Unit 2: Reading – Fiction; Writing – Writing Process; Literary Text & Personal Experience Writing /
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 13 Instructional Days and 2 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 / During this three week period of time, students continue to learn the literacy routines associated with school. During this time, students:
· become more independent with literacy routines;
· should become more proficient in following print on a page;
· start to gain control over 1:1 correspondence in familiar texts (for every one word read, the finger points to one word on the page)
Fiction
Students will continue to study Fiction stories, focusing on characters, their actions, reasons for their actions, as well as the main events in stories. Students should be far more comfortable making and confirming predictions based on the title, cover, and illustrations. As with the previous unit, it is the expectation that teachers will continue to share a wide variety of genres with students during reading and writing workshop including: poetry, songs, chants, nonfiction texts, etc. Students are learning about important features of fictional texts, but should also continue to learn about other kinds of texts, as well.
Research
Students will continue to explore the answers questions they generate, but research takes on a slightly more formal tone. Students began making predictions using the cover, title, and illustrations with fictional texts during the previous unit. Students should now expand their understandings of the information available from the cover, title, and illustrations by exploring these features in nonfiction text, for the express purpose of answering their open-ended questions using these features. Students should begin to understand at a basic level that different kinds of information are found in Nonfiction texts that we use to answer questions about the world and community around us.
Personal Experience
Students will dictate and write stories about personal experiences. Writing should always start with oral brainstorming of ideas. Once students have shared different ideas for writing with partners, students should select their favorite idea and share the entire story orally with a partner. Students will share the same story through oral storytelling with several different students in order to get a firm sense of the story. Then students can move to sketching their story ideas quickly on paper, before beginning to write. The steps of storytelling and quickly sketching are important because they allow the writer to “cement” the details of the story, before introducing the labor-intensive task of writing the story on the page.
Phonological Awareness
It is important to remember that phonological awareness does not involve looking at print. Due to the oral (mouth) and aural (ears) nature of phonological awareness, students should develop these skills simply by listening to and playing with language orally. Students are expected to:
· identify syllables in spoken words.
· differentiate between rhyming and non-rhyming words.
· recognize when multiple words begin with the same sound.
Assured Experiences
· Teachers model how the picture and a beginning sound can help readers monitor for accuracy.
· Students need to be reading from a variety of texts each day.
· Students need daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills.
· Students need opportunities to read independently building stamina up to 20 minutes per day in both independent and instructional level text
· Students have opportunities to write independently building stamina up to 20 minutes daily.
Suggested Pacing
Week 1
Week 2
Week 3
Reading Workshop / Writing Workshop
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: Reading
Figure 19
(A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language)
(B) ask and respond to questions about text
Reading Strategies
K.4(A) predict what might happen next in text based on the cover, title, & illustrations (introduce and continue)
K.4(B) respond to questions about text read aloud (introduce and continue)
ELPS (4D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text / Writing TEKS/SEs
Daily: Writing Process
K.13(A) plan a first draft by generating ideas for writing through class discussion (with adult assistance)
K.13(B) develop drafts by sequencing the action or details in the story (with adult assistance)
K.13(C) revise drafts by adding details or sentences (with adult assistance)
K.13(E) share writing with others (with adult assistance)
Unit: Fiction
Knowledge & Skill Statement (KSS) K.8 – understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support understanding
Fig. 19 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud)
(D) make inferences based on the cover, title, illustrations, and plot
K.8(B) describe characters in a story and the reasons for their actions (introduce and continue)
Fig. 19 (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
K.8(A) retell a main event from a story read aloud (introduce and continue)
Unit: Research
K.19(A) ask questions about topics of class-wide interest (with adult assistance)
Fig. 19 (E) retell or act out
important events in stories
(D) make inferences based on the cover, title, illustrations, and plot
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence / Unit: Literary Text
K.14(A) dictate or write sentences to tell a story and put the sentences in chronological sequence
Unit: Personal Experience
RRISD write about important personal experiences
Print Awareness
K.1(A) recognize that spoken words can be represented by print for communication (introduce and continue)
K.1(B) identify letters uppercase and lowercase
K.1(C) demonstrate the one-to one correspondence between a spoken word and a printed word in text (introduce and continue)
K.1(D) recognize the difference between a letter and a printed word (introduce and continue)
Vocabulary Development
K.5(A) identify & use words that name positions (directions, positions, sequences, and locations)
K.5(C) identify and sort pictures of objects into conceptual categories
Phonological Awareness
K.2(A) identify a sentence made up of a group of words (introduce and continue)
K.2(B) identify syllables in spoken words
K.2(C) orally generate rhymes in response to spoken word
Phonics
K.3(A) identify the common sounds that letters represent / Oral and Written Conventions
K.16(A) understand & use the following parts of speech in the context of reading, writing, & speaking (with adult assistance) (ii) nouns (singular/plural)
K.17(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression)
Generaliza-tions / Fiction
· The title of the story gives the reader clues about what happens in the story.
· The illustrations on the cover of the story help us predict what will happen in the story.
· The story in a book is told using the words on the page.
· Pictures in a book also add new information to the story that words often do not mention.
· Reading moves left to right and top to bottom.
· Stories have main events.
· Stories have characters who are usually people or animals.
· The characters in stories behave in certain ways and have reasons for their actions.
Oral Conventions
· Prepositions and prepositional phrases are used to talk about relative location (e.g., Kindergarteners sit on top of chairs; Lunchboxes belong inside our cubbies)
· Pronouns are another way we can talk about ourselves and others (e.g., Mrs. Smith v. I or me) / Literary Texts
· People tell stories about their lives to other people.
· Sometimes people write down the stories they tell to others.
· Stories in the books usually start out as stories the author tells to other people before writing them down on paper or on the computer.
· Sometimes writers write about what happens in their own lives.
· Sometimes writes add extra details to their texts/illustrations or exaggerate stories that are true when writing stories.
· Sometimes writers use their imagination to write stories.
· Writers are inspired by stories they hear.
· Telling a story to several different people before writing it down is an important way to improve a story.
Written Conventions
· Stories are written from left-to-write and top-to-bottom.
· Writers listen to sounds they hear in words and write those sounds.
· Writers reread their stories by looking at the words they have written.
· Writers use print around the room to help them write.
Essential Questions / Fiction
· How can looking at the cover of a book (title and illustrations) help the reader predict what might happen in the story?
· Why do stories usually have words on the page?
· Why do the words and the pictures match?
· Why do pictures in stories have more information than is written in the words?
· Why do readers read from left-to-right and top-to-bottom?
· What kinds of main events appear in stories?
· Why do stories have characters?
· Why do characters behave in certain ways?
· How do readers know why characters behave in a certain way?
Research
· Why do people ask questions?
· How can people like librarians, teachers, parents, and community members help answer questions?
· How can books and pictures help us answer questions?
Oral Conventions
· Why do we need words that tell us where something is located (e.g., up, down, on, under)?
· When do speakers use someone’s name versus when do speakers use a pronoun?
· What is the difference between a name and a pronoun? / Literary Texts
· Why do people tell stories about their lives to others?
· Why do people write down the stories they tell?
· Why do writers tell stories to others before writing them down?
· Why do writers write stories about their own lives?
· Why do writers decide to exaggerate parts of stories that are real?
· Why do writers use their imagination when they write stories?
Written Conventions
· Why does it matter which way print is written on the page?
· How can writers say words in order to write down the sounds in those words?
· What makes rereading your own writing easy?
· Why do writers look around the room at print when writing stories?
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
A. 8. Compare and analyze how generic features are used across texts.
B. 1. Identify new words and concepts acquired through study of their relationships to other words and concepts.
Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
Foundational Skills
A.1. Use effective prereading strategies.
B. 3. Compose and revise drafts.
Core Components / TEKS/SEs Clarification:
· Making inferences, drawing conclusions is introduced and practiced during whole group lessons, guided by the teacher.
· Fiction skills should be introduced and practiced in whole group and in partner settings before requiring students to show mastery individually.
· Deeper study of fiction will be in greater depth throughout the course of the school year. / TEKS/SEs Clarification:
· Students will observe simple revisions to illustrations and texts as they occur naturally in teacher modeling and/or guided writing.
· At this point of the year, revision should be addressed when it occurs naturally in interactive writing sessions; classes should study revision in greater depth as the school year progresses.
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
Characters/ Personajes
Cover/Portada
Illustrations/ Ilustraciones / Main events/ Eventos Principales
Print Awareness/Conceto de la palabra impresa
In emergent literacy, the understanding of the characteristics of print. Examples of print awareness include the understanding that:
• Environmental print conveys meaning.
• Books are read from front to back.
• Print is read from left to right and top to bottom.
• Words consist of letters.
• Spaces appear between words.
Problem/Problema
Questions/Preguntas
Reading/Lectura
Setting/ escenario
Solution/ Solucion
Title/ Titulo
Writing/ Escritura
Curricular Connections / Research
· As part of the research strand, students are learning to ask questions and decide which sources of information can help locate answers (people, websites, books).
· Social Studies - Identify jobs at school, at home, and in the community; explain why people have jobs; identify authority figures at school, at home, and in the community
· Science - Force, Motion, and Energy - Five Senses, Forms of Energy and Force & Motion
Required Lessons
Recommend-ed Lessons / Mini-Lesson Ideas
· Left-to-right directionality of print – how to track print with a finger or pointer
· Book handling skills – page turning, predicting using the title and illustrations
· Anchor charts for recording characters and reasons for their actions throughout the story
· Anchor charts for recording main events in stories
· RAN strategy – Tony Stead (scroll down for kinder-adapted version)
· Use of Informational Text Graphic Organizers to support students in reading and writing informational text
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
· Informational Text Graphic Organizers (scroll down to “informational text” section)
· Simple Graphic Organizers (Webs, Flow Charts, Beginning/Middle/End, Fishbone, TCharts)
· 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
· World Book Online for Kids (through RRISD library website) – features appropriate web-based information for young readers’ research
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
· / · Todos Trabajamos
· La Pizza de Sally
· El zapatero y los Duendes
· Nuestros trabajos
· Vamos a vender
· El bombero
· Rotafolio pagina 21 “Pepe el Policia paciente”
· El trabajo de la Granja
· La gallinita colorada
Books
· Calkins, L. M. (2003). Launching the writing workshop. Portsmouth, NH: Firsthand. (39 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. 1