Writing+–+Expository+&+Procedural+Texts


 * Assessments: **
 * __Non-negotiable Products__**
 * Procedural Text


 * __Ongoing Assessments__**
 * __Individual Writing Conferences__ – Teachers conduct individual conferences to keep track of student progress and to decide if a mini-lesson is required for a skill not being met for the whole class or small groups or individuals.
 * Monitoring notes from writing conferences using [|Assessment Checklist.pdf]
 * Evidence of student understanding of fiction text structure explained through writing, labeling, picture planning or orally.
 * Analyze student’s personal experience and poetry using6+1 Writing Rubric

Wednesday, October 26th - Writing Benchmark during your Writer's Workshop Time 
 * Rubrics, Student Rubric Tags, and Writing Paper have been sent off for every student. We will review how to use these tools during our share-out during our Team Meeting and how to assess final benchmarks and enter into Common Assessment Chart.
 * Topic: **

**Writing TEKS/SEs** (A) write brief compositions about topics of interest to the student; (C) write brief comments on literary or informational texts. V** ocabulary - Reading Mini~lesson **
 * Unit: Expository and Procedural Texts **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:
 * 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.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">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.
 * ** Writing Procedural texts can be accomplished through simple instructions such as how to check out a library book, how to walk in the hallway, or how to get the teacher’s attention. Students can start by drawing pictures of the steps and then write simple instructions to match the pictures. **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Essential Questions: **
 * Expository & Procedural Texts**
 * Why do writers write Procedural texts?
 * How can we explain how to do something through our writing?
 * 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?

<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 October 24th**


 * Suggested Pacing**
 * Week 1:**
 * Writing –** Model a procedural text for the students by choosing a topic 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

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of October 31st** ** Week 2: **
 * Suggested Pacing**
 * 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