Allen County Primary Center

Reading Organizer

Unit 10 Text Structure / Dates:
Vocabulary CODE / C / O / D / E
Hook: / How will you introduce the unit to generate curiosity & excitement and connect to prior knowledge?
Guiding Questions for this unit: How is the text organized? Which clue or signal words help you figure out how the text is organized?
Formative Assessments / Week 1
Extensions
Day 1 / Target # / Day 2 / Target # / Day 3 / Target # / Day 4 / Target # / Day 5 / Target #
THE UNIT IS REORGANIZED FROM LAST YEAR. SO YOU WILL NEED TO RENUMBER THE ORIGINALS TO MATCH THE NEW LESSON PLANS.
Guiding Questions for this unit: How is the text organized? Which clue or signal words help you figure out how the text is organized?
Thinking Strategy:
We will continue to use Determining Importance.
Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
Hook: Watch Teacher Tube Video on Text Structure in TSF.
Give Pretest
Materials:
Teacher Tube Video
Pre-test / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure, determine importance, problem/solution., question and answer, comparison, cause and effect, sequence, description, lists..
(This is just going to be an overview of all text structures.)
Crafting
I Do/ We Do: Use PowerPoint in TSF for the overview.
Vocabulary: text structure – how the author organizes the text: comparison, cause and effect, sequence, description, and lists).
Using the text structure posters, to describe each one.
Composing You Do: Hand out the “Text Structure Workmat” and have students write the definition of text structure in the center.
Reflection
Materials:
PowerPoint
Text Structure posters
Text Structure Work mat / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure, determine importance, problem/solution., question and answer, comparison, cause and effect, sequence, description, lists..
Crafting and Composing
IDo/We Do:
Model with (Why Do Wolves Howl) pointing out that this is the question/answer tex t structure. In the first section, the author poses a question and then answers it – model what actually answers the question.
You Do:
Using the “If you lived or grew….” series from Scholastic or other series that have a text structure with question and answer, students will work with partner or individually to track their thinking in learning log or make copies and track thinking in margins.
Materials
·  Copy of Why Do Wolves Howl for teacher
·  Copies of question/answer books
/ Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure, determine importance, problem/solution., question and answer, comparison, cause and effect, sequence, description, lists..
I Do/We Do: Play the Sequence of Events game in TSF. At the end of the slide show there is an activity where you can write a paragraph with your students on how to brush your teeth using transitional words.
Use the text structure posters to describe sequence and signal words for sequence.
You Do –They will read “From Grapevine to Jelly Jar” and answer questions on pages 15-16. (The “Write About It” could be for homework).
Materials
Sequence of Events game in TSF
“From Grapevine to Jelly Jar” passage and questions / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do/We Do: Model reading a book on how something is made (check non-fiction baskets in your classroom library). Chart the steps of how it was made.
(You can also choose a book of your own or in the A-Z Reader Passages – Sending Messages).
You Do – In pairs, students will choose from a variety of non-fiction books/passages and have students design a chart to show the sequence of their topic.
Reflection: Students will share the chart they created.
Materials:
Variety of non-fiction books
Chart Paper
Allen County Primary Reading Unit Organizer Week 2 / Dates:
Vocabulary CODE / C / O / D / E
Formative Assessments / Week 2
Give Formative Assessment
Extensions
G
Day 6 / Target # / Day 7 / Target # / Day 8 / Target # / Day 9 / Target # / Day 10 / Target #
Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description,/lists).
(Note-Descriptive text is typically used to give information in a straight forward, actual manner. This type of text often appears in encyclopedias, on informative websites or in textbooks in order to relay information to the reader. It is most often written in present tense and lacks prose, flowing in a matter-of fact manner.)
I Do/We Do: Review poster description/lists. Go over the signal words for description. Using the doc camera, show a copy of a passage from the World Book or a passage of your choice.. Model determining why it is a descriptive text using clue words.
You Do – Students use nonfiction text to look for clue words. Students write on spider list clue words that they find.
Reflection: Students come back together and discuss why the texts are descriptive.
Materials: nonfiction text , poster, spider list / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
(See lesson plan in folder for text structure - cause/effect)
I Do/We Do: Teacher will explain/model the three strategies used to determine if a text is organized in a cause and effect structure.
Vocabulary: cause, effect
cause – why something happened
effect – what happened
Use the text structure poster to describe cause and effect and signal words.
You Do: Students will glue cause and effect card in their learning logs.
Do Think, Pair, Share with a partner about what cause and effect is. If time allows play the Cause and Effect Match game from Florida Center for Reading Research.
Materials:
(for teacher – lesson plan for cause/effect)
Cause and Effect poster
Cause and Effect card
Learning logs / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
(See lesson plan from ReadWorks in folder for text structure - cause/effect)
I Do: Follow the lesson plan for the “I”
We Do: Follow the lesson plan for the “We.”
You Do: Follow the lesson plan for “You.”
Materials:
Lesson plan from ReadWorks
“Dear Mr. President” passage and chart
“Frogs at Risk” passage and chart / Reading
Lesson Focus. I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do/We Do: Model reading a non-fiction passage and identifying the words that signal a cause and effect relationship.
You Do: Students will choose from a variety of non-fiction passages and answer the student response sheet. .
Reflection: Come back together as a group and share what they’ve learned.
Give Formative Assessment
Materials:
Variety of non-fiction passages
Student Response Sheet
Formative Assessment / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do
Use the text structure posters to describe compare and contrast and signal words. Read the passage “What is the difference between a Frog and Toad” Model using signal words (clue words) to determine that the passage is organized with compare and contrast structure.
We Do:
Using the passage “ What is the difference between Alligators and Crocodiles. “ students highlight the clue words that show comparing and contrasting. Hold class discussion on how the text is organized and what helps you know it is comparison and contrast.
Guiding Question to ask students:
How do you know this passage is not organized in a sequence? What are the clue/signal words?(Refer back to previous lessons and clue words.
You Do -
Each student will use “Polar Life” passage to identify signal words to prove how the text is organized.
Materials:
Passages: Polar Life.What is the Difference between Alligators and Crocodiles.. what is the difference between Frogs and Toads?
Highlighters, learning log
Small Group / Small Group / Small Group / Small Group / Small Group
Small Group / Small Group / Small Group / Small Group / Small Group
Small Group / Small Group / Small Group / Small Group / Small Group
Allen County Primary Reading Unit Organizer Week 3 / Dates:
Vocabulary CODE / C / O / D / E
Formative Assessments / Week 3
Extensions
Day 11 / Target # / Day 12 / Target # / Day 13 / Target # / Day 14 / Target #
Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do /We Do:
Review the poster on Compare and Contrast. Discuss signal words.
Using the passage “Does that Name Bug You” model how to determine what is the text structure Look for signal words.
You Do - Students chose two passages to determine the text structure (One passage is compare contrast one isn’t)
Students answer guiding questions at bottom of each passage .
Reflection:
Students come together and share what they have learned.
Materials
passage “Does that Name Bug You”
Students passages / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists, problem/solution.)
I Do/We Do:
Teacher models using a passage, to identify the problem and works with class to find the solution.
You Do:
Using various passages students work with a partner to track their thinking in margins and identify the problem and solution.
Materials
·  various passages with a problem and solution
Reflection: / NOTE: You might need another day for problem/solution so you can use this day.
Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do: Use PowerPoint or posters to review all types of text structures.
We Do: With the “Now, you try it! page teacher and students will generate a paragraph for each type of text structure.
You Do – Student can get with a partner to play the Text Structure Game.
Directions for Game: Students are given headings (types of text structures) and they sort passages according to the type of text structure.
Reflection:
Materials / Reading
Lesson Focus: I can use sentences and paragraphs to determine the text structure (comparison, cause and effect, sequence, description, lists).
I Do/We Do: Review all the different examples of text structure.
You Do: Students will use a variety of non-fiction books/passages to determine the structure of how the author organized the text.
Reflection: Come together and share what they learned about how authors organize the text.
Materials:
Variety of Non-fiction books/passage / Give unit test
Small Group / Small Group / Small Group / Small Group