Unit 3: Reading – Fiction & Poetry; Writing – Writing Process; Literary Texts /
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 ___12____ 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 / Fiction
This unit will continue to provide students with opportunities to become familiar with specific authors and become more adept at developing a sense of story. Students should be gaining greater independence with their ability to problem-solve and comprehend new stories. Students should develop a sense of their favorite stories and characters and should be able to discuss these ideas in-depth. Students should be able to retell stories with greater accuracy, paying attention to the sequence of events. Although fiction is a focus genre, students should read from a variety of genres throughout this unit.
Poetry
Although teachers have been sharing poetry with students since the beginning of the year, this unit will focus on the more technical aspects of poetry, required by the TEKS/SEs. Students should attend to the rhythm and rhyme of poetry, responding to words that sound alike. Students should be able to predict rhyming words within a poem that will complete a rhyming pattern (e.g., I love bees, they live in tr___.). Although poetry is a focus genre, students should read from a variety of genres throughout this unit.
Literary Texts
Students will continue to write stories daily. Students should focus on writing about their personal experiences as well as writing about other areas and topics of interest. Students should be increasing their writing stamina as stories and word count grow in length. Students should show evidence of taking great risks in their writing (e.g., attempting to spell longer words with less assistance; using more advanced language; showing greater creativity in their writing by using strategies modeled by teachers during model lessons).
Phonological Awareness
Poetry provides a powerful opportunity to develop phonological awareness skills. 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
Throughout the unit, students:
· have daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills; and
· read for a minimum of 20 minutes per day in both independent and instructional level text.
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 / 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
(D) make inferences based on the cover, title,
illustrations, and plot
Independent & Guided Reading
Note: Guided Reading Groups need to begin the 1st week of October. The structure of these groups will vary dependent upon each child’s level of literacy development. / 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)
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS / Unit: Fiction
K.8(A) retell a main event from a story read aloud (introduce and continue)
Fig. 19 (E) retell or act out important events in stories
K.8(B) describe characters in a story and the reasons for their actions
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
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence
Unit: Poetry [reinforce phonological awareness TEKS/SEs listed below]
KSS K.7 – understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence through from text to support understanding
K.7(A) respond to rhythm/rhyme in poetry through identifying a regular beat and similarities in word sounds / Unit: Literary Text
K.14(A) dictate or write sentences to tell a story and put the sentences in chronological sequence
Vocabulary Development
K.5(A) identify & use words that name positions (directions, positions, sequences, and locations)
Print Awareness
K.1(A) recognize that spoken words can be represented by print for communication
K.1(B) identify letters, uppercase and lowercase
K.1(D) recognize the difference between a letter and a printed word
K.1(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right
K.1(G) identify different parts of a book (e.g., front and back covers, title page)
ELPS (4B) recognize directionality of English reading such as left to right and top to bottom
Phonological Awareness [use poetry to reinforce concepts]
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 words (e.g., “What rhymes with hat?”) (e.g., “¿Qué rima con mesa?”)
K.2(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs
K.2(F) blend spoken onsets and rimes to form simple words
K.2(G) blend spoken phonemes to form one-syllable words
K.2(H) isolate the initial sound in one syllable spoken words ELPS (2B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
Spanish:
K.2(H) Separate spoken multi-syllabic words into two to three syllables (e.g., /to/ /ma/ /te)
Phonics [in context of authentic print/stories/poems]
K.3(A) identify common sounds that letters represent
K.3(B) use letter/sound relationships to decode (VC) words (introduce and continue)
K.3(C) recognize that new words are created when letters are changed, added, or deleted
K.3(D) identify, read, and write at least 25 high-frequency words from the RRISD word list (ARRC) (introduce and continue)
Spanish:
K.3(A) decode the five vowel sounds
K.3(B) decode syllables
K.3(C) use phonological knowledge to match sounds to individual letters and syllables, including hard and soft consonants such as “r” “c”, and “g”
K.3(E) become familiar with the concept that the “h” is silent (introduce and continue)
K.3(F) become familiar with the diagraphs /ch/, /rr/ (introduce and continue)
K.3(G) become familiar with the concept that the “ll” and the “y” have the same sound (e.g. llave, ya) (introduce and continue)
K.3(H) use knowledge of consonant/vowel sound relationships to decode syllables and words in texts and independent of content [ focus on CV, VC, CVC words]
K.3(I) recognize that new words are created when syllables are changed, added, or deleted / Oral & Written Conventions
K.18(A)use phonological knowledge to match sounds to letters
K.18(B)use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut")
Spanish:
K.18(A) use phonological knowledge to match sounds to individual letters or syllables
K.18(B) use letter-sound correspondences to spell mono- and multi-syllabic words
Generaliza-tions / Poetry
· Poetry has rhythm that can be heard and responded to.
· Poetry contains words that rhyme.
· Words that rhyme have the same middle and ending sound.
· Words that rhyme often look similar.
· Poems are used to show all kinds of feelings.
· Poems can tell stories.
· Some poems are also songs. / Writing
· Writers get ideas from mentor texts.
· Writers plan their stories before writing.
· Writers think carefully about which words they choose.
· Writers share their writing with other people.
· Writers read over their work to make sure it makes sense.
· Writers try to write words even if they are not sure how to spell them.
· Writers use information around the room to help them spell.
· Writers underline words they are not sure about the spelling so they can continue writing and focus on how their stories sound.
Essential Questions / Poetry
· What does rhythm sound like in a poem?
· What do rhyming words sound like?
· What do rhyming words look like?
· What kinds of feelings do poems share?
· What kinds of stories do poems tell? / Writers
· How do writers get ideas from mentor texts?
· Why do writers plan their stories before writing?
· Why do writers think carefully about which words to use?
· Why do writers share their writing with others?
· Why do writers use words in their writing even if they are not sure how to spell them?
· How do writers write words they are not sure of?
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.1. Describe insights gained about oneself, others, or the world from reading specific texts.
Foundational Skills
A.4. Identify the key information and supporting details.
B.3. Compose and revise drafts.
Core Components / TEKS/SEs Clarification:
· The main priority with poetry is for children to enjoy listening to and learning familiar poems. Simple poems with repetitive lines provide great first reading opportunities for students. Because the words repeat and the lines rhyme, students are able to work on text memory and also begin to associate the letters and sounds of rhyming words with the way those words look on the page.
· Familiar poems are a powerful way to help students increase their sight vocabulary. Familiar poems should be posted around the room so that students can access familiar words when reading other texts. / TEKS/SEs Clarification:
· Familiar poems can provide an excellent source of words for students to include in their own writing. Familiar poems should be displayed in the room in large print as well as in personal folders so that students can locate those words in familiar text and incorporate them into their own 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
automaticity
Reading fluently and without difficulty or attention to decoding.
blending
Combining spoken phonemes to form syllables and words (e.g., /m//a//n/ to make man; in Spanish, /s//o//l/ to make sol).
decoding
Applying knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension.
elements of fiction
Narrative elements including setting, characters, plot, and theme.
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. / onset
The initial sound of a word (e.g., /c/ in cat; in Spanish, /p/ in papa).
rime
The terminal syllable of a word that can by rhymed (e.g., /at/ in cat and fat).
open-ended research question
A type of question used to encourage many possible responses rather than a single directed one (e.g., What are the effects of watching TV while studying?).
paraphrase
To restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.
phonemic awareness
The ability to identify, distinguish, and manipulate the individual sounds (phonemes) and/or syllables in words.
phonological awareness
An “umbrella” term that is used to refer to a student’s sensitivity to the sound structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.
print awareness
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-and-solution
An organizational structure in which the author introduces the situation or conflict and then proceeds to explain how to correct the situation or resolve the conflict.
rhyme scheme
The pattern of rhyming lines (e.g., ABAB, ABBA).
setting
The time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place.
sight word
A word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency words (e.g., on the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular.
word boundary
The boundary or division between two words.
word choice
The author’s thoughtful use of precise vocabulary to fully convey meaning to the reader.
word segmentation
The division of words into syllables or segments; also called syllabication.
Curricular Connections / · Social Studies – Citizens who Shape Home, School, and Community
· Science – Earth & Space (seasons); Matter & Energy, Properties of Matter
Required Lessons
Recommend-ed Lessons
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 childrens’ poet Ken Nesbitt’s poems
· Giggle Poetry – Collection of humorous poems for children
· The Children’s Poetry Archive – Collection of children’s poems crafted in various structures
· 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. 8