Unit+4

Unit 4 ~ 2 weeks October 24th through November 4th 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: Same Vowel Word Families with Words and Pictures

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Week of October 24th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 11 – UG, UT, UN Families with words and pictures Look in your WTW red book on pages 17 and 19 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 11 (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 4th

<span style="background-color: transparent; color: #990000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sort 12 – IP, IG, and ILL Families with words and pictures Look in your WTW red book on pages 17 and 20 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 12 (Teacher copy of sort and student copies), “Word Study Notebook,” glue

<span style="background-color: #ffffff; color: #990000; font-family: Arial; font-size: 18px; text-decoration: none; vertical-align: baseline;">Give Spell Check 2 - Assessment for Same-Vowel Words Families by Friday, November 4th and enter into Common Assessment Chart (6 points for each correct answer).


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


 * __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
 * **Weekly Reader's Responses graded 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: 'Arial','sans-serif'; font-size: 13px;">Analyze student’s personal experience and poetry using 6+1 Traits Rubrics
 * **<span style="color: #990000; font-family: 'Arial','sans-serif'; font-size: 13px;">Writing Benchmark for Wednesday, October 26th graded using rubric and entered into C.A.C **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Reading TEKS/SEs** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(A) follow written multi-step directions with picture cues to assist with understanding; and <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(B) explain the meaning of specific signs and symbols (e.g., map features).
 * Unit: Procedural Text**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">**Writing TEKS/SEs** <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.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Unit: 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: 'Comic Sans MS',cursive; font-size: 24px;">**Teaching Point (Objectives):** 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. 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.
 * Teaching point **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">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?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">How do readers interpret signs, symbols, and graphic features of procedural texts?


 * 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** __**<span style="font-family: Georgia,serif;">Reading Mini-Lessons: **__
 * Reading –** Students need to be immersed in a variety of procedural texts – recipes, science experiments, flow charts, etc.; teachers will create a 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;

Day 1: ENGAGE
 * KWL - Procedure
 * Introduce the "How to Build a Lego Ghost Car" video clip (MUTE sound): How To Build a Lego Ghost Car (2:04)
 * Encouraged to build one/try one your self using the directions
 * Look up what "procedure" means in the dictionary
 * Complete on large anchor chart a Vocabulary Map for this word: [|Vocabulary Map.doc]

Day 2:
 * Review what procedure means using completed vocabulary map
 * Read a procedural text (there are many in the Lit Library including, "How to Make a Cat," "How to Make a Mask," "How to Make Raisins," and "How to Make a Pom-Pom")
 * Make a list of unfamiliar/new words from the text
 * Pick one of these words and model completing another vocabulary map
 * Have students work in pairs to pick another word from the chart and independently complete a vocabulary map during you Reading Workshop time
 * Give students other opportunities through the week to use/try the vocabulary map independently

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

Day 3:
 * Writing Benchmark: Topic: Write about a time when..
 * All writing paper, rubrics, and scoring sheets will be given to you. Please enter the final scores into the C.A.C.

Day 4:
 * BEFORE Lesson: Have a procedural text written about a classroom or school routine that students do daily and are famliar with. Purposefully leave out a step or two in the process. Leave blanks for transistional words as well.
 * Explain to students that they can read procedural texts from authors whose purpose was to teach us/tell us how to do something but we can also write as writers to teach someone/tell someone how to do something.
 * If you have a writing genres list in your classroom, you can add "Procedural Texts" to the options your writers can write in their Writer's Notebooks.
 * Explain to students that they are going to show them a procedural text you wrote for any new students that come into your class and how they should do something, for example, "How to check-out books from the Teravista Library"
 * Ask students to help you revise your writing before you publish it.
 * Read over with students. Ask them if you have explained all of the steps. When they tell you what you've left out, ask them why is it important to write all of the steps?
 * Next, show the students these transistional words: [|Transistional Words.docx]
 * Ask students to help you further revise your writing by adding these transistional words that the writers from the procedural texts you read earlier this week used. Glue/tape them into the blanks in your writing.
 * Reread the final piece. How is it better than your first draft? Why is it so important to revise your pieces? Why is important to have all those steps and all of those transistional words?
 * Follow this format on chart paper: [|Paper.docx] OR use the 3-part picture plan set-up with the words "FIRST THEN and FINALLY" as your labels in place of BEGINNING MIDDLE and END.

__**<span style="font-family: Georgia,serif;">L.O.W. and SS Activity: **__ **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.4 Geography. The student understands the relative location of places. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) locate places using the four cardinal directions (B) describe the location of self and objects relative to other locations in the classroom and school **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) create and use simple maps such as maps of the home, classroom, school, and community (B) locate the community, Texas, and the United States on maps and globes
 * Leader of the Week**: Lewis and Clark


 * Vocabulary Cards for students**: [|LewisandClark.doc] [|Maps.doc]

There are books about these explorers in the closet.
 * Activity Page**: [|Lewis and Clark.docx]
 * Focus on how they explored and discovered new places.
 * What tools do we use to explore nowadays?
 * What is the purpose of our maps and globes?
 * Focus on directional words and how they are important: North, South, East, and West.
 * You may want to label the 4 cardnial directions in your classroom as well.

Make your own compass rose (to use for next week's activities as well) and other simple map activities:
 * Activities**:

__** [|Lewis and Clark Game] **__

Enrichment: __**[|Enrichment]**__ __**Kids Discovery as resource for grant?**__

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

__**<span style="font-family: Georgia,serif;">Reading Mini-Lessons: **__ Day 1:
 * 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
 * Read aloud a gingerbread fiction text, pointing out the beginning, middle, and end components
 * Read aloud a procedural text for how to make gingerbread men: How to Make Gingerbread Recipe
 * Introduce/Review what a Venn Diagram is - a tool used to compare things and show how they are also the same
 * Have the students help you complete the Venn Diagram by comparing and contrasting the two pieces of text

Day 2:
 * Read aloud a pumpking fiction text
 * Read aloud a procedural text for how to carve a pumpkin: Directions for How to Carve a Pumpkin
 * Review the Venn Diagram
 * Students will work in partners to complete a Venn Diagram comparing and contrasting the two texts
 * Students will complete this during your Reader's Workshop time
 * Provide opportunities for students to complete Venn Diagrams independently during your Reading Workshop

__**<span style="font-family: Georgia,serif;">Writing Mini-Lessons: **__ Day 3:
 * 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
 * Review how you can also write about how to do things/teaching someone how to do things
 * Have students brainstorm and create a list of topics that they could write a procedural text for (How to brush your teeth, how to tie your shoes, how to line up and walk in the hallway, how to get their lunch, how to make a peanut butter and jelly sandwhich)
 * Model using a 3-part picture plan OR the layout from last week on Day 4 and model how to pick a topic and write a procedural text with pictures using your Write To from last week as a guide. Be sure to model thinking aloud of the steps in the process because it is so important to have all of the steps. Model writing your words using transistional words from your model as well.
 * Students will go back and independently create their picture plan for their procedural text and begin to write their procedural text.

Day 4:
 * Provide some writing time before your mini-lesson so most students have a completed procedural writing.
 * Ask students why it was so important to revise your write to about checking out books from the library from the week before.
 * Model revising your Write To from yesterday.
 * Students will practice revising their completed procedural text from yesterday. Then, students can work in partners to read each other their procedural text and get feedback. Students will take this feedback and further revise and edit.

__**<span style="font-family: Georgia,serif;">L.O.W and SS Activity: **__ **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.4 Geography. The student understands the relative location of places. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) locate places using the four cardinal directions (B) describe the location of self and objects relative to other locations in the classroom and school **//<span style="color: windowtext; font-family: 'Arial','sans-serif';">1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: //** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 9px;">(A) create and use simple maps such as maps of the home, classroom, school, and community (B) locate the community, Texas, and the United States on maps and globes
 * Leader of the Week**: Sacagawea

Here is a kid made video from BrainPop: Sacagawea (5:00)
 * Vocabulary Cards for students**: [|Sacajawea.doc] [|Maps.doc]


 * Lesson**:
 * Discuss what we learned about her?
 * She helped Lewis and Clark with exploring because that was her home so she knew all about the land and where places were without a map. Why did she not need to use a map? Why did Lewis and Clark need to use a map and compass rose?
 * What are some places we know where things are without the use of a map (our house, our school, etc.)
 * Have students work in groups OR do this whole group, creating maps for new students/people who visit our school to use to find the playground, library, cafeteria, etc. They can even make map keys and include their own compass rose on their maps [|My Map Key.docx]
 * OR have students use the school maps
 * [[file:Teravista_Elem_ Map_11-12_Level_18.pdf]] [[file:Teravista_Elem_Map_11-12_Level_230.pdf]]
 * to write directions using their compass rose for people visitng our school to be able to find places (classroom, gym, playground, library, etc.) [|Directions to.docx]


 * Other Activities:**

Use compass rose to complete simple map activities: