Unit B: Reading – Theme & Genre; Writing – Writing Process; Open Choice /
Suggested Time Frame: ≈ 3 weeks
Introduction / The Instructional Timeline is provided for teachers to assist with the organization of the nine weeks of TEKS/SE into shorter periods of time. This timeline includes opportunities for teachers to extend instruction and/or to reteach as necessary.
Description / Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students write about their own experiences. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
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 / Theme & Genre
Daily:
Reading
*NOTE: According to the ELAR TEKS Introduction, “students read and understand a wide variety of literary and informational texts.”
K.6(A) identify elements of a story including setting, character, and key events
Teaching Point:
· Students need lots of opportunities to retell stories and parts of stories with partners using their memory as well as other tools such as referring to pictures in text or using characters they have created.
· Charting the events of a story becomes very important. Teachers will want to model this in a variety of ways for example: retelling stories through sequential picture sketches.
· Students also need the opportunity to see stories retold through writing. Students can retell the story to the teacher as the teacher scribes. Students can add illustrations to the dictated words.
· Anchor charts can be used to compare different stories. Children should be using technical terms like “characters” and “setting.” They can also begin to talk about Teaching Point – read and identify story elements (setting, characters, key events) of fairy tales, folktales, and fables
Vocabulary
K.5(B) recognize that compound words are made up of shorter words
K.6(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience
K.6(C) recognize sensory details
K.6(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures
Teaching Point:
· Use Venn diagram to compare and contrast elements of two fairy tales (e.g., Cinderella, Cindy Ellen)
· Compare and contrast both traditional and modern versions of various fables
· Use reading and comprehension skills to identify sensory details
· Read various versions of familiar fairy tale and use anchor chart to identify and count recurring phrases
· Draw and label pictures of recurring characters
· Use an anchor chart with the columns: pattern of threes, reoccurring phrases [happily ever after; once upon a time; (mirror, mirror on the wall; riki tiki tembo, etc.) good character, bad character, theme
· There are usually characters who are purely good and characters who are purely evil; there are also characters who will change from making mistakes to making the right decisions.
· Help students to use the illustrations to learn about characters; often times the evil characters are portrayed in darker, more menacing colors, while the good characters are wearing lighter, brighter colors.
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
(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
(E) retell or act out important events in
stories
F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence / 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(D) edit drafts by leaving spaces between letters and words (with adult assistance)
K.13(E) share writing with others (with adult assistance)
Open Choice
Note: Students may write using any style they wish, about any topics they wish.
· Letters
· Stories
· Nonfiction writing
· Diary/Journal Entries
Oral and Written Conventions
K.17(A) form upper and lowercase letters legibly using the basic conventions of print (left-to-right and top-to-bottom)
K.17(B) capitalize the first letter of a sentence
K.17(C) Engl. use punctuation at the end of a sentence
K.18(B) use letter-sound correspondences to spell consonant vowel- consonant (CVC) words (e.g., cut)
K.16(C) Engl. & Sp. use complete simple sentences
K.16(B) Sp. speak in complete sentences to communicate
Generaliza-tions / Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding.
Students 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 their understanding. / Students will engage in the writing process with adult assistance by (planning drafting, revising, editing, and publishing) to compose text.
Essential Questions / What are story elements and how can use them to comprehend?
How do words and illustrations paint a picture of character traits?
How do recurring phrases create rhythm in a story?
How do recurring phrases aid in decoding unfamiliar text?
How can studying story elements in reading be used as a building block for writing? / What is involved in the writing process?
How can thoughts and ideas be communicated through written expression?
(students understand that their individual work has meaning regardless of format)
How do students and teacher monitor where they are in the writing process?
How do you monitor and assess student writing?
Core Components / Specificity
Rhythm rhyme, main character, setting, problem, solution, feelings, good, bad, repeat, magic, theme, folktale, fairytale, lullaby.
*CCRS (not embedded in the TEKS/SEs can be included here) Secondary ELA/R / Plan, revise, edit, draft, picture, idea, shared pen, journal, publish, communication, purpose, author, illustrator, voice, conventions, word choice, organization, spaces, sentences, punctuation, complete thought, letters, words.
*TEKS clarifications – Social Studies
*Language of Instruction (teachers) (Optional - currently in the ARRC/CMT)
Curricular Connections (within, between, and among disciplines) / Spiraling connections vertically and throughout the year within the discipline and interdisciplinary connections with other core subjects.
Required Lessons / Common experiences for all students
Recommend-ed Lessons / Additional lessons aligned to the TEKS/SE for the unit
Differentia-tion: / Suggestions for scaffolding learning by employing strategies for diverse learners within the classroom setting (i.e.: Special Education, TAG, 504, ESL).
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 (hot links)
· Books
· Kits
· Media center
· Library resources
· Textbook
Assessment Resources
© Round Rock I.S.D. 3