing (Theme: Helping the Community)

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

Lesson #1: Brainstorming Persuasive Topics

Lesson #2: Planning My Persuasive WritingPreparation: Choose a graphic organizer that students are comfortable with (e.g. webs, main idea and details,

four square, etc.)

Tell students that the words see and saw are two forms of the same verb. Say, "To see means to look at."

Explain that you use the present-tense verb see to tell about what you are looking at now. Say, "I see a red truck.

You see a red truck. " Have children suggest a sentence containing see. Write the sentence on the board. Also,

Write this information on the Grammar Anchor Chart. Explain that when we talk about another person who is

looking, we add an -s to see. Say, "She sees a blue car. He sees a blue van." Instruct students that when the

action of looking happens in the past, we change the verb to saw. Say, "Yesterday, I saw a green van. You saw

the green van, too. They saw the green van last week." Have students suggest a sentence containing saw. Write

the sentences on page 85C (Unit 4). Read the sentences one at a time. Work together to complete the sentences

with the correct form of see, sees, and saw. Reread the completed sentences with students to reinforce the use of

see and saw. Additional teaching resources for teaching this lesson can be found at: Unit 4 pgs. 101B, 101O,

Grammar Practice p. GR93,

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

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

* Tell students that you are continuing your persuasive writing unit. Review the Persuasive Writing Anchor

Chart to remind students of the characteristics of persuasive writing. Tell students that they will be learning more

about persuasive writing. Ask students what they have learned so far about working together. Discuss responses.

Ask, "Are there any things in your community that you wish you could change?" "What can you do to help people

in your community?" Facilitate a discussion about the two questions. Tell students that today, they will

brainstorm ideas about things they could do help things in their community - like Cesar Chavez did in the main

story. Using a think aloud, model creating a class list titled, "Things I Want to Help Change in My Community."

Explain to students that during this lesson, their job is to persuade community leaders to change some things that

would help the community. Tell students that this change can be something big, like changing school day, or

something small like creating a group to pick up trash. As a class, brainstorm a list of persuasive topics. Write

down ideas on a poster. Guide students if they are having trouble coming up with ideas. You may consider having

a pre-created list for this lesson. Individually, ask students to brainstorm a list if things they want to help change

in their community. Class Artifact: Brainstorm List Student Artifact: Brainstormed List

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

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

Lesson #3: Writing Persuasive Letters

Lesson #4: Revising and Editing Persuasive Letters

* Students read their letters aloud to a partner and make changes when it doesn't make sense.

Lesson #5: Word Wall Words and More

* Model how to use the word wall to spell words correctly. Instruct students to cross out the incorrectly spelled

word and write the correctly spelled word on top. Using the document camera, project a few pages of student

work. Have the class help locate incorrect sight words. Student read their partner's paper to edit sight words.

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

four square, etc.)* Remind students that yesterday they brainstormed a list of possible things they wished to change to help their

community. Tell students that they will be choosing one of their topics to write an actual persuasive report. Get

them excited about writing to their choses audience. (for example: principal, parents, teachers, the mayor, the

governor, the president) * Discuss linking words with students. Create a linking word chart with students. Model the use of these words

during lessons. Place the chart in a visible place for students to refer to during writing. (see example - Oreo and

four square in LiveBinder)

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

Student Artifact: Persuasive Graphic Organizer

* Discuss letter parts using the anchor chart. Remind students that we will continue to write letters, like we did

when we recommended our favorite book. Model using the graphic organizer to write a persuasive letter. Model

how to use linking words and transition phrases. (see example)* Use the class written graphic organizer to write a letter together as a class. Try to write to an authentic audience,

preferably someone who can write back to your class. (see example)* Students use their graphic organizer to write a persuasive letter. Student Artifact: Rough Draft Persuasive

Letter

Preparation: write a persuasive letter that contains at least three errors, such as sentences that don't make sense,

sentences with no punctuation, misspelled high-frequency words, and misspelled words.

* Model rereading your letter. Using a think aloud, say "that didn't make sense." Revise/edit the writing to make

it easier to understand. Ask students to help you identify places where you need to revise/edit. Guide any

misconceptions. Consider teaching this lesson multiple times throughout this lesson.

* Model how to add punctuation to tell readers to stop. Model how to begin sentences with capital letters. Model

how to capitalize proper nouns. Using a document camera, project a few pages of student work. Have the class

help decide where to add periods and capital letters. Students read through their writing with a partner to add

punctuation.

Lesson #6: Using the Editing Checklist

Lesson #7: Publishing My Persuasive Letter

Lesson #8: Celebrating our Writing

Small Group - With Teacher

Guided Reading







* Model how to stretch the word and record more sounds. Instruct students to cross out the word and write the

"stretched out" word on the top. (The words do not need to be spelled correctly. Expect dominant sounds and

known word parts,) Using the document camera, project a few pages of student work. Have the class help locate

words that can be "stretched out." Students read through their writing to stretch out words and record more

* As you teach each editing mini-lesson, track the expectations on an anchor chart. Students can also use an

editing checklist of their own.

* Show students the revised and edited persuasive letter. Using a think aloud, reread the "corrected" letter.

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

editing. Model rewriting your persuasive letter, correcting any errors and writing very neatly. Ask students if you

forgot to correct any errors. Students will write a final, neat copy of their persuasive letter. As students are

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

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

persuasive letters to the class. You may also consider having students create envelopes to mail their letter to the

appropriate person. Guided Reading, Guided Writing, Assessing, Conferring

Reminder: Visit each small group a minimum of twice weekly. Tier III must be visited daily. Rearrange groups as students

master skills.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small leveled

books for Approaching level, On level and Beyond level and Pre-Decodable Readers.








Words with Long o and Long i, high-frequency words, spelling and handwriting practice


Word Sort

Create Words using High Frequency Words


Building Words

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


Using Leveled Readers: Partner Revising and Editing Partner Spelling and Syllable Practice

Nonfiction Feature Poster The basic principles of writing conferences:

Create opportunities for students to

practice revising and editing each others

reports and short stories during this unit

study. Make sure that students reference

the How to Revise anchor chart and the

Editing checklist, and use editing

symbols.




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.








performance task.



Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a

comfortable spot in the classroom, and will read to themselves.

Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or

pocket charts. Also include Level Library Readers and stories related to theme.Accountability: When students are reading independently, ask students to use an appropriate graphic organizer to determine

importance - fiction and nonfiction.



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.


Nonfiction Feature Find • Affirming (what writer has done well)


Fiction/Nonfiction Summary Graphic Organizer • Assessing (confusions, strength, next steps)

Phonemic Awareness/Phonics Practice

Vocabulary/High Frequency Word Practice

Writing: Persuasive Letters (Full Processed Steps)

Community Helping Hands Scaffolds for ELL

* Check comprehension frequently.

* Use outlines to scaffold comprehension.

* Teach students how to decode words.

* Give students practice with new words.

* Each student traces one hand onto

construction paper using a pencil.* On each finger of the traced hand, the

students write or draw a way they can

help a community to which they belong.

Some examples include playing with a

lonely classmate on the playground,

cleaning up the classroom, volunteering

to help in the school lunchroom,

cleaning up trash in their neighborhood,

reading to a younger sibling, etc. They

may refer to the ideas already listed on

* Have students use scissors to cut out

their construction paper hand. Have

students share their finished products.

Hang the hands up on the bulletin board

in a circle (with fingers pointing out).

Write “Community” in the center of the

circle.



and ELL Instruction, Unit 4 p. 109K-

109JJ – choose component(s) of reading




needs.







* Teach students to actively engage with

the vocabulary.



and ELL Instruction, Unit 4 p. 81M-81LL

– 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 * Group students for optimal

opportunities to learn cooperatively.

* Use pictures from the internet to

scaffold comprehension.

* Use anchor charts to reinforce

concepts.

Assessment


Phonics - Long o and Long i

Vocabulary - High-Frequency Words, Selection Vocabulary

Fluency - Prosody

Comprehension - Nonfiction Text Features and Structure

Spiral Review - Determining Importance (fiction)


Major Concepts:

Phonics/Word Study - Long e: y, ey

Vocabulary - Syntax and Semantic Clues

Comprehension - Retell; Main Idea and Details

Fluency - Review Yearly Goals; Prosody

Grammar/Mechanics: Adverbs that tell when; Apostrophes in Contractions

Writing - Reports

Assessment - Six Weeks Assessment

Performance Task:

(1)

Reading/Beginning


Awareness.

Students understand

how English is


(2)

Reading/Beginning

Reading

Skills/Phonological

Awareness.

Students display

phonological

awareness.* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and


following:

* Choose a topic of interest and select a text on the topic. Identify important facts or details about your topic by reading the text

and using text features to locate specific information. Complete a teacher-provided graphic organizer to record the topic, author’s

purpose, and important facts and details. Using your graphic organizer and your text, tell others about your topic and how you

used text features to locate facts and details.* Using the writing process and your completed graphic organizer on your topic of interest, write a brief composition about

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

To check student understanding of the concepts

taught this week, the end of the week assessment

can be administered. This should be used to guide

your instruction and to re-teach the concepts that

were not mastered.


respond orally in class, and read aloud.



Learning Standards

Reading



Formative Summative



Processes:














(3)

Reading/Beginning

Reading

Skills/Phonics.

Students use the

relationships

between letters and

sounds, spelling

patterns, and

morphological

analysis to decode

written English.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

* With a partner, read aloud a decodable book that includes spelling and syllable patterns taught in this unit (e.g., long and


following:* On a teacher-provided spelling pattern chart, record at least 10 words from the book under the correct







to/g/l/o/w/).

(4)

Reading/Beginning

Reading/Strategies.

Students

comprehend a

variety of texts

drawing on useful

strategies as

needed.







portion aloud).1.5A - Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and

comprehension.

(5)

Reading/Fluency.


level text with

fluency and

comprehension.



1.10A - Determine whether a story is true or a fantasy and explain why.

1.11A - Recognize sensory details in literary text.



1.14A - Restate the main idea, heard or read.

1.14B - Identify important facts or details in text, heard or read.

1.14C - Retell the order of events in a text by referring to the words and/or illustrations.

1.14D - Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.



















1.22D - Spell base words with inflectional endings (e.g., adding "s" to make words plurals).1.22E - Use resources to find correct spellings.

(7)

Reading/Comprehe

nsion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

(8)

Reading/Comprehe

nsion of Literary

Text/Poetry.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of poetry

and provide

evidence from text

to support their

understanding.


of events.



(5)

Reading/Fluency.


level text with

fluency and

comprehension.

(6)

Reading/Vocabular

y Development.

Students understand

new vocabulary and

use it correctly

when reading and

writing.






Essential Question (s): Literature Connection (s)Content Questions: A School of Fish (Preteach) 6-week Review Selections

Do you think animals can help each other? How? Animal Teams (Main) Ray and His Bones (Fiction)

How do animals act as teams? Where? (Paired) As Tall as the Trees (Nonfiction)

Did you learn information about animals from the Read Aloud Anthology

story that you didn't know before? Leveled Readers:

How did visualizing some of the information

help you?

How might visualizing help you when you read

another selection? Decodable: Let's Team Up

What do you think is the author's purpose of Approaching: So Many Penguins

writing this selection? On Level: So Many Penguins

What are the most important details in this selection?Beyond: So Many Penguins

What are some features of nonfiction text? ELL: Penguins

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




Daily Five

iStation

(8)

Reading/Comprehe

nsion of Literary

Text/Poetry.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of poetry

and provide

evidence from text

to support their

understanding.





• Connect and Engage: Introduce the Theme - Animal Teams by revisiting what it means to work as a team. Ask students,

"What have you learned so far about working together as a team?" Discuss student responses. Read aloud a mentor text

about animal working together as a team. Facilitate a discussion with the class about how animals work as a team. Consider

watching a video from National Geographic Kids or Discovery Streaming (links provided in LiveBinder) that explores certain

animal groups that work as teams: for example, lion prides, elephants, ants, bees, etc. Discuss how each individual member

of the team has a certain function within the whole. Discuss how the individual parts work together to improve the whole.

This discussion may be used as an analogy for the metacognitive strategy - synthesis. Please save any charts used during this

discussion for later.

(9)

Reading/Comprehe

nsion of Literary

Text/Fiction.

Students

understand, make

inferences and draw

conclusions about

the structure and

elements of fiction

and provide

evidence from text

to support their

understanding.









(10)

Reading/Comprehe

nsion of Literary

Text/Literary

Nonfiction.

Students

understand, make

inferences and draw

conclusions about

the varied structural

patterns and

features of literary

nonfiction and

respond by

providing evidence




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 - Animal Teams by revisiting what it means to work as a team. Ask students,

"What have you learned so far about working together as a team?" Discuss student responses. Read aloud a mentor text

about animal working together as a team. Facilitate a discussion with the class about how animals work as a team. Consider

watching a video from National Geographic Kids or Discovery Streaming (links provided in LiveBinder) that explores certain

animal groups that work as teams: for example, lion prides, elephants, ants, bees, etc. Discuss how each individual member

of the team has a certain function within the whole. Discuss how the individual parts work together to improve the whole.

This discussion may be used as an analogy for the metacognitive strategy - synthesis. Please save any charts used during this

discussion for later.

Preparation: Create multiple book bags containing one fiction and one nonfiction book on the same topic.

Prepare one bag for every two students. Books will vary according to grade level. (Examples of some good pairs

include:

Days With Frog and Toad paired with From Tadpole to Frog, Gregory the Terrible Eater paired with Eating

Right , The Adventure of Spider paired with Insects and Spiders, Little Polar Bear and the Brave Little Hare

paired with Polar Mammals. You will be surprised at how many matches you can find in your own library and

Literacy Library!

* In order to understand nonfiction as a genre, it is useful to compare and contrast it to fiction. This lesson uses

bags (paper or cloth) filled with matching fiction and nonfiction books to help the students discover the

differences. Students will explore the contents of their "mixed bags" - nonfiction and fiction books. Student will

determine the differences and similarities between fiction and nonfiction. Students will share their findings with

the class to create a classroom resource. This activity should be completed together, as a whole group, using

teacher modeling and a think aloud. Create a class-sized Book Bag T-Chart on the board or on chart paper. see

Book Bag T-Chart in the LiveBinder

* Introduce the idea of book bags as sets of books on the same topic. Explain that one book is fiction and one book

is nonfiction. It is their job to tell the difference between the two books and make observations.

(10)

Reading/Comprehe

nsion of Literary

Text/Literary

Nonfiction.

Students

understand, make

inferences and draw

conclusions about

the varied structural

patterns and

features of literary

nonfiction and

respond by

providing evidence



(11)

Reading/Comprehe

nsion of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence


their understanding.(12)

Comprehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

* Post the chart somewhere in the room for the students to use as a resource. This is a GREAT Anchor of Support.

Mini-Lesson: Determining What's Important

* Record the students’ comments on the chart paper or board.

* Explain the meaning of identifying details.

* Illustrate this point with a made-up example.

* Tell students how they might have already used identifying important details strategies.

* Read the first part of the book, pausing at appropriate places to comment on important information.

* The next day, go through the same lesson, but with different book bags for different groups. At the end, record

any new observations on T-charts. Repeat another day if you find it necessary or helpful. Or, if you have enough

book bags, allow the students to try to complete the T-chart independently and share their findings.

* Show students the book (the front cover, back cover, and some of the pages) and ask them to predict what the

book will be about. This will prepare them for the substance of the book and aid their comprehension as you read.

* Say, "Today we are going to read a book entitled _____________________ by _________________. What do

you think this book is about? What do you think we will learn from this book?"

* Say, "Today, we are going to work on finding the most important details in this book. Everything you read has a

main idea. It is the most important thought or piece of information from the book. It tells the overall idea of the

book. Important details are used to support the main idea.

* Finish reading the book. Say, “Let’s talk about what we have learned from this book and see if we can identify

the most important details. Remember that the details will support the main idea. The details should give important

information. What happened in the book? Who did what? Why? What does it look like?” Record students’

comments on the chart paper or board.* Determine the most important details using the information from the chart paper or board. Say, “Now let’s look

at our list. It looks like we were able to gather some good information about our topic. Let’s look at each detail on

our list. Let’s figure out which are the three most important details. When you identify the most important details,

you are able to understand the book better.”

* Using teacher modeling and a think aloud, identify basic similarities and differences between two texts on the

same topic (e.g. illustrations, descriptions, etc.) * With prompting and support, complete the class-sized Book Bag T-Chart with the basic similarities and

differences between the two books. Share findings with the class and list the findings on the T-Chart.

* Match the students with their partners and hand out the Book Bags T-Chart worksheet. They are to record

whatever observations they make on the sheet to share later. Hand each partnership one book bag.* Allow the students to work with their partner and record their observations on the T-chart. Allow about 15-20

minutes of work.* Regroup on the carpet and share the findings from the partners. Record any interesting observations on the chart

labeled: "What we noticed about nonfiction books."

(12)

Comprehension of

Text/Independent

Reading. Students

read independently

for sustained

periods of time and

produce evidence of

their reading.

(13)

Reading/Comprehe

nsion of

Informational

Text/Culture and

History. Students

analyze, make

inferences and draw

conclusions about

the author's purpose

in cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

(14)

Reading/Comprehe

nsion of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

expository text and

provide evidence



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

Class Artifact: Main Idea and Details Graphic Organizer

Mini-Lesson: Web What's Important

Student Artifact: Nonfiction Web Graphic Organizer


Week 1

Test Practice - "Time for Kids (p. 29-34)" (Make connections by reading across text)

Week 2

Fiction: "Ray and His Bones (p. 138-139)" Unit 4 p. 138C-139A Use Practice Book p. TP13-TP14

Nonfiction: "As Tall as the Tree (p. 140-141)" Unit 4 p. 139A-140 Use Practice Book p. TP15-TP16

Before Reading








Mentor Text During Read Aloud (see also LiveBinder) - Stories, pictures, poems about neighborhood, neighbors, and

having fun together.

* For the review week there are two stories - one fiction, one nonfiction - that the students will be expected to read on their

own. The Show What You Know selections spiral reviews comprehension and vocabulary skills and strategies previously

taught. After reading the two selections, students will answer questions that assess reading comprehension and vocabulary.

Consider adding task that also test the metacognitive strategies learned during this six weeks.

Writing

* Ask each student to choose the three details they think are the most important. They should be able to explain

why they chose each one. Encourage students to use textual evidence to support their findings. You may choose to

have students share with a partner; otherwise, call on students to share their ideas with the class.

Preparation: Select a fiction or nonfiction text. Use a graphic organizer to record "What's Important" as you read.

Do this several times for both fiction and nonfiction texts.* Model for students by writing your thoughts. Think out loud as you write, explaining why you decided to

include it on the chart. End by using the chart to summarize the book.

* Guide the class as they share their thoughts while you read. Have them explain why they decided the detail was

important and why it should be included on the chart. End by using the chart to summarize the book.* Encourage independent practice. Provide a copy of the graphic organizer chart for students to use as they read

independently.

(14)

Reading/Comprehe

nsion of

Informational

Text/Expository

Text. Students

analyze, make

inferences and draw

conclusions about

expository text and

provide evidence



Expository: "Animal Teams (p. 114-133)" Unit 4 (Strategy: Visualize, Retell, Determine Importance, Main Idea and

Details, Vocabulary) Use Teaching Chart 116, Practice Book p. 198Literary Text: Poetry - "Where? (p. 134-135)" Unit 4 pgs. 133Y-135A (Literary Element: Repetition and Rhythm, Write

Poetry)

Figure: 19

Reading/Comprehe

nsion Skills.

Students use a

flexible range of

metacognitive

reading skills in

both assigned and

independent

reading to

understand an

author’s message.

Students will

continue to apply

earlier standards

with greater depth

in increasingly

more complex texts


directed, critical

readers

(17) Writing

Process. Students

use elements of the

writing process


revising, editing,

and publishing) to

compose text.

During Reading



* Summarize



After Reading


Long e: y, ey

Phoneme Categorization - Unit 4 p. 111B,

Blend Words - Unit 4 p. 111C,

Teaching Chart 114

Phonics Transparency 39

Practice Book p. 195

Words with Final Long e - Unit 4 p. 111E








(18)

Writing/Literary

Texts. Students


to express their

ideas and feelings

about real or

imagined people,

events, and ideas.

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

Understand Text









Oral and Written

Conventions

(20) Oral and

Written

Conventions/Conve

ntions. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply

earlier standards

with greater

complexity.

(19)

Writing/Expository


Students write

expository and

procedural or work-

related texts to

communicate ideas

and information to


specific purposes.

(17) Writing

Process. Students

use elements of the

writing process


revising, editing,

and publishing) to

compose text.

Spelling Practice - Unit 4 p. 111E,133V

Decodable Reader 1 - Piggy is Messy

Word Sort with -dy, -ny, -py - Unit 4 p. 133H, p. 133V




Mentor Text: A School of Fish ( p. 112-113), Unit4

Teaching Chart 115, 116

Practice Book, p. 196


Mini-Lesson #1: Persuasive Book Report Practice

Review high-frequency words: also, because, blue, or, other, until. Review the words using the Read/Spell/Write

routine. Use decodable readers as a source to help student practice reading high-frequency words. Have partners

reread the book together. Use high-frequency words during Morning Message, Shared Writing, and Writing

* Remind students that a report gives facts about a topic. It uses words that give correct information. Remind

students that during this unit, they have been learning about a specific type of writing - persuasive writing. Tell

students that the culminating writing project is a Persuasive Book Report. Tell students that a persuasive book

report is a report written to convince others to read a book. Write this information on a piece of chart paper titled,

Persuasive Book Report Anchor Chart. Write, "A report begins with your opinion about the topic." Write, "List

several reasons that will persuade your reader. Use details, explanations, and examples." Track the words as you

write each sentence. Write, "Don't try to tell everything that happened in the book. Choose a few events that will

make the reader want to read the book." Discuss what this means. Write, "Use persuasive words to encourage

others to read the book." Tell students that you will read aloud a sample of a persuasive book report. Tell

students that their job as listeners is to listen to see if the author has features of a persuasive book report. As you

read aloud the persuasive book report on page 143A (Unit 4), ask students to listen for:

Expository: Read Aloud Anthology - "Trapped by Ice (p. 133-136)" Unit 4 p. 111A (Read aloud for Robust Vocabulary

lesson and Comprehension lesson – Retell, Respond to the Expository Article)





classroom library.

Please complete one shared writing lesson prior to completing the Writing Workshop lessons. The Shared Writing

lessons allow students to practice the skills. Writing Workshop allows students to independently complete the

skills.

(20) Oral and

Written

Conventions/Conve

ntions. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply

earlier standards

with greater


Written

Conventions/Hand

writing,

Capitalization, and

Punctuation.

Students write

legibly and use

appropriate

capitalization and

punctuation


compositions.

(22) Oral and

Written

Conventions/Spelli

ng. Students spell

correctly.

Listening and

Speaking

(27) Listening and

Speaking/Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

Expository: "A School of Fish (p. 112-113) Unit 4 (Read aloud for vocabulary and high-frequency words) Use practice

book p. 196, Teaching Chart 115 and 116Fiction: Oral Vocabulary Card 1: "The Alligator and the Eagle" Unit 4 p. 113E (Vocabulary Routine, Visualize, Retell,

Model Fluency)

* what the writer thinks about the book;

* the reasons for the writers opinion;

* persuasive words like favorite and great;

* the writer's feelings.

* After reading the persuasive book report on page 143A (Unit 4), discuss the following questions with students:

* What does the writer think about the book?

* What reasons support the writer's opinion?

* What persuasive words does the writer use?

* Save the word web for additional activities related to this unit.

Class Artifact: Persuasive Book Report Word Web or another teacher-selected graphic organizer

Mini-Lesson #2: Persuasive Book Report

* Remind students that a report gives facts about a topic. It uses words that give correct information. Remind

students that during this unit, they have been learning about a specific type of writing - persuasive writing. Tell

students that the culminating writing project is a Persuasive Book Report. Tell students that a persuasive book

report is a report written to convince others to read a book. Write this information on a piece of chart paper titled,

Persuasive Book Report Anchor Chart. Write, "A report begins with your opinion about the topic." Write, "List

several reasons that will persuade your reader. Use details, explanations, and examples." Track the words as you

write each sentence. Write, "Don't try to tell everything that happened in the book. Choose a few events that will

make the reader want to read the book." Discuss what this means. Write, "Use persuasive words to encourage

others to read the book." Tell students that you will read aloud a sample of a persuasive book report. Tell

students that their job as listeners is to listen to see if the author has features of a persuasive book report. As you

read aloud the persuasive book report on page 143A (Unit 4), ask students to listen for:

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

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

features of a persuasive book report. Tell students that the first sentence should tell what they think about the

book. Collaborate with students to write the first sentence (for example, My favorite book is The Very Hungry

Caterpillar by Eric Carle.). Next, remind students the next few sentences should list several reasons that will

persuade the reader. Collaborate to write several sentences listing the reasons why they like the book. Refer back

to the word web created during Shared Writing. Next, remind students that we would use persuasive words and try

to list events that would make someone what to read the book. Collaborate with students to write these sentences.

Use the sample or sentence frames to help guide students. Ask students if we included our feelings. If you have

not, write a sentence that expresses how you feel about the book - make sure to use persuasive words. Finally,

include a concluding sentence to finish your persuasive book report. Class Artifact: Class Persuasive Book

* Tell students that you are going to write a short report together. Pull two or three books your class has read from

the current unit. Ask, "Which one of these books is your favorite?" Discuss and vote on the class's favorite book.

Ask, "What book do we want to write about? Why do you like it? What parts are the most interesting? Who else

might enjoy the book?" Chart the responses on a piece of chart paper as students respond. Reread the book aloud

if necessary. Using a Word Web Graphic Organizer, help the class plan out the class persuasive book report.

Write the title of the book in the center circle of the web.

* Working with students, write what you know about the book in the smaller circles. By adding additional circles,

make other webs to list the things you like about the book and the reasons you think others should read it.

(27) Listening and

Speaking/Listening.

Students use

comprehension

skills to listen


in formal and

informal settings.

(28) Listening and

Speaking/Speaking.

Students speak

clearly and to the

point, using the

conventions of

language. Students

continue to apply

earlier standards

with greater

complexity.

(29) Listening and

Speaking/Teamwor

k. Students work

productively with

others in teams.

Students continue

to apply earlier

standards with

greater complexity.

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

Focus and Coherence: Did we tell enough interesting details to make readers want to read our book?

Development of Ideas: Did we tell how we really feel and why? Did we use persuasive words?

Organization: Does the first sentence of our report name the book and the author?

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

talking to a friend?

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

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

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

Grammar Mini-Lesson: Adverbs That Tell When

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

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

features of a persuasive book report. Tell students that the first sentence should tell what they think about the

book. Collaborate with students to write the first sentence (for example, My favorite book is The Very Hungry

Caterpillar by Eric Carle.). Next, remind students the next few sentences should list several reasons that will

persuade the reader. Collaborate to write several sentences listing the reasons why they like the book. Refer back

to the word web created during Shared Writing. Next, remind students that we would use persuasive words and try

to list events that would make someone what to read the book. Collaborate with students to write these sentences.

Use the sample or sentence frames to help guide students. Ask students if we included our feelings. If you have

not, write a sentence that expresses how you feel about the book - make sure to use persuasive words. Finally,

include a concluding sentence to finish your persuasive book report. Class Artifact: Class Persuasive Book

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

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

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

Remind students that they should focus on their ideas only during revising - they will edit afterward. Say, "We

wrote our draft quickly to get our ideas on paper. In the revision stage of the writing process, we have the chance

to make our persuasive book reports better." Guide students to think about the following writing elements as they

help to evaluate and revise the class persuasive book report:

Help students recall that a verb is an action word. Write this sentence on the board: Jim swims. Read the sentence

aloud and have students repeat. The word swins is a verb, or action word. Explain that an adverb tells more about

a verb. Write this sentence below the first one and read it chorally: Then, Jim floats. Say, "In the second sentence

the word floats is the verb. The word then tell us when Jim floats. Underline then. Say, "Jim swims first and then

he floats. Jim floats after he swims." Write the four sentences containing adverbs from page 113C (Unit 4) on the

board. Read each sentence aloud and have students repeat. Underline the words: first, next, before, and finally and

explain their meanings. Write the additional five sentences on the board. Read each sentence aloud and have

students repeat. Have students identify the adverb that tells when in each sentence. Have students suggest some

sentences that contain adverbs that tell when. Afterward ask students to name other places in writing where we

have used adverbs (as transition words in our persuasive writing). Additional activities to support this grammar

lesson can be found at: Unit 4 p. 133B, Grammar Practice pg. GR97-98, Unit 4 p. 133O,

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

to show students Unit Writing Transparency 21 as a model for revision before revising the class report.

* Review the proofreading/editing marks with students. Display Unit Writing Process Transparency 22 to point

out how to edit. Have students use the rubric you develop to edit the class persuasive book report.

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

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

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

Writing Workshop - Persuasive Book Report

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

Anchor Papers: Teacher's Resource Book, page 259-262

Rubric: Unit 4 p. 143G or a teacher-created rubric

Lesson #1: Planning our Persuasive Book Reports

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

Lesson #2: Planning our Persuasive Book Reports

Materials: Unit Writing Process Transparency 19, Class-created Word Web


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

to persuade the reader of in their report. Say, "The purpose of a persuasive book report is to convince readers to

read the book. It tells what you think about a book and the reasons why you like it. A persuasive book report also

uses words like favorite and great and expresses your feelings. Know the Audience: Ask students to think about

who will read their persuasive book reports. Ask, "Who are the people you want to convince? What reasons are

most likely to convince your readers to read the book?" Discuss response and guide any misconceptions. Choose

a Topic: Help students brainstorm ideas about favorite books and plan the information to include in their book

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

persuasive book report about any book that is their favorite. Consider allowing students independent reading time

to reread their favorite book - especially if they have not read the book in some time. Ask, "What book will you

write about? Why do you like it? What parts are the most interesting? Who else might enjoy the book? Provide

ample time for students to make their selections. Afterwards, have students write the following sentence: The

book I am writing about for my persuasive book report is ____________________ by ______________________.

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

Help students recall that a verb is an action word. Write this sentence on the board: Jim swims. Read the sentence

aloud and have students repeat. The word swins is a verb, or action word. Explain that an adverb tells more about

a verb. Write this sentence below the first one and read it chorally: Then, Jim floats. Say, "In the second sentence

the word floats is the verb. The word then tell us when Jim floats. Underline then. Say, "Jim swims first and then

he floats. Jim floats after he swims." Write the four sentences containing adverbs from page 113C (Unit 4) on the

board. Read each sentence aloud and have students repeat. Underline the words: first, next, before, and finally and

explain their meanings. Write the additional five sentences on the board. Read each sentence aloud and have

students repeat. Have students identify the adverb that tells when in each sentence. Have students suggest some

sentences that contain adverbs that tell when. Afterward ask students to name other places in writing where we

have used adverbs (as transition words in our persuasive writing). Additional activities to support this grammar

lesson can be found at: Unit 4 p. 133B, Grammar Practice pg. GR97-98, Unit 4 p. 133O,

* Use the class-created word web and transparency 19 to review the process of creating a word web to help

students plan their persuasive book reports. Allow ample time for students to complete the word web for their

book selection. Peer Review: Have students share their word webs with a partner and ask which ideas partners

think are the best (or most convincing). Then have partners read their first sentences and their most convincing

statements to the class. Assist students, through writing conferences, where needed. Student Artifact:

Persuasive Book Report Word Web or other teacher-created graphic organizer

Lesson #3: Drafting our Persuasive Book Report

Materials: Unit Writing Process Transparency 20, Class-created Draft


Lesson #4: Evaluate and Revise our Persuasive Book Report

Materials: Unit Writing Process Transparency 21, class-created book report

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

Lesson #5: Proofread/Edit our Persuasive Book Report

Materials: Unit Writing Process Transparency 22, class-created book report


Lesson #6: Publish and Share our Persuasive Book Report

Materials: Unit Writing Process Transparency 23, class-created persuasive book report


* Use the class-created word web and transparency 19 to review the process of creating a word web to help

students plan their persuasive book reports. Allow ample time for students to complete the word web for their

book selection. Peer Review: Have students share their word webs with a partner and ask which ideas partners

think are the best (or most convincing). Then have partners read their first sentences and their most convincing

statements to the class. Assist students, through writing conferences, where needed. Student Artifact:

Persuasive Book Report Word Web or other teacher-created graphic organizer

* Use the class-created draft and transparency 20 to review the process of drafting a persuasive book report. After

rereading the selections, review the Persuasive Book Report Anchor Chart. Keep it posted, along with the class-

created draft, as students are released to begin writing their own drafts. Remind students not to take time to correct

spelling or grammar errors at this point. Allocate ample time for students to complete drafts. Assist students,

through guided writing and writing conferences, where needed. Student Artifact: Draft Persuasive Book Report

* Use the class-created draft and transparency 21 to review the process of revising a persuasive book report. After

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

regarding peer editing - be polite, offer constructive feedback, ask questions, etc. You may consider having a

student model an example and non-example of the process to further guide students. Tell partners to take turns

reading their book reports aloud to each other. Have them listed for words that tell how the writer feels about the

book. Afterward, allow ample time for students to revise their drafts. Assist partners through guided writing and

writing conferences, where needed. Student Artifact: Revised Student Draft

* Use the class-created draft and transparency 22 to review the proofreading/editing process. Have students work

with a partner to read each other's persuasive essays. Suggest that they focus on end punctuation marks for all their

sentence types. Have students use the editing checklist as a guide to editing. Remind students that all Word Wall

words should be spelled correctly. You may remind students to capitalize proper nouns. Assist partners, through

guided writing and writing conferences, as needed. Student Artifact: Completed Editing Checklist for

Persuasive Book Reports

* Use the class-created final draft and transparency 23 to remind students of the process of publishing and sharing

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

Consider allowing an Author's Chair, inviting students to read their reports aloud. Have the class vote for each

author's most convincing sentence. Place reports in student's writing portfolio or hang them in a special place in

the classroom. Student Artifact: Final Persuasive Book Report

Small Group - With Teacher

Guided Reading









Words with Long e, Six-Weeks Review


Word Sort

Create Words using High Frequency Words


Building Words

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

Guided Reading, Guided Writing, Assessing, Conferring

Reminder: Visit each small group a minimum of twice weekly. Tier III must be visited daily. Rearrange groups as students

master skills.* Books to be matched with Students’ appropriate level & targeted skills -- Recommend using small

leveled books for Approaching level, On level and Beyond level and Pre-Decodable Readers.




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

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



* Use the class-created final draft and transparency 23 to remind students of the process of publishing and sharing

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

Consider allowing an Author's Chair, inviting students to read their reports aloud. Have the class vote for each

author's most convincing sentence. Place reports in student's writing portfolio or hang them in a special place in

the classroom. Student Artifact: Final Persuasive Book Report


Using Leveled Readers: Partner Revising and Editing Partner Spelling and Syllable Practice

Nonfiction Web Graphic Organizer The basic principles of writing conferences:


Six-Week Review Practice • Affirming (what writer has done well)


Phonemic Awareness/Phonics Practice • Assessing (confusions, strength, next steps)

Vocabulary Practice

Grammar Practice

Writing: Persuasive Book Reports (Full Process)

Scaffolds for ELL

Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a

comfortable spot in the classroom, and will read to themselves.

Suggestions: Include small predictable books that have been read aloud in class, poetry binders, read-around the room, or

pocket charts. Also include Level Library Readers and stories related to theme.Accountability: When students are reading independently, ask students to determine the most important details from their

reading. Direct students to complete a graphic organizer or a Response to Literature sheet for each selection.









See Tier 2 (Approaching Level) and ELL

Instruction, Unit 4 pages 137K-137JJ –

choose component(s) of reading




needs.

* Scaffold instruction using components

of Balanced Literacy(No extension activity prescribed during

this term due to review and six weeks

assessments)

Create opportunities for students to

practice revising and editing each others

reports and short stories during this unit

study. Make sure that students reference

the How to Revise anchor chart and the

Editing checklist, and use editing

symbols.








performance task.

Have students work with a partner to

practice determining importance, using a

fiction and a nonfiction text. Students will

take turns reading a text to each other and

asking questions about the story. Direct

students to work together to complete a

partner graphic organizer that identifies the

most important details from each story.





* Check comprehension frequently.

* Use outlines to scaffold comprehension.

* Teach students how to decode words. TPRI Intervention Guide

* Give students practice with new words.


Phonics - Long e,

Vocabulary - High-Frequency Words, Selection Vocabulary

Fluency - Word Automaticity, Sound-Spellings

Comprehension - Determining Importance

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

* Group students for optimal

opportunities to learn cooperatively.

To check student understanding of the

concepts taught this week, the end of the

week assessment can be administered.

This should be used to guide your

instruction and to re-teach the concepts

that were not mastered.

* Teach students to actively engage with

the vocabulary.


respond orally in class, and read aloud.

The Unit Assessment should be administered in the

early part of the 6th week. Assessments should be

corrected quickly and results analyzed to identify

Tier 2 students (0 – 21 correct on the assessment)

refer to Analyze the Data Unit 4 p. 143N. The later

part of the week should be utilized to further assess

those students to identify the individual

instructional needs.

Small group intervention is an excellent time

to implement fluency practice. Students need

time to reread familiar books.

* Use pictures from the internet to

scaffold comprehension.

* Use anchor charts to reinforce

concepts.

Assessment

Formative Summative

See Tier 2 (Approaching Level) and ELL

Instruction, Unit 4 pages 137K-137JJ –

choose component(s) of reading




needs.

* Use graphic organizers to scaffold

comprehension, reading, and writing.* Use questioning strategies to

accommodate English language



(No extension activity prescribed during

this term due to review and six weeks

assessments)

Documents

Topic/Theme: Let's Team Up (Unit 4) Learning Standards ... Grade ELAR 4th Six Weeks.pdf · Unit Learning Standards and Core Concepts Major Concepts: Phonemic Awareness - Phoneme Addition;