5+Research+-+Group+and+Independent

Current Unit of Study: (April 9-13)

**Reading – Expository; Writing – Expository & Procedural** ** Teaching point ** This unit will be a review of expository texts with much more __depth and complexity__. The teacher will guide students to __read with a purpose__. __Students will decide__ what they wish to read about and then to how to question what they are reading to find their answers. Students will then __take what they have learned and put it into a brief composition__. **The teacher must be completing his/her own expository search and be writing on chart paper to demonstrate to students what their writing should look like.** **Suggested Pacing**


 * Week 3: **
 * Reading – ** Finish work on expository texts during this week; students can do reciprocal teaching of each other to ensure that they understand the main idea, details, sequence of events, and text features; students can work with partners or small groups to read short expository texts in order for the teacher to check for understanding as he/she walks among groups during the week
 * Writing – ** Students will complete their final composition and they can be put together into a booklet for the class – if the class worked on one topic, create a cover that represents that topic, if the class did not have one topic, just create a class cover; celebrate and share your book; personal stories should be written throughout the year

**Mini-Lesson Ideas**
 * Compound Words
 * Topic Sentence
 * Pictures and Captions
 * Taking Notes
 * **Mini-Lesson Ideas: Writing**
 * Creating a main idea for a “brief composition.”
 * Finding details to support your main idea
 * Revising notes to better communicate idea
 * Draft composition
 * Edit composition in order to create a grammatically correct composition

Nonfiction Text Questions, before, during, and after reading. 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. The RAN chart (Stead, 2006), is a powerful graphic organizer that will help teachers and students keep track of their questions, new

Reading Lesson Idea 1: Main Idea


 * Students individually choose an animal to research;
 * Review anchor chart on notes/use index cards (picture on one side, fact on back)
 * talk about taking notes about their animal;

Reading Lesson Idea 2: Details
 * Using a computer source, students take notes on their animal

<span style="font-family: 'Comic Sans MS',cursive;">Reading Lesson Idea 3:
 * Students will use their notes to write a topic sentence, and 4 facts about their animal. They will draw a diagram or picture and write a caption.
 * [|AnimalExpository.docx]

<span style="font-family: 'Comic Sans MS',cursive;">Word Work: Unit 32 <span style="font-family: 'Comic Sans MS',cursive;">Activity of Choice:
 * <span style="font-family: 'Comic Sans MS',cursive;">word sort (required)
 * <span style="font-family: 'Comic Sans MS',cursive;">CUPS/Hot Cocoa Sentence: 5 meaningful sentences with words, undelining them and using CUPS.
 * <span style="font-family: 'Comic Sans MS',cursive;">Silly story: How many words can you use with the patterns in a silly story
 * <span style="font-family: 'Comic Sans MS',cursive;">Word Adventure: Scavenger hunt- on word list (1 pt), not on word list but at the end of the word(2 pts) and phoneme in the middle (5 points)

<span style="font-family: 'Comic Sans MS',cursive;">Writing: <span style="font-family: 'Comic Sans MS',cursive;">Review CUPS - Capitalization, Usage, Punctuation, and Spelling

<span style="font-family: 'Comic Sans MS',cursive;">Compound Word Lesson 1: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

<span style="font-family: 'Comic Sans MS',cursive;">Compound Word Lesson 2: <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime)

<span style="font-family: 'Comic Sans MS',cursive;">Write Final Expository Paragraph

<span style="font-family: 'Comic Sans MS',cursive;">Writer's Workshop Activities/Reader Responses of choice based on your rotations/workshop guidelines.

Social Studies: Leader of the Week: Jacques Cousteau or animal related choice (Capatin Kangaroo, Colonel Sanders - just kidding) Catch up on Symbols - Texas and US