Unit 3: Reading – Fiction; Poetry Writing – Writing Process; Literary Text /
Suggested Time Frame: ≈ 3 weeks
Introduction / The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.
The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.
Description / Fiction and Poetry
In this unit, students:
· continue to develop their understanding of the structure and elements of fiction at more complex levels;
· retell the beginning, middle, and end of stories in appropriate order;
· identify the problem and solution in the story and the characteristics of the central characters;
· recognize the universal traits that tend to appear in various fictional texts, indicating comprehension of text structure and elements of fiction;
· describe relationships between characters and how characters behaviors are influenced by their emotions;
· discuss characters, characters’ feelings, and characters’ actions, referring to texts shared during Read Alouds and Shared Reading, as well as during small group instruction, partner sharing, and in 1:1 conferences between teacher and student;
· become more adept at finding text evidence to support their conclusions; and
· should be given opportunities to exhibit greater independence in their ability to utilize these strategies in independent and instructional level texts.
Literary Text
In the context of this unit, students write:
· literary texts to express their ideas about real or imagined people, events, and ideas; literary texts include brief stories (that include a beginning, middle, and end) and short poems that convey sensory details
It is critical for students to have on-going oral storytelling opportunities prior to attempting to write stories on paper, in order to: Brainstorm, Pre-write, Draft, and Revise. Daily engagement in the writing process will cause student writing stamina to increase; students should be able to write for longer periods of time and the length of their pieces should steadily increase.
Assured Experiences
Throughout the unit, students experience:
· Daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;
· Opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text;
· Teachers modeling reading strategies and comprehension techniques for students daily; and
· Read a variety of genres throughout the course of the unit, in addition to the focus genre(s).
Suggested Pacing
Week 1:
Week 2:
Week 3:
Reading Workshop / Writing Workshop
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS / Reading TEKS/SEs
Daily: Figure 19
(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)
Independent Reading & Guided Reading
1.12(A) read independently for a sustained period of time (growing incrementally)
Reading Strategies
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
Fluency
1.5(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Fluency in independent level texts should be a minimum of 80 words read correctly per minute. Fluency in instructional level texts should be a minimum of 60 words read correctly per minute. Fluency only counts if students are able to comprehend what they read fluently. Fluency also encompasses more than speed. Quality of voice (intonation and prosody) are critical. / Writing TEKS/SEs
Daily: Writing Process
1.17(A) plan a first draft by generating ideas
for writing (e.g., drawing, sharing ideas, listing key ideas)
1.17(B) develop drafts by sequencing ideas
through writing sentences
1.17(C) revise drafts by adding or deleting
a word, phrase, or sentence
1.17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
1.17(E) publish and share writing with others
Speaking [writing]
1.28(A) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language
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 logical order
1.9(B) describe characters in a story and the reasons for their actions and feelings
Fig. 19(D) make inferences about text, use textual evidence
Fig. 19(F) make connections to own experiences, ideas in other texts, to the larger community, discuss textual evidence
Unit: Poetry
1.8(A) respond to and use rhythm, rhyme, alliteration in poetry
Fig. 19(D) make inferences about text, use textual evidence to support understanding
Fig. 19(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. / Unit: Literary Text
1. 18(A) write brief stories that include a beginning, middle, and end
1.18(B) write short poems that convey sensory
details
Phonics (in context and in isolation)
1.3(A) (iv) consonant digraphs including ch, tch, sh, th= as in thing, wh, ng, ck, kn, -dge, and ph
1.3(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words (word work)
1.3(C) closed syllable (CVC) (e.g., mat, rab-bit)
1.3(D) decode words with common spelling patterns (e.g., -ink, -onk, ick)
Spanish:
1.1(B)identify upper- and lower-case letters
1.1(C)sequence the letters of the alphabet
1.1(D)recognize the distinguishing features of a sentence (e.g., capitalization of first word, beginning and ending punctuation, the em dash to indicate dialogue)
1.2(A)orally generate a series of original rhyming words using a variety of endings (e.g., -ita, -osa, -ión)
1.2(B)recognize the change in a spoken word when a specified syllable or phoneme is added, changed, or removed (e.g., "ma-lo" to "ma-sa"; "to-mo" to "co-mo")
1.2(C)blend spoken phonemes to form syllables and words (e.g., sol, pato)
1.2(D)distinguish orally presented rhyming pairs of words from non-rhyming pairs
1.3(B)decode syllables
1.6(A) Identify words that name actions/persons, places, things
1.6(C) Determine meaning from how they are used read/heard
1.6(D) Identify & sort words into conceptual categories (e.g., opposites, living things) / Oral/Written Conventions
1.22(B) (i) spell consonant-vowel-consonant words (CVC)
1.20(B) speak in complete sentences with subject-verb agreement
1.21(B) recognize & use basic capitalization for (i) beginning of sentences (ii) the pronoun “I” (iii) names of people
1.21(C) recognize & use punctuation marks at the end of declarative and exclamatory sentences
1.22(C) spell high-frequency words from a commonly used list
1.22(E) use resources to find correct spellings
Spanish:
1.20(B)speak in complete sentences with correct article-noun agreement (e.g., la pelota, el mapa, el agua, la mano, el águila)
1.21(B)recognize and use basic capitalization for: (i)the beginning of sentences; and (ii)names of people
1.21(C) recognize/use punctuation marks at the beginning/end of exclamatory/interrogative sentences and at the end of declarative sentences
1.22(A)use phonological knowledge to match sounds to letters and syllables to construct words
1.22(B)use syllable-sound patterns to generate a series of original rhyming words using a variety of ending patterns (e.g., -ción, -illa, -ita, -ito)
1.22(C)blend phonemes to form syllables and words (e.g., mismo, tarde)
Generaliza-tions / Readers:
· connect their own ideas and experiences to the stories they read;
· retell/act out the events of a story in the correct sequence;
· respond to text with writing and artwork; and
· use textual evidence in their discussions about the stories they read.
Fiction
· The order in which events occur in a story is important.
· Stories usually have problems and solutions.
· The feelings and actions of characters can be explained using details from the story.
· Characters have feelings and behave in certain ways because of those feelings. / Literary Texts
· Writers use mentor texts to study how authors write stories.
· Writers use their ideas and imagination to write stories.
· Writers reread their work to make sure the words on the page match the words coming out of the reader’s mouth.
· Writers reread what they have written to ensure the events and ideas are in an order that makes sense.
· Listening to the writing of others helps writers to imagine new ideas for their own writing.
Essential Questions / · How do readers use their background knowledge to better understand a story?
· What do readers do to ensure they understand what they have read?
· How do readers show that they understand what they’ve read?
· What characteristics do stories share? / · How do writers use the stories they read to improve their own writing?
· How do writers make sure that what has been written makes sense?
· What techniques does a writer use to improve his /her writing?
Core Components / College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related TEKS/SEs]
Reading
D. Explain how literary and other texts evoke personal experience and reveal character in particular historical circumstances.
1. Describe insights gained about oneself, others, or the world from reading specific texts.
Foundational Skills
A. Reading across the curriculum
1. Use effective pre-reading strategies.
2. Use a variety of strategies to understand the meanings of new words.
8. Connect reading to historical and current events and personal interest.
B. Writing across the curriculum
1. Write clearly and coherently using standard writing conventions.
2. Write in a variety of forms for various audiences and purposes.
3. Compose and revise drafts.
Core Components / TEKS/SEs Clarification:
· When sharing poetry with students, teachers are helping students to develop a deeper awareness of the sounds of language. As children begin to attend to print, they begin to see that words that sound similar (rhyme) often have parts that are spelled the same (e.g., c-at/m-at; tr-ee/b-ee). Students also learn that there are times when parts of words sound alike, but look different (e.g., s-eat/
m-eet).
· Alliteration in poetry occurs when the same initial sound is repeated throughout a section of poetry. It is important to note that it would be rare for every single word to start with the same sound. Poems in which every word starts with the same sound fall under the category of tongue twister. In the majority of poems where alliteration is used, smaller words that do not begin with the same sound usually fall between the words that do start with the same sound. Although the words begin with the same sound, these sounds are not always spelled the same way.
· Students should be gaining far greater independence with their reading strategies and should be increasing in text levels steadily. Students should be developing preferences for kinds of texts and particular authors. Students should reader for longer and longer periods of time during class. / TEKS/SEs Clarification:
· Teachers need to model the writing of poetry on a regular basis.
· Students need to be shown how mentor texts can inspire writers to create poems of their own.
· Poems that follow a particular rhythmic pattern, but do not necessarily rhyme, are easier for children to begin writing.
Core Components / Vocabulary
The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.
A-I / J-Z
consonant blend
A sequence of two or more consonants (e.g., bl- in black; in Spanish, br- in brazo).
consonant digraph
A combination of two consonant letters to stand for a single speech sound (e.g., gn for /n/ in gnaw or gh for /f/ in tough).
fluency
Reading text at an appropriate rate, and with accuracy, expression, and appropriate phrasing; not hurried reading. Accuracy is reading words in text with no errors. Oral reading accuracy is the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly.
high frequency words
A small group of words (300–500) that account for a large percentage of words in print; can be regular or irregular words. Often, they are referred to as “sight words” because automatic recognition of these words is required for fluent reading. / literary text
Written works that are generally recognized as having artistic value. Basic forms of literary text are prose fiction, drama, poetry, and literary nonfiction.
phoneme
The smallest unit of sound in speech (e.g., the /s//a//d/ of sad; in Spanish, /l//a/ and /d//a/).
plot
The basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax, and falling action.
Curricular Connections
Required Lessons
Recommend-ed Lessons / Mini-Lesson Ideas
· Use three-celled organizer to think about the parts of a story
· Analyze the plot features of fiction stories using the Story Grammar and Character Traits charts.
· Interactive Student Story Maps - Click on the “Get Started” button to find character maps, conflict maps, resolution maps, setting maps, etc. that can be completed online and then printed. / Mini-Lesson Ideas
· Use three-cell graphic organizer to plan and write your own story
Differentia-tion: / English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)
Instructional Resources / Websites
· Poetry4Kids – collection of Ken Nesbitt’s humorous poems for children
· Giggle Poetry – collection of humorous children’s poems
· Children’s Poetry Archive – collection of children’s poetry (various genres)
· Pearson Successnet Leveled Readers for Science and Social Studies content
· Think Central - Leveled readers associated with the Journeys and Senderos textbooks
· Read-Write-Think– Model lessons
Textbook Resources
Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students.
Journeys / Senderos
· / ·
Books
· Calkins, L. M. (2003). Launching the writing workshop. Portsmouth, NH: Firsthand. (36 copies, iBistro)
· Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)
· Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)
Assessment Resources
© Round Rock I.S.D. 7