Unit+5

Unit 5 ~ 3 weeks November 7th through November 25th Suggested Weekly Pacing:
 * **__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: **Leader of the Week mini-lesson and SS activity  ||

<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 7th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 13 – S, H, and SH Digraph Look in your WTW red book on pages 31 for lesson plan. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 13 (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 November 14th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 14 – C, H, and CH Digraph 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; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 14 (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 November 21st

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 15 – H, SH, and CH 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; text-decoration: underline; vertical-align: baseline;">Materials <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">: Sort 15 (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: **


 * __Non-negotiable Products__**
 * Brief Composition - Expository


 * __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 weekly using rubric and entered into C.A.C.**
 * __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
 * Evidence of student understanding of fiction text structure explained through writing, labeling, picture planning or orally.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Reading TEKS/SEs** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.14 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; <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.
 * Unit: Expository**

<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. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns); <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(C) determine what words mean from how they are used in a sentence, either heard or read; <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(D) identify and sort words into conceptual categories (e.g., opposites, living things);
 * As it applies to Expository Texts**
 * Vocabulary**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Writing TEKS/SEs** <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;">(C) write brief comments on literary or informational texts.
 * Writing: Expository and Procedural Texts**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Teaching Point (Objectives):** Students should learn to distinguish between Literary texts and Expository texts. Expository texts are based on facts that can be proved. They are written to explain the topic and main idea about the topic. Literary texts are written to entertain and tell stories that are not based completely on fact. Students need to learn to navigate the text structures in order to locate information efficiently and to help them comprehend the Expository text. Students are also expected to write simple Expository texts using a combination of simple pictures and words to explain their new learning.
 * Teaching point **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Essential Questions: **
 * Expository Text**
 * How does expository text explain information about a topic to a reader?
 * Why is expository text made up of facts and details that can be proven?
 * Why is effective expository text written by people who know a lot about the topic?
 * Why does expository text have a main idea?
 * How does text evidence support the main or big idea in expository text?
 * How does thinking about what the reader wants to know help the reader to comprehend expository text?
 * Why do readers of expository text go back and reread certain parts?
 * How do readers of expository text use the words and pictures/illustrations in books to help them retell what they read?
 * How does using the title, table of contents, and pictures/illustrations help the reader to locate information quickly?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">How do readers make inferences about the topic by putting clues together?
 * Expository & Procedural Texts**
 * Why do writers write expository texts?
 * Why do writers write about what they have learned?
 * 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 November 7th**

__**<span style="font-family: Georgia,serif;">Reading Mini-Lesson: **__
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Day 1: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Revisit your fiction read (pumpkin book) from Unit 4 and review features of fiction text (characters, plot, setting, etc.)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Read a non-fiction book about pumpkins.
 * <span style="color: #000000; font-family: 'arial','sans-serif'; font-size: 13px;">Review the Venn Diagram and its purpose.
 * <span style="color: #000000; font-family: 'arial','sans-serif'; font-size: 13px;">Brainstorm features of the non-fiction book and compare/contrast using Venn Diagram with the fiction text.
 * <span style="color: #000000; font-family: 'arial','sans-serif'; font-size: 13px;">Focus on: title, pictures, captions, diagrams, headings, facts


 * <span style="color: #000000; font-family: 'arial','sans-serif'; font-size: 13px;">Day 2: **

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Nonfiction Text Questions. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">[|Nonfiction_Text_Questions.docx] (sent off to print)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Chart: Engage, Explore, and Explain **
 * Introduce the "EEE!" chart and have one for you to complete as an anchor chart as a group (on anchor chart with questions already listed to guide you and students in using this new tool)
 * Introduce a nonfiction text about Texas history and complete the Engage section on the chart using the questions to guide you.
 * Read aloud text and during the read aloud, complete the Explore questions of the chart.
 * After reading text, complete the Explain questions of the chart.

__**<span style="font-family: Georgia,serif;">Writing Mini-Lessons: **__
 * Day 3:**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Nouns Lesson __**<span style="font-family: Georgia,serif;">L.O.W. and SS Activity: **__ **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.1 History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(B) compare the observance of holidays and celebrations, past and present
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Read aloud a October book/Halloween book. (A good book is Frankenstein Makes a Sandwhich)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">PRIOR to lesson, prepare on index cards all of the nouns (persons, places, things); make sure your chosen text is complex enough to have some.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Create an anchor chart of PERSON, PLACE, THING and discuss with students that a noun is any one of these things.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Read aloud your book and have students listen for the nouns.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">After read aloud, have students take turns drawing one of the index cards and determining where on the chart they should stick it. Is it a person, a place, or a thing?
 * <span style="font-family: 'arial','sans-serif'; font-size: 13px; line-height: 0px; overflow: hidden;">[|NounSort.docx]
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students can pick a book they are currently reading OR they can copy your anchor chart and glue this Noun Chart into their Word Study Notebook.
 * Day 4:**
 * As a class, make a list of informational topics that we could write about just like the author of the Texas History book wrote about.
 * Tell students that our piece will be published in the school newspaper! Make sure all classes pick different topics AND topics that are related to our school (cafeteria, library, Fall Fair, etc.)
 * Make a list of things we know
 * Model an information piece, make sure you include: title, picture/digram is applicable, caption, facts.
 * **San Jacinto Day – April 21**
 * Honors those who fought in the Battle of San Jacinto and the Texas Revolution. April 21, 1836 is the day Texans won their independence from Mexico.
 * Sam Houston
 * [|Sam Houston.docx]

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of November 14th**

__**<span style="font-family: Georgia,serif;">Reading Mini-Lesson: **__
 * Reading – ** The focus for this week will be main ideas and details – the week will can start with what the students hear (possible a video that they watch and hear); students can work with partners to talk about the main idea and details of the information given; this can then be shared out on a graphic organizer and posted in class; students will then apply this to what they are reading during independent time and with the teacher during guided reading time


 * Day One: Introduce the idea of the phrase "The important thing about is" This is called the main idea. It is the most important part of what you have read, Read a nonfiction book about spiders or turkeys or something seasonal (Lara will collect and put in the closet) . Comp lete an EEE chart as a class as you read the article or book.
 * At the end of the reading revist the phrase - "The important thing about spiders/turkeys/etc. is that they....."
 * How do you know? - ask for facts from the text and highlight them in the EEE chart.
 * Day Two: review the the EEE chart from yesterday. Notice that all the things in the EEE chart were not highlighted onlt the most important ones. Introduce the Main Idea "Spider Map". Ask students wht they think should go in the center circle (They should reason that it is the important thing statement goes in the middle). Where can we put our proving details from the EEE chart? Students should reason that these go on the spider legs.Students may copy class example from the class chart for practice.

<span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">[|Main Idea Map.docx] <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">[|spider.pdf]

__**<span style="font-family: Georgia,serif;">Writing Mini-Lessons: **__ __**<span style="font-family: Georgia,serif;">L.O.W and SS Activity: **__ **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.1 History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(B) compare the observance of holidays and celebrations, past and present
 * Writing – ** The teacher will decide on a topic to write an expository composition about and share the topic with the class, start a draft with a main idea and several details; students will decide on a topic to write about for their expository composition (their dog, their sibling, something they can be an expert on); they will start to draft their composition using pictures to start their piece; students should be writing personal stories all the time
 * Day Three: Students look at their main idea maps and the teacher models and class constructs a pargraph with the main idea first. [|MyParagraph.docx] Details in complete sentences after the main idea. Students can then draw a picture or diagram with an interesting fact (caption).
 * Day Four: Students are given a spider map with information about Francis Scott Key and the Star Spangled Banner. They use the model from yesteday to create a pargraph in partners. They can add a picture or diagram and a caption. (Score this Pargraph)
 * **Independence Day – July 4**
 * Honors the day American colonists signed the Declaration of Independence and declared themselves independent from England.
 * Francias Scott Key
 * [|FrancisScottKey.docx]

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of November 21st**

<span style="font-family: georgia,serif; font-size: 18px;">This week is to catch up and practice retelling.

__**<span style="font-family: Georgia,serif;">Reading Mini-Lesson: **__
 * Reading – ** The focus for this week will be to retell information or order of events in a text by using the words and/or pictures; the teacher will model this for the students by choosing an informational text to share with students; students will then choose a book or passage that they want to retell and share with a buddy and then share with the class

Wikispaces is evil. It keeps deleting my plans. I will try not to cry, but it is like the 3rd time I have typed this and added the lesson :) Enjoy Day One: Leader of the Week or other Non-Fiction Text. Wuld be a good time to browse World Book Kids with students to find Winston Churchill. [|Winston.docx]  [|ChurchillSearch.pdf]  [|EnrichmentChurchill.pdf]

__**<span style="font-family: Georgia,serif;">Writing Mini-Lessons: **__
 * Writing – ** Students will revise and edit their composition during the week and then publish by sharing out to show what they were an expert about; students should be writing personal stories all the time

Day Two: Literacy Day and catch up/Write about one of the stories you heard using the language - First, Then, Next, Last. Share and talk about how these words can be used to describe eventor steps in non-fiction text OR summarize in fiction text. Point out that these may be used more than once.

Make a poster - Use manila paper

TRANSITIONS AT Work-
 * divide into fourths
 * choose a fiction or nonfiction text
 * label each box - First, Then, Next, Last, Finally, etc.
 * student summarize book, timeline, or website info on a leade

Reso7urces:



__**<span style="font-family: Georgia,serif;">L.O.W and SS Activity: **__ **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.1 History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, Independence Day, and Veterans Day <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(B) compare the observance of holidays and celebrations, past and present

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Honors the men and women who fought in past wars. A veteran is someone who has served in the military. <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Asking for a parent who is a veteran to come in and speak to the class ??
 * **Veterans' Day – November 11**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Probably won't have time - Two day week - Had some at EGGI week.