Highland Park ISD Curriculum

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1 NAME OF UNIT: Unit 1 Building a Reading Life/Writing Life ESTIMATED # OF DAYS: 29 days (1 st Nine Weeks) 6 Weeks Components Reading Writing Unit Name Building a Reading Life and Writing Life Establishing Reading Routines Establishing Writing Routines Unit Overview Generalizations / Enduring Understandings Concepts Readers are aware of the kinds of books they like to read and the environment that promotes their best reading. They apply strategies to find just right books and improve their reading stamina. Readers read with their minds on fire and allow books to matter. They are active readers who are cognizant of when meaning has been lost and apply comprehension strategies to regain the meaning of the story. Reading partners hold each other accountable, discussing the formation and acquisition of reading goals, and help with the achievement of these goals. Reading partners discuss the books they are reading. Retelling leads partners to dig deeper into stories, share thoughts and feelings, and discuss characters and their role in the story. Readers understand that authors use language to draw in our minds and use structure to help readers understand the story. Readers use many different strategies to become their character and use that information to make predictions. Readers look for evidence about what a character is like and use the evidence to grow an idea(s) about their character. Readers think about the struggles characters go through, the lessons characters learn, and think about how this may change the way they themselves act. Launching the Reading Workshop Fiction Writers know the routines and expectations of Writer s Workshop and work to improve writing stamina, speed, and volume. Writers use strategies to collect ideas for personal narrative stories. Writers use pre-writing organizers to assist with storytelling. Writers know the components of a focused, sequential, Small Moment story, which include detail, dialogue, thoughts, feelings, and descriptions of actions. They also know the difference between a summary of events and a story. Writers edit and revise their writing. Writers write expository and procedural texts in the form of a letter. Writers use and understand the function of nouns and verbs in the context of reading, writing, and speaking. Launching the Writing Workshop Expository and Procedural Texts 1

2 Character Traits, Motivations, and Feelings Theme/Genre Sensory Language Media Literacy Reading Comprehension Skills Reading Strategies Independent Reading Phonics Writing Process Oral and Written Conventions Guiding/ Essential Questions How does knowing yourself as a reader help to improve reading skills? How do I build a relationship with a book/story and what do I do when meaning breaks down? How can I make reading into a big part of my life? How can I make and live by reading goals, remembering what I know about just-right books, reading often, and reading faster, stronger, longer? How can I get better at checking that I am making sense of what I read, and that I have strategies to use when the text is confusing to me? How can my reading partner and I help each other to become better readers? How can I use my conversations with a partner (and the time I spend reading and jotting down ideas to share) to help me make sure that I understand my reading well enough to summarize it, and that I have evidenced-based ideas about it? How can I grow ideas about characters as I read across the books in a series, backing up and refining my theories as I accumulate evidence, and letting those theories become more insightful as I think, read and talk more? How can I live inside the world of the story, identifying with the main character, seeing the world from that person s perspective, and letting all this help me predict? How do I synthesize my thinking about books and characters and push myself to develop more thematic ideas that relate not just to one text but also to life, and the world, in general? How can I better understand my character, his/her feelings, and then use that information to make predictions? What are the components of Writer s Workshop? What strategies can I use to help me decide what to write? How can I use my own experiences to write a personal narrative? What can I do before I start to write to help me plan my story? What type of story should I write, who am I writing for (audience), and what is included in that story? What are the strategies writers use to produce an engaging narrative? What should I do when my story is finished? How can I edit a story for ending punctuation, proper capitalization, and correct spelling of grade appropriate high-frequency words? How can I use what I know about subjects and predicates to form a complete sentence? How can I write simple and compound sentences with correct subject/verb agreement? In what ways can I revise my draft for coherence and organization so that it make sense? How can I demonstrate my understanding of a text through written response for a specific purpose? 2

3 Learning Targets How can I look closely at my character to help me think about what kind of person they are? Performance Levels Learning Progressions Performance Levels Learning Progressions 1. Reads grade-level texts with comprehension 2. Reads grade-level texts with fluency 3. Reads independently for sustained periods of time and produces evidence 4. Comprehends literary genres 5. Applies a variety of strategies to decode words when reading 6. Develops new vocabulary and uses it when reading and writing Reading/Comprehension of Literary Text /Fiction 2.9 A, B Reading/Comprehension of Literary Text/Theme and Genre 2.6 Reading/Comprehension of Literary Text/Sensory Language 2.11 Reading/Media Literacy 2.16 A, B Figure 19 Reading/Comprehension Skills A, B, C, D, E, F 1. Engages in the writing process using the elements of planning, drafting, revising, editing, and publishing to compose text 2. Writes literary texts to express ideas and information 3. Writes in complete sentences and applies knowledge of grammar and usage, including capitalizations and punctuation 4. Applies knowledge of spelling patterns 5. Writes legibly (appropriate letter size, spacing, and formation) Writing Process 2.17 A, B, C, D, E Conventions 2.21 A, B, Handwriting, Capitalization, and Punctuation 2.22 Spelling 2.23 A, B, C, F Reading/Beginning Reading/Strategies 2.3 A, B, C Reading/Fluency 2.4 A Independent Reading 2.12 A Phonics 2.2 B Reading/Vocabulary Development 2.5 B, C Listening and Speaking/Listening 2.28 A Listening and Speaking/Speaking

4 Formative Assessments (FOR learning) Summative Assessments (OF learning) TEKS Specifications Listening and Speaking/Teamwork 2.30 Fountas and Pinnell Benchmark Assessment Teacher Observation Reading Conference Notes-Teacher Post-it Notes Reader s Notebook Reading Logs Student Book Shares Partner Shares Turn and Talk Discussions Read Aloud Discussions Benchmark Assessments Fiction 3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) sequence and summarize the plot's main events and explain their influence on future events; (B) describe the interaction of characters including their relationships and the changes they undergo; Theme and Genre 3.5 Reading/Comprehension of Literary Text/Theme and Genre. 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. (A) paraphrase the themes and supporting details of fables, legends, myths, or stories. Sensory Language 3.10 Reading/Comprehension of Literary Text/Sensory Language. 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. Teacher Observation Writing Conference Notes Post-it Notes Writer s Notebook Entries Drafts Checklists Rubrics Partner Shares Turn and Talk Discussions Whole Group Discussions and Shares Writer s Notebook Entries Writing 3.19 Writing. Students write about their own experiences. (A) write about important personal experiences. Expository and Procedural Texts 3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. (C) write responses to literary or expository texts that demonstrate an understanding of the text. Writing Process 3.17 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, 4

5 (A) identify language that creates a graphic visual experience and appeals to the senses Media Literacy 3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound). Figure 19 (RC) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions) (D) make inferences about text and use textual evidence to support understanding: (E) summarize information in text, maintaining meaning and logical order; (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Reading Strategies 3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; (E) publish written work for a specific audience Oral and Written Conventions 3.22 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (vii) coordinating conjunctions (e.g., and, or, but); (B) use the complete subject and the complete predicate in a sentence; (C) use complete simple and compound sentences with correct subject-verb agreement Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. (A) write legibly in cursive script with spacing between words in a sentence; (C) recognize and use punctuation marks including: (ii) commas in series and dates; (D) use correct mechanics including paragraph indentations Oral and Written Conventions/Spelling. Students spell correctly. (A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell; (B) spell words with more advanced orthographic patterns and rules: (iv) double consonants in the middle of words; (C) spell high-frequency and compound words from a commonly used list; (D) spell words with common syllable constructions (e.g., closed, open, final stable syllable); 5

6 background knowledge, generating questions, re-reading a portion aloud). Reading Fluency 3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. (A) read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension Independent Reading 3.11 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. (A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). Phonics 3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., mag-net, splen-did); (ii) open syllable (CV) (e.g., ve-to); (iii) final stable (e.g., ap-ple, -ble) (E) monitor accuracy in decoding. Vocabulary 3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones; (E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words. Listening and Speaking 3.29 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with (G) use print and electronic resources to find and check correct spellings. 6

7 greater complexity. (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; 3.30 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher-and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Processes and Skills Sequence and Summarize plot Understand elements of fiction Make Inferences Draw Conclusions Paraphrase Themes Provide Supporting Details Describe characters Make Predictions Provide Text Evidence Understand Media Literacy Make Connections Ask Questions Use Schema and Background Knowledge Fluency (rate, accuracy, expression, phrasing) Independent Reading Phonics (spelling patterns) Decoding Context Clues Antonyms Synonyms Listening/Speaking/Teamwork Personal Narrative Expository Texts Procedural Texts Writing Process (Planning, Drafting, Revising, Editing) Conventions (verbs, nouns, complete subject/complete predicate, simple and compound sentences with correct subject verb agreement) Handwriting (cursive script-review lowercase from second grade) Capitalization Punctuation Letter Sounds Word Parts Word Segmentation Syllabication Orthographic Patterns and Rules Spell High-Frequency Words Syllable Constructions (closed, open, final stable) Print and Electronic Resources 7

8 Topics Launching the Reading Workshop Fiction Character Traits, Motivations, and Feelings Theme/Genre Sensory Language Media Literacy Reading Comprehension Skills Reading Strategies Independent Reading Phonics Launching the Writing Workshop Expository and Procedural Texts Writing Process Oral and Written Conventions Facts Language of Instruction State Assessment Connections RC-2 RC-3 National Assessment Connections NWEA MAPS Resources Genre Study-Teaching with Fiction and Nonfiction Books by Fountas and Pinnell Guided Readers and Writers (First Twenty Days) by Fountas and Pinnell Units of Study for Teaching Reading-A Guide to the Reading Workshop by Lucy Calkins Units of Study for Teaching Reading--Building a Reading Life by Lucy Calkins and Kathleen Tolan Units of Study for Teaching Reading Following Characters into Meaning Volumes 1 & 2 by Lucy Calkins and Kathleen Tolan Units of Study for Teaching Writing, Grades 3-5 Launching The Writing Workshop by Lucy Calkins and Marjorie Martinelli 8

9 Textbook Correlation Journeys (use applicable lessons) Journeys (use applicable lessons) 9

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