Unit+6

Unit 6 ~ Reading: Expository and Research; Expository and Procedural Texts - 3 weeks November 28th through December 16th

Unit Description: (ARRC)

During this unit of study, students will learn to research. The main goal of a research project is to help students understand that researchers are people who ask questions, and then determine the best places to learn more information about what they are interested in learning about, in a systematic way.

The unit is designed to help students understand how researchers ask questions about topics they want to know more about. Students will learn the importance of using a variety of sources of information. Students will also learn that questions are often changed the more information is learned about a topic. During this unit of study, students will also learn to research. __**It is strongly encouraged that the first research project is about a topic students already have some background knowledge about. The first project should be done as a class**__. Suitable topics may include researching the school nurse, the librarian, cafeteria workers, etc. Start off with broad questions like what does a cafeteria worker do? As information is learned at a broad level, students will naturally ask more detailed questions as they develop more background knowledge.

Students will write expository and procedural texts. As students are reading expository texts during class and as part of the research process, __**students should learn to take features of those texts and incorporate them into their own writing, where appropriate. The class will also write a letter to a person who can provide information for their research.**__


 * Assured Experiences**

Throughout the unit, students experience:


 * Daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;
 * Opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text;
 * Teachers modeling reading strategies and comprehension techniques for students daily; and
 * Reading a variety of genres throughout the course of the unit, in addition to the focus genre(s) (i.e. through read-alouds, guided reading groups, independent reading, cross-curricular reading experiences, etc.).
 * Maintaining a reader’s response journal or notebook.

Suggested Weekly Pacing: Suggested Pacing 2:
 * **__Monday __** || **__Tuesday __** || **__Wednesday __** || **__Thursday __** || **__Friday __** ||
 * **Word Study: **Introduce weekly word sort with mini-lesson || **Reading: **Mini-lesson withReader’s Response Assess.  || **Writing: **Mini-lesson with Writer’s Workshop  || **Writing: **Mini-lesson with Writer’s Workshop  || **Reading/SS: **<span style="font-family: 'century gothic','sans-serif';">Leader of the Week mini-lesson and SS activity  ||

<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Leader of the Week mini-lesson and Social Studies Content integrated (Whole group) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Handwriting Without Tears <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Small groups word work and sort/low groups read as well || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/SS Integrated Text if Possible ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Reader’s Response: Model new response and rubric <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Small groups: high to low <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Word Study game if time || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Writing ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Writer’s Workshop (Model and student's write) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Independent: Students Practice new reader response; word sort; drafting <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Groups: Low and word study game with low group || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/SS ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-lesson with Writer’s Workshop (conference and publish) <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Independent Practice new reader response; word sort, publishing <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Groups: Check In with High Groups and Read with low || **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Assess ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Mini-Lesson that helps to reinforce either Reading Response Concept of the Week or Social Studies Concept <span style="color: black; font-family: 'century gothic','sans-serif'; font-size: 12px;">Reading Assessment <span style="color: black; font-family: 'century gothic','sans-serif'; font-size: 12px;">Handwriting Without Tears ||
 * **__<span style="font-family: 'Century Gothic','sans-serif';">Monday __** ||  **__ Tuesday __**  ||  **__ Wednesday __**  ||  **__ Thursday __**  ||  **__ Friday __**  ||
 * **<span style="color: black; font-family: 'Century Gothic','sans-serif';">Reading/Leadership tied to SS ****<span style="color: black; font-family: 'Century Gothic','sans-serif';">: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Word Study Lessons: <span style="font-family: Arial,Helvetica,sans-serif;">Words Their Way: Digraphs and Blends

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of November 28th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 16 – TH and WH Digraphs Look in your WTW red book on pages 31 and 32 for lesson plan. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Materials__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 16 (Teacher copy of sort and student copies), “Word Study Notebook,” glue

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of December 5th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 17 – SH, CH, TH, and WH Digraphs Look in your WTW red book on pages 31 and 33 for lesson plan. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Materials__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 17 (Teacher copy of sort and student copies), “Word Study Notebook,” glue

*Friday, December 9th - Give the Spell Check 3 Assessment for Digraphs and record into common assessment chart (out of 12 so 8 points for each correct answer) <span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of December 12th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 18 – S, T, and ST Blend Look in your WTW red book on pages 31 and 33 for lesson plan. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Materials__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 18 (Teacher copy of sort and student copies), “Word Study Notebook,” glue


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Assessments For Unit: **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Reading TEKS/SEs** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) decide what sources of information might be relevant to answer these questions. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.24 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.25 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) revise the topic as a result of answers to initial research questions. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) create a visual display or dramatization to convey the results of the research.
 * Unit: Research**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) identify the topic and explain the author's purpose in writing about the text.
 * As it applies to Research**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) restate the main idea, heard or read; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) identify important facts or details in text, heard or read; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) retell the order of events in a text by referring to the words and/or illustrations; and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

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;(B) ask literal questions of text; (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.
 * Figure 19**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(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).
 * Reading Strategies**

A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths. 8. Compare and analyze how generic features are used across texts. A. Formulate topic and questions. 1. Formulate research questions. 2. Explore a research topic. B. Select information from a variety of sources. 1. Gather relevant sources. B. Reasoning 1. Consider arguments and conclusions of self and others. 3. Gather evidence to support arguments, findings, or lines of reasoning. 4. Support or modify claims based on the results of an inquiry. C. Problem solving 1. Analyze a situation to identify a problem to be solved. 2. Develop and apply multiple strategies to solve a problem. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3. Collect evidence and data systematically and directly relate to solving a problem.
 * CCRS**
 * Reading **
 * Research **
 * Key Cognitive Skills**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phonological Awareness **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) 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/);

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).


 * Phonics**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.3 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 texts. Students are expected to:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) use common syllabication patterns to decode words, including:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) closed syllable (CVC) (e.g., mat, rab-bit);

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Writing TEKS/SEs**


 * Writing: Expository and Procedural Texts**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.19 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. Students are expected to:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) write brief compositions about topics of interest to the student;

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing);

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) write brief comments on literary or informational texts. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) understand and use the following parts of speech in the context of reading, writing, and speaking: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) verbs (past, present, and future); <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(ii) nouns (singular/plural, common/proper); <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(iii) adjectives (e.g., descriptive: green, tall); <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) speak in complete sentences with correct subject-verb agreement; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) ask questions with appropriate subject-verb inversion. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) recognize and use basic capitalization for: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) the beginning of sentences; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(iii) names of people; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) use phonological knowledge to match sounds to letters to construct known words; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) use letter-sound patterns to spell: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(i) consonant-vowel-consonant (CVC) words; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(E) use resources to find correct spellings.
 * Oral/Written Conventions**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Teaching Point (Objectives):**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Essential Questions: **
 * Research**
 * Why do researchers read information about a topic before they begin to ask questions they want to answer?
 * How does asking open-ended questions help the researcher?
 * How do researchers decide which sources of information can help them to answer their questions?
 * Why do researchers use multiple sources of information instead of just one source?
 * How do researchers use natural sources of information to answer questions?
 * How do researchers use personal sources of information to answer questions?
 * How do researchers ask local experts questions about their topic?
 * How do researchers use text features to help them locate information efficiently (e.g., title, table of contents, alphabetized index, photographs/illustrations)?
 * How do researchers record basic information about what they are learning?
 * Why do researchers keep track of what they are learning?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Why/When do researchers revise their topics as a result of what they are learning?


 * Expository & Procedural Texts**


 * Why do writers write expository texts?
 * Why do writers write about what they have learned?
 * Why is it important to use conventions when writing letters?
 * Why is letter writing important?
 * How can letter writing help researchers?
 * How can letter writing help people complete tasks?
 * What kinds of comments do writes make on informational text? Literary text?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">How do writers leave comments on texts so they can locate information quickly?

Vocabulary Required <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Drawing conclusions <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Expository text <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Inference <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Informational text || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Open-ended research question <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Paraphrase <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Purpose <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Reliable source <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Summarize <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Word choice ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Content vocabulary

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Lesson Plans & Needed Resources:

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of November 28th**

__**<span style="font-family: Georgia,serif; font-size: 32px;">Reading Mini-Lesson: **__
 * Week 1:**
 * Reading/Writing –** The class will decide on a research question to answer as a class; as a class research will be performed, through reading and note-taking, letters to necessary experts or interview the experts, graphics that will add to research; the class will continue to work on this research question throughout the week and create a display by the end of the week and present to another first grade classroom – all parts of the research process will be taught as mini-lessons as the class completes their research (a anchor chart will be helpful for when students research); students should be writing personal stories all the time

Day One: Topics of Interest (Leaders)
 * Mini-Lesson Ideas**
 * Nonfiction Text Questions. These questions will help children keep track of what they are learning. When these questions are introduced whole group, students should be assigned turn and talk partners, so that as questions are asked of the text, the teacher models her/his responses, and then students have an assigned person to turn and practice their responses. These questions can also be used in small group instruction as well as when students are partner reading.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The RAN chart (Stead, 2006), is a powerful graphic organizer that will help teachers and students keep track of their questions, new learning, and misconceptions across multiple texts.

Day Two: Questions:

__**<span style="font-family: Georgia,serif; font-size: 32px;">Writing Mini-Lessons: **__

Day Three: Answering Questions and Resources Writing a Letter to an Expert Day Four: Class Summary __**<span style="font-family: Georgia,serif; font-size: 32px;">L.O.W. and SS Activity: **__ <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Leaders Around the World: What if we researched different cultures and asked them about their celebrations and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">who their leaders are. What values demonstrate leadership in their culture?
 * **Mini-Lesson Ideas**
 * Learning how to write letters using appropriate conventions
 * Letter writing for the following purposes (i.e. interviewing someone, sharing information, explaining how to complete a task or how a task was completed)
 * Learning how to write expository texts as opposed to texts that tell stories.
 * Learning how to mark up expository text to mark important information to record one’s thinking and return efficiently to important information.
 * Use mentor text from reading to showcase writing techniques that students can emulate in their own writing such as using text features like title, table of contents, pictures, illustrations, etc. ||
 * Holiday
 * Customs
 * Traditions
 * Folktales
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Legends

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">LOW List: Ghandi

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of December 5th**

__**<span style="font-family: Georgia,serif; font-size: 32px;">Reading Mini-Lesson: **__ Day One: Review Topic Selection and Read a Book to Insterest students Day Two: Buddies formed by like intererests and develop questions __**<span style="font-family: Georgia,serif; font-size: 32px;">Writing Mini-Lessons: **__ Day Three: Buddies Use resources to answer questions Day Four: Buddies write research summary __**<span style="font-family: Georgia,serif; font-size: 32px;">L.O.W and SS Activity: **__
 * Reading/Writing – ** During the next two weeks, teachers will guide pairs or groups of students in the research process – it is the teachers responsibility to make sure students are creating a researchable question, revising as necessary, recording information, and using appropriate sources; students will work to complete a certain part of their research every couple of days; they will decide on their presentation – either visual display or dramatization – to present to the whole class; students should be writing personal storiies all the time

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of December 12th**

__**<span style="font-family: Georgia,serif; font-size: 32px;">Reading Mini-Lesson: **__ Day One: Students develop "Sharing Plan" Day Two: Work on Sharing Plan __**<span style="font-family: Georgia,serif; font-size: 32px;">Writing Mini-Lessons: **__

Day Three: Present Research

__**<span style="font-family: Georgia,serif; font-size: 32px;">L.O.W and SS Activity: **__