Unit 4: Reading – Poetry & Sensory Language; 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 ______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 / Poetry and Sensory Language
The purpose of the poetry unit is to foster the enjoyment of reading & writing poetry. Students need to be immersed in the reading and writing of poetry, familiarizing themselves with various authors and styles. Students should read a variety of poetry styles, focusing on rhythm, rhyme, and alliteration. In terms of writing poetry, students are expected to convey sensory images through the short poems. As part of this unit:
· students and teachers will read and write poetry on a daily basis;
· readers should develop preferences for authors as well as particular styles of poetry; and
· students are expected to engage in conversations with one another in which they discuss the inferences, conclusions, and evidence of understanding texts.
Note: Sensory Language is paired with poetry during this period of time because poetry provides a powerful vehicle for helping students understand the role Sensory Language plays in developing meaning. Students need extensive opportunities to examine the role sensory language plays as it evokes images through various forms of poetry.
Literary Texts
Students will write literary texts involving either real or imagined people, events, and ideas, as well as poetry. Teachers should model and scaffold instruction to assist students in transferring knowledge regarding sensory language into the literary texts composed. Class mini-lessons, small group instruction, and conferences will allow teachers to meet the varying needs of the students within the class. Mentor texts should be used to introduce writer’s craft techniques, such as how author’s draw upon real-life experiences to inform the writing of both real and imagined people, events, and ideas.
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
· Reading a variety of genres throughout the course of the unit, in addition to the focus genre(s) (i.e. through read-alouds, guided reading groups, independent reading, cross-curricular reading experiences, etc.)
· Throughout the course of the school year students will maintain a reader’s response, journal or notebook.
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) / Reading TEKS/SEs
Daily:
Figure 19 (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension
(B) ask literal questions of text (same as 1.4(C))
(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)
Fluency [in Independent & Guided Reading, as well as in Poetry]
1.5(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension / 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
Bold TEKS/SE are assessed on TAKS / Unit: Poetry
1.8(A) respond to and use rhythm, rhyme, and alliteration in poetry
Fig.19(D) make inferences about text and 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
Phonological Awareness [in poetry]
1.2(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite)
1.2(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w/);
Sensory Language [in poetry]
KSS 1.11 - understand, make inferences, and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support understanding
1.11(A) recognize sensory details in literary text
Fig. 19(C) monitor, adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) / Unit: Literary Texts
1.18(A) write brief stories that include a beginning, middle, and end
1.18(B) write short poems that convey sensory
details
Phonological Awareness
1.2(F) segment spoken one syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/
a/t/).
Phonics
1.3(A) (ii) single letters (vowels) including short a, short e, short I, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long I (iii) consonant blends (e.g., bl, st)
1.3(E) read base words with inflectional endings (e.g., plurals and past tenses)
1.3(H) identify and read at least 100 high frequency words from a commonly used list.
1.3(I) monitor accuracy of decoding
Spanish:
1.2(F)separate spoken multi-syllabic words into two to four syllables (e.g., ra-na, má-qui-na, te-lé-fo-no)
1.3(E)decode words in context and in isolation by applying the knowledge of letter-sound relationships in different structures including:
(i) open syllable (e.g., CV, la; VCV, ala; CVCV, toma) (ii)closed syllable (e.g., VC, un; CVC, mes)
1.3(F)decode words with the silent "h"
1.3(J)decode words with an orthographic accent (e.g., "papa," "mamá") / Oral/Written Conventions
1.20(A) (ii) nouns (vi) pronouns (e.g., I, me)
1.22(C) spell high-frequency words from a commonly used list
1.22(E) use resources to find correct spellings
Spanish:
1.20(A)understand and use the following parts of speech in the context of reading, writing, and speaking (ii)nouns (singular/plural, common/proper) (iii)adjectives (e.g., descriptive: verde, alto) (iv)adverbs (e.g., time: before, next) (vi)personal pronouns (e.g., yo, ellos) (vii)time-order transition words (e.g., primero, luego, después)
Generaliza-tions / · Certain sounds are repeated in poems. Sometimes the repeated sounds are at the beginning of words and sometimes they are in the middle and end of words.
· Poems have a beat that readers can respond to.
· Sensory details help the reader imagine the poem or story in their mind.
· Readers respond to stories and poems through writing and artwork.
· Authors use sensory details to make the reader feel like he/she is part of the story / · Writers use their ideas and imagination to write stories and poems.
· Writers reread their work to make sure the story sounds the way they want it to sound.
· Writers reread their work to make sure the words on the page match the words coming out of the reader’s mouth.
· Writers know what tools to use when they need help (i.e. word wall, picture/spelling dictionary, print around the room, words from independent level text, etc.)
Essential Questions / · How are poems similar/different from other kinds of text?
· How do readers respond to what they read?
· How are sensory details used in poetry?
· How do readers use their background knowledge to better understand a story?
· Why do effective readers ask questions about the story as they read? / · How does an author generate writing ideas?
· How do writers make sure that what they’ve written makes sense to the person listening?
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]
Speaking [about texts]
B. Develop effective speaking styles for both group and one-on-one situations.
1. Participate actively and effectively in one-on-one oral communication situations.
2. Participate actively and effectively in group discussions
Key Cognitive Skills
A. Intellectual curiosity
1. Engage in scholarly inquiry and dialogue. [about texts]
Foundational Skills
A. Reading across the curriculum
1. Use effective prereading strategies.
2. Use a variety of strategies to understand the meanings of new words.
7. Adapt reading strategies according to structure of texts.
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:
· In order to recognize sensory language, students will need to have an understanding of the five senses (sight, sound, taste, touch, smell).
· Sensory language helps to bring the reader into the story. Guiding questions could be: What do you see? What words help you to hear? What words paint a picture in your mind? / TEKS/SEs Clarification:
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
alliteration
The repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge’s The Rime of the Ancient Mariner).
decode
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.
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.
imagery
The use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow). Imagery can be used for emotional effect and to intensify the impact on the reader.
inference
Connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected. / 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.
orthographic accent
In Spanish, the graphic accent mark used to indicate a stressed syllable (silaba tonica)(e.g., aviόn).
phoneme
The smallest unit of sound in speech (e.g., the /s//a//d/ of sad; in Spanish, /l//a/ and /d//a/).
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.
sensory detail
A detail in writing that describes what is seen, heard, smelled, tasted, or touched.
sensory language
Words an author uses to help the reader experience the sense elements of the story. Sensory words are descriptions of the five senses: sight, sound, touch, smell, and taste.
Curricular Connections / · Science - Sensory language can be connected with instruction of the five senses through science instruction.
· Physical Education - Students can respond to poetic elements (rhythm, rhyme, alliteration) with physical movements
· Interdisciplinary - Students write short poems about concepts learned in other content areas.
Required Lessons
Recommend-ed Lessons / · Using Poetry to Teach Reading Skills – Read-Write-Think Lesson
· Poetry Book Flood – The purpose of a book flood is to give students access to a wide range of poetry to allow exploration and the discussion of what students like and enjoy, while also learning about how different authors write poetry. / · Found Poetry
· Writing Poetry with Rebus and Rhyme
· Use mentor text from reading to showcase writing techniques that students can immulate in their own writing such as using sensory language to show not tell
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
· 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 / Reading Assessments / Writing Assessments
· Running Records
· Monitoring notes from reading conferences
· Evidence of student understanding of poetry elements through writing, artwork in reader’s response journal or orally. / · Monitoring notes from writing conferences
· Analyze student’s personal experience or fictional writing sample using 6+1 Writing Rubric
· Analyze student’s poetry writing sample using 6+1 Writing Rubric
© Round Rock I.S.D. 6