Non-negotiable Products
  • Procedural Text
  • Reading Responses to Procedural and other genres read consistentlt graded weekly for 1-4 common assessment.If anyone like to meet to adjust chart, let LH know - happy to work as a team to develop so that all are using consistently

Ongoing Assessments
  • Running Records – A running record is used to help find students’ reading levels, check their fluency, and find weaknesses in comprehension. Running records are done one-on-one with students. They take only a few minutes to administer. Running records may be useful when conducting parent conferences.
  • Monitoring notes from reading conferences (Reader's Response Journals)

Reading TEKS/SEs
Unit: Procedural Text
1.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow written multi-step directions with picture cues to assist with understanding; and
(B) explain the meaning of specific signs and symbols (e.g., map features).

Figure 19
Reading/Comprehension 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. The student is expected to:
(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re­reading a portion aloud); (D) make inferences about text and use textual evidence to support understanding; (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Reading Strategies
1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts;
(C) 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).

Vocabulary - Mini~lesson
1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);
(C) determine what words mean from how they are used in a sentence, either heard or read;

Teaching Point:
During this unit students are learning to comprehend and utilize the features of procedural texts.
  • Students need opportunities to read rebus charts (charts with directions using a combination of common words and pictures) to complete tasks.
  • Students should also have opportunities to perform experiments using procedural texts (directions) that students learn to read.
  • Students need to understand that materials are often listed in a bulleted or lined list without numbers. Directions, however, are numbered to indicate an importance of the ordered steps. A connection can be made between fiction and procedural texts since fiction has things that happen with a beginning, middle, and an end while procedural has steps that must be followed in a particular order.
  • Although adults often consider interpreting symbols to be an easier task than reading words, students need direct instruction understanding how to read common symbols such as arrows or simple flow charts. Students need direct instruction understanding caution signs or sections where adult help might be required as part of an experiment.

Essential Questions:
Procedural Texts
  • How do readers of procedural texts locate information that will help them to complete tasks?
  • How does procedural text help the reader to follow multi-step written directions?
  • Why are pictures and illustrations used in addition to words?
  • Why do procedural texts use symbols and signs to communicate information to the reader?
  • Why is some procedural text numbered, while other text is bulleted?
  • How do readers interpret signs, symbols, and graphic features of procedural texts?

Lesson Plans & Needed Resources:

Week of October 24th

Suggested Pacing
Week 1:
Reading – Students need to be immersed in a variety of procedural texts –
KWL - What does the word procedure mean?
Lego Video: How to build -
Have any of you ever put together a lego person (ask for donations for these or 2.99 at Target) I can buy for team.

Look up the word procedure in the dictionary and define as a class - introduce vocab chart from 2nd grade suggestion - can be done online

Lesson Ideas

Science experiments
Lesson Ideas

Flow charts,
Lesson Ideas

Review KWL and create a an anchor chart of the distinguishing features of procedural texts; media can be incorporated through the use of cooking videos, experiment videos, etc.; students can read from a variety of genres during this independent reading time as there are not many procedural texts on the 1st grade level;

Students can use Legos to tell how to build something - partner muct be able to build from instructions

Writing – Model a procedural text for the students by choosing a topic or recipe (trail mix) or oobleck (science and enforces matter) and drawing pictures of the procedure itself; have students brainstorm several topics that they could use for a procedural text of their own; students start to draft their pictures for their procedure in preparation to write the sentences that will match them; students should be writing personal stories all the time

Week of October 31st
Suggested Pacing

Week 2: (may be overflow from week one)
Reading – Review the anchor chart of the procedural texts; teachers can utilize the small guided reading trade books that came with the textbook adoption as examples of procedural texts (several should be available in the tubs); students can read fiction and compare how a beginning, middle, and end can connect with a procedural text in that they both have an order that is necessary to either understand a story or to follow a set of directions
Writing – The teacher will continue to model the procedural text by adding steps or directions to the pictures; students then complete the same task; students will use the correct time order words and adverbs to create coherent sentences that flow one to the next; final drafts can be published in areas of the campus where they may belong; students should be writing personal stories all the time