Reading+-+Fiction+-+Beginning,+Middle+and+End


 * Assessments: **
 * __Non-Negotiable Product__**
 * Observable routines in place such as: independent reading behaviors, evidence of daily writing, individual book boxes/bags with a collection of appropriate instructional/independent level text.
 * ‍‍‍‍‍‍‍‍‍‍Reading Response Journal Entries that improve in quality and thought as practice occurs. See attached
 * **__[|TeacherRubric.docx]__**
 * **__One Entry or Response should be scored weekly to enter into common assessment chart.__**
 * Students should be familiar with green reading response starters, story maps, and BME descriptions by the end of the unit


 * __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 and when placing students in additional interventions.
 * Monitoring notes from reading conference
 * Evidence of student understanding of fiction text structure explained through writing, labeling, picture planning or orally.

**__Reading TEKS/SEs__ **
(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension (same as 1.4(C) (B) ask literal questions of text  (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)
 * Daily: Figure 19**

1.12(A) read independently for a sustained period of time (growing incrementally)
 * Daily: Independent & Guided Reading**

Knowledge & Skill Statement (KSS) 1.4 - comprehend a variety of texts drawing on useful strategies as needed 1.4(A) confirm predictions about what will happen next in text by “reading the part that tells” 1.4(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts
 * Reading Strategies**

Knowledge & Skill statement (KSS) 1.9 – understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support understanding
 * Unit: Fiction**

1.9(A )describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events Fig. 19 (E) retell/act out important events in stories in logical order Fig. 19 (B) describe characters, reasons for actions/feelings Fig. 19 (D) make inferences, use textual evidence Fig. 19 (F) make connections to own experiences, ideas in other texts, larger community, discuss textual evidence

During this unit, students __continue__ to:
 * Teaching Point: **
 * read connected text daily for increasing period of time ;
 * discuss the plot of a story focusing their talk on characters, the conflicts they encounter, and how those conflicts are solved ;
 * write daily for extended periods of time ; and

During this unit, the students will:
 * find text evidence using both the words on the page as well as information provided in the illustrations ;
 * describe main characters’ feelings, traits, and motivations using graphic organizers and mentor texts;
 * use their core of known written words (words that can be written automatically and quickly) more frequently in writing

**Week of September 12th:**
 * Suggested Pacing**
 * Week 1:**
 * **// Reading: //** Mini-lessons include:
 * Using a __**READING RESPONSE JOURNAL**__: Please use [|TeacherRubric.docx] to develop your own kid language rubric with kids. Money values are included on the left so students are trying to get a highest dollar value - use as youe want
 * ask relevant questions ,
 * structure and elements of fiction ,
 * retelling the beginning, middle, and end of stories in appropriate order ,
 * BME Bookmark
 * [|BME 2.pdf]
 * [|BME 1.pdf]
 * [|cluster_web3.pdf]
 * [|organizer.pdf]
 * [|Reading Response 1.pdf]
 * [|Reading Response 2.pdf]
 * [|begmidend1.pdf]
 * [|62176_InRCd_80.pdf]
 * [|storymap3.pdf]
 * describing the plot (problem and solution) in the story and
 * the characteristics of the central characters.
 * [|TradingCardTemp.docx]


 * Read alouds include fictional stories.

**Week of September 19th:** Diary of a Spider (Book Flix)- (specific lesson posted by Wednesday) > If Time Permits : Other Ideas
 * Week 2:**
 * **// Reading: //** Mini-lessons include:
 * making and confirming predictions by reading the part that tells,
 * recognizing the universal traits of various fictional texts ,
 * relationships between characters and how characters behaviors are influenced by their emotions ,
 * making inferences ,
 * how to support inferences with text evidence, and teacher modeling making text to self connections as well as text to text connection using textual evidence.
 * ==== Read alouds include fictional stories with well __**developed characters**__. ====
 * Suggested Texts: Chato and the Party Animals - Great Characters!
 * [|ChatoPartyLesson.docx]
 * [|Look.doc]
 * [|Say.docx]
 * [|Do.docx]
 * [|think.docx]
 * [|StudentChart.docx]
 * [|TradingCardTemp.docx]
 * Evidence Lesson: What the Character said, did, and thought - how does that tell you about the character?
 * Social Studies Support:
 * Leader of the Week: President Obama
 * Obama Support Page
 * ** What are the Characteristics of a Good Citizen? Venn Diagram - Chato vs. President Obama **
 * ** President Obama T- Chart : What does he say and do that makes him a LEADER and a GOOD CITIZEN **

**Week of September 26th:** >>> >>> Brainstorm Tongue Twisters >> Kevin Henkes >> Synergizing, Beginning with the End in Mind >> >> Go to KevinHenkes.com >> >> Review what it means to be a leader. How are writers leaders? How does creativity play a part in being a leader? What would happen without creative people? >> >> Reread the pledge for putting First Things first. What does the word CREATIVITY mean? Develop class definition. >> >> Do a Venn Diagram comparing Benjamin Franklin and Kevin Henkes. >> >> 
 * Week 3: **
 * **// Reading ://** Mini-lessons include:
 * how text structure and elements of fiction support comprehension,
 * discussing characters, characters’ feelings, and characters’ actions, and
 * making inferences by using text evidence.
 * Read alouds include fictional stories, and poetry rich with sensory language. The introduction of poetry begins during the third week of the unit as a way to familiar students with the sounds of poetry and the fun of responding to poems
 * __Poems will be provided each day this week__
 * [|Alitteration Poems.docx] that demonstrate alliteration in preparation for next week. Ask students to identify unique elements in the poetry daily.
 * Tongue Twisters:
 * Read the title of Lilly’s Purple Plastic Purse. What do you notice about the words in the title? Are they easy or hard to say? What are sentences that are hard to say called? (Tongue Twisters)
 * Students will draw an __animal name__ with a familiar word sort consonant sound. Student pairs will write a sentence using alliteration and then pass on to another team (Station or Workshop)
 * Read __Animalia, Lilly's Purple Plastic Purse, or the Z was Zapped__, or other alliteration book. Have students respond by drawing a picture in response journal and write about the picture using an alliterated sentence (at least 3 words start with same sound)
 * In order to prepare for the next unit, teachers should conduct read alouds of Poetry rich with sensory details . **
 * **Social Studies Support: Kevin Henkes as Leader of the Week to support study of Alliteration Next Week **
 * Leader of the Week
 * Leader of the Week