ELAR Grade 03 Unit 05 Exemplar Lesson 03: Continuing to Discover Connections

Transcription

1 ELAR Grade 03 Unit 05 Exemplar Lesson 03: Continuing to Discover Connections This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis In Reading, students make connections between fictional and informational texts and provide text evidence to support their ideas. Students use graphic organizers to compare and contrast texts. Students continue to write expository compositions using the writing process. In Word Study, students continue to build their knowledge of words by studying synonyms, prefixes, suffixes, and base/root words. Performance Indicators Grade 03 ELAR Unit 05 PI 01 After reading a short fictional story and an informational text with similar ideas, complete a graphic organizer to make connections between the texts including the structure and elements of each. Standard(s): 3.2B, 3.2C, 3.Fig19C, 3.Fig19D, 3.Fig19F ELPS ELPS.c.1E, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J Grade 03 ELAR Unit 05 PI 05 Using the topic of the personal narrative, write a one-page expository composition that includes a central idea in a topic sentence, supporting details, and a concluding statement. Standard(s): 3.17A, 3.17B, 3.17C, 3.17D, 3.17E, 3.20A.i, 3.20A.ii, 3.20A.iii ELPS ELPS.c.1B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G page 1 of 46

2 Grade 03 ELAR Unit 05 PI 06 Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts and media. Provide textual evidence to support ideas. Standard(s): 3.2A, 3.2B, 3.2C, 3.11A, 3.20C, 3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G Grade 03 ELAR Unit 05 PI 07 Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing. Standard(s): 3.4A, 3.4B, 3.4C, 3.4D, 3.4E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Readers create connections to make text personally relevant and useful. Authors choose structure to organize information to construct meaning. Authors use conventions of written language to communicate clearly and effectively. Readers use strategies to support understanding of text. An extensive vocabulary supports the development of oral and written communication. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 3.2A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions. 3.2B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Supporting Standard page 2 of 46

3 3.2C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 3.4A Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots. Readiness Standard 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. Students are expected to: 3.5A Paraphrase the themes and supporting details of fables, legends, myths, or stories. Supporting Standard 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. Students are expected to: 3.8A Sequence and summarize the plot's main events and explain their influence on future events. Readiness Standard 3.8B Describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard 3.12 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: Readiness Standard (Linked to Figure 19 D) page 3 of 46

4 3.12A Identify the topic and locate the author's stated purposes in writing the text Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 3.13A Identify the details or facts that support the main idea. Readiness Standard 3.13B Draw conclusions from the facts presented in text and support those assertions with textual evidence. Readiness Standard 3.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 3.17B Develop drafts by categorizing ideas and organizing them into paragraphs. 3.17C Revise drafts for coherence, organization, use of simple and compound sentences, and audience. 3.17D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 3.20A Create brief compositions that: 3.20A.i 3.20A.ii 3.20A.iii establish a central idea in a topic sentence. include supporting sentences with simple facts, details, and explanations contain a concluding statement. 3.20C Write responses to literary or expository texts that demonstrate an understanding of the text Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply page 4 of 46

5 earlier standards with greater complexity. Students are expected to: 3.22A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 3.22A.vi possessive pronouns (e.g., his, hers, theirs) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 3.23A Write legibly in cursive script with spacing between words in a sentence. 3.23C Recognize and use punctuation marks including: 3.23C.i apostrophes in contractions and possessives 3.24 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 3.24C Spell high-frequency and compound words from a commonly used list. 3.Fig19 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: 3.Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. 3.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 3.Fig19D Make inferences about text using textual evidence to support understanding. Readiness Standard (Fiction) Supporting Standard (Literary Nonfiction and Poetry) 3.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. page 5 of 46

6 Ongoing TEKS 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: 3.1E Monitor accuracy in decoding. 3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 3.3A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 3.4E 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 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: 3.11A 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) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 3.17E Publish written work for a specific audience Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 3.22A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 3.22A.i verbs (past, present, and future). page 6 of 46

7 3.22A.ii 3.22A.iii 3.22A.iv 3.22A.v 3.22A.vii nouns (singular/plural, common/proper). adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the). adverbs (e.g., time: before, next; manner: carefully, beautifully). prepositions and prepositional phrases. coordinating conjunctions (e.g., and, or, but) 3.22A.viii time-order transition words and transitions that indicate a conclusion. 3.22B Use the complete subject and the complete predicate in a sentence. 3.22C 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. Students are expected to: 3.23B Use capitalization for: 3.23B.i 3.23B.ii 3.23B.iii geographical names and places. historical periods official titles of people. 3.23C Recognize and use punctuation marks including: 3.23C.ii commas in series and dates 3.23D Use correct mechanics including paragraph indentations Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 3.24A Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell. 3.24B Spell words with more advanced orthographic patterns and rules: 3.24B.i consonant doubling when adding an ending. page 7 of 46

8 3.24B.ii 3.24B.iii 3.24B.iv 3.24B.v 3.24B.vi dropping final "e" when endings are added (e.g., -ing, -ed). changing y to i before adding an ending. double consonants in middle of words. complex consonants (e.g., scr-, -dge, -tch) abstract vowels (e.g., ou as in could, touch, through, bought). 3.24D Spell words with common syllable constructions (e.g., closed, open, final stable syllable). 3.24E Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode). 3.24F Spell complex contractions (e.g., should've, won't). 3.24G Use print and electronic resources to find and check correct spellings Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: 3.29A Listen attentively to speakers, ask relevant questions, and make pertinent comments Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: 3.30A 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 will continue to apply earlier standards with greater complexity. Students are expected to: 3.31A 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. Materials Word Study Notebook (1 per student) page 8 of 46

9 Reader s Notebook (1 per student) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Note card (1 per student) Publishing paper (1 sheet per student) Colored pen or pencil (1 per student) Thesaurus (class set) Dictionary (class set) 2 grade-appropriate fictional texts (class set of each) 2 grade-appropriate expository texts (class set of each) Collection of grade-appropriate fictional and expository texts with similar ideas for student selection Collection of grade-appropriate texts that support other content area concepts Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Fictional and Expository Texts Handout: Synonym Crossword Handout: Synonym Crossword KEY Resources and References Possible/Optional Literature Selections None identified District-adopted resources page 9 of 46

10 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.4C 3.4E 3.2A,B,C 3.2A,B,C 3.1E 3.17B 3.29A 3.Fig19C,D 3.Fig19C,D 3.3A 3.20Ai,ii 3.30A 3.5A 3.5A 3.11A 3.23A 3.8A,B 3.8A,B 3.31A 3.20C 3.20C Key Understandings and Guiding Questions An extensive vocabulary supports the development of oral and written communication. Readers create connections to make text personally relevant and useful. - How can making Readers create connections to make text personally relevant and useful. - How can making Authors choose structure to organize information to construct meaning. - How should information - How does studying words connections help with connections help with be organized in expository help readers and writers? comprehension? comprehension? writing? Readers use strategies to support understanding of text. - What strategies do readers use to help in the Readers use strategies to support understanding of text. - What strategies do readers use to help in the Authors use conventions of written language to communicate clearly and effectively. comprehension of text? comprehension of text? - How do language conventions affect communication? page 10 of 46

11 Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING Vocabulary of Instruction Synonym Thesaurus Fiction Purpose Prediction Theme Story element Fiction Purpose Prediction Theme Story element Materials Word Study Notebook (1 per student) Thesaurus (class set) Chart paper (if applicable) Grade-appropriate fictional text (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Handout: Synonym Crossword (1 per student) Handout: Fictional and Expository Texts (optional, 1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Duplicate the Handout: Synonym Crossword for each student. 2. Select a gradeappropriate fictional text that has similar ideas to the expository text that will 2. Locate a collection of fictional texts and expository texts which have similar ideas. page 11 of 46

12 Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING be read in Daily Lesson 16 Shared Reading. 3. Either create a graphic organizer to use to record the story elements from the fictional text or duplicate the Handout: Fictional and Expository Texts for each student. 3. Create an Anchor Chart: Fiction vs. Expository Texts. Configure this as a T-Chart with the left column labeled Fictional Texts and the right column labeled Expository Texts. Background Information Teacher Notes Elements of fiction - narrative aspects, including setting, characters, plot, and theme Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience. Purpose - the intended goal of a piece of writing; the reason a person writes Refer to Shared Reading Consider pairing the fictional and expository texts prior to student selection. Students would then select a pair of texts to read independently. In this Daily Lesson, students are reading the page 12 of 46

13 Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING fictional text only. They will read the expository text in Daily Lesson 16 Independent Reading. page 13 of 46

14 Instructional Routines Daily Lesson # 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students identify and use synonyms. sequence and summarize the sequence and summarize the develop a composition by plot s main events, describe plot s main events, describe categorizing ideas, facts, and character interactions, and character interactions, and details and organize them into paraphrase the theme. paraphrase the theme. paragraphs. Mini Lesson 1. Ask: What is a synonym? Discuss responses. 2. Display and distribute the Handout: Synonym Crossword. 3. Model using a thesaurus to find appropriate synonyms to complete 1-2 of the clues in the Handout: Synonym Crossword. Some letters have been included in the crossword to assist students in selecting the correct synonym. 1. Discuss author s purpose. Ask: Why is most fictional text written? Discuss responses, such as for entertainment, to tell a story, etc. 2. Display and distribute copies of the selected fictional text. 3. Direct students attention to the author, title, and illustration. Ask: What do you predict that this story will be about? Discuss responses. 4. Read Aloud or Choral Read the story, stopping at critical points. Review story elements such as setting, characters, problem, climax, and 1. Tell students that they will be selecting a fictional text to read independently. This text will be similar in ideas to an expository text that will be read during Daily Lesson On the Anchor Chart: Fiction vs. Expository Texts (in the Fictional Text column), write questions related to theme, characterization, predictions, how earlier events affect future events, examples of sensory language, and purpose for reading. 1. Continue the routine for handwriting practice. Model correct formation and slant of cursive letters. Students practice cursive writing using correct letter formation and slant. 2. Display and review the list of ideas and information listed in the Teacher Writer s Notebook from Daily Lessons 12 and 13 Writing. 3. Using the list of ideas and information, draft the middle of the expository composition. Be sure that the facts and details support the central idea. 4. Think Aloud about the page 14 of 46

15 solution. 5. After the story, ask: What do you think that the theme of the story is? What message do you think that the author is trying to convey in this writing? Discuss responses. logical arrangement of information into paragraphs and sentence combining. Learning Applications 1. With a partner, students complete the crossword puzzle, using a thesaurus for reference. 1. Display the created graphic organizer. Students draw the same organizer in their Reader s Notebooks or display and distribute the Handout: Fictional and Expository Texts. 2. Students record information related to purpose, theme, and story elements on the graphic organizer or the Handout: Fictional and Expository Texts. 1. Students select a fictional text to read independently. 2. Students read silently and record responses to questions on the Anchor Chart: Fiction vs. Expository Texts in their Reader s Notebooks. 3. Remind students to support their comments with evidence from the text. Also, encourage them to ask questions of their own as they read the text. 1. Students review the list of ideas and information they gathered in their Writer s Notebook in Daily Lessons 12 and 13 Writing. 2. Students write the middle of their expository composition in their Writer s Notebooks. Students use their list to help categorize their ideas into paragraphs. Students make sure that their facts and details support the central idea. 3. Monitor and confer with students as necessary. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Review the solutions to the crossword puzzle. 1. As a class, complete the displayed graphic 1. Students share their responses with a partner. 1. Students share their draft with a partner. page 15 of 46

16 2. Ask: Why is it important that readers and writers know synonyms? Discuss responses. organizer or Handout: Fictional and Expository Texts. page 16 of 46

17 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 16 SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.2A,B,C 3.29A 3.2A,B,C 3.1E 3.17B 3.29A 3.Fig19A,C,D 3.31A 3.Fig19C,D 3.3A 3.20Ai,ii,iii 3.12A 3.12A 3.11A 3.23A 3.13A,B 3.13A,B 3.30A 3.20C 3.20C Key Understandings and Guiding Questions Readers create connections to make text personally relevant and useful. Readers create connections to make text personally relevant and useful. Authors choose structure to organize information to construct meaning. - How can making connections help - How can making connections help - How should information be with comprehension? with comprehension? organized in expository writing? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Authors use conventions of written language to communicate clearly and effectively. - How do language conventions affect communication? Vocabulary of Instruction Expository Topic Author's purpose Main idea Detail Expository Topic Author purpose Main idea Detail Concluding statement page 17 of 46

18 Daily Lesson #: 16 SHARED READING INDEPENDENT READING WRITING Conclusion Conclusion Materials Grade-appropriate expository text (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of grade-appropriate fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select a grade-appropriate informational text that has similar ideas to the fictional text that was explored during Daily Lesson 15 Shared Reading. 3. Create a graphic organizer to use for recording information from the expository text, or use the Handout: Fictional and Expository Texts if it was used in Daily Lesson 15. Prepare to use it to record the information. 2. Locate a collection of expository texts that are similar in ideas to the fictional texts read during Daily Lesson 15 Independent Reading. These two texts will be compared during Daily Lesson 17 Independent Reading. 3. Prepare to display the Anchor Chart: Fiction vs. Expository Texts. Background Information Expository text - a type of informational Refer to Shared Reading Concluding statement - a statement that page 18 of 46

19 Daily Lesson #: 16 SHARED READING INDEPENDENT READING WRITING text that clarifies or explains something Topic - what the author is writing about- the subject (e.g., polar bears) Purpose - the intended goal of a piece of writing; the reason a person writes Main idea - the overall message of a text or section of a text (e.g., Polar bears are becoming endangered.) Facts/Details - support the main idea by telling how, when, what, where, why, how much, and how many Draw Conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. clearly summarizes the central idea Teacher Notes Refer to Daily Lesson 15 Independent Reading page 19 of 46

20 Instructional Routines Daily Lesson # 16 SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students identify main Content Objective: Students identify main Content Objective: Students develop a idea, facts/details, draw conclusions, idea, facts/details, draw conclusions, composition by categorizing ideas, facts, identify topic, and purpose. identify topic, and purpose. and details and organize them into paragraphs. Mini Lesson 1. Display and distribute the expository text that relates to Daily Lesson 15 s fictional text. Ask: What is the difference between this text and the one from Daily Lesson 15 Shared Reading? Discuss responses including that this text is expository. 2. Ask: What is our purpose for reading expository texts? Discuss responses. 3. Read Aloud or Choral Read the text, stopping at critical points to discuss the author s purpose, the topic, the main idea, and supporting details. 1. Tell students that they will be selecting an expository text to read independently. This text should be similar in ideas to the fictional text read during Daily Lesson 15 Independent Reading. 2. On the Anchor Chart: Fiction vs. Expository Texts (in the Expository Text column), write questions related to inferences that can be made from reading the text, purpose for reading the text, the topic, main ideas, and supporting details, as well as conclusions that can be made from the facts presented in the text. 1. Continue the routine for handwriting practice. Model correct formation and slant of cursive letters. Students practice cursive writing using correct letter formation and slant. 2. Display and review the list of ideas and information listed in the Teacher Writer s Notebook from Daily Lessons 12 and 13 Writing. 3. Using the list of ideas and information, draft the end of the expository composition. 4. Think Aloud about the logical arrangement of information into paragraphs and sentence combining. Model writing a concluding statement that restates the main or central idea. Learning Applications 1. Display the created graphic organizer. Students draw the 1. Students select an expository text to read independently. 1. Students review the list of ideas and information they gathered in page 20 of 46

21 same organizer in their Reader s Notebooks or display and distribute the Handout: Fictional and Expository Texts. 2. Students record information related to purpose, main idea, details, and conclusions on the graphic organizer or the Handout: Fictional and Expository Texts. 2. Students read silently and record responses to questions on the Anchor Chart: Fiction vs. Expository Texts in their Reader s Notebook. 3. Remind students to support their comments with evidence from the text. Also, encourage them to ask questions of their own as they read the text. their Writer s Notebook in Daily Lessons 12 and 13 Writing. 2. Students write the end of their expository composition in their Writer s Notebooks. Students use their list to help categorize their ideas into paragraphs. Students write a concluding statement that restates the main or central idea. 3. Monitor and confer with students as necessary. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. As a class, complete the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Students share responses with a partner. 1. Ask students to share their topic and concluding statements to determine if they support each other. page 21 of 46

22 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.4A 3.4E 3.2B,C 3.2B,C 3.17C 3.Fig19C,D,F 3.Fig19C,D,F 3.20Ai-iii 3.20C 3.20C 3.23A Key Understandings and Guiding Questions An extensive vocabulary supports the development of oral and written communication. Readers create connections to make text personally relevant and useful. Readers create connections to make text personally relevant and useful. Authors choose structure to organize information to construct meaning. - How can studying words and word parts help readers and writers? - How can making connections help with comprehension? - How can making connections help with comprehension? - How should information be organized in expository writing? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Authors use conventions of written language to communicate clearly and effectively. - How do language conventions affect communication? page 22 of 46

23 Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING Vocabulary of Instruction Prefix Suffix Base word Root word Connection Connection Revise Materials Word Study Notebook (1 per student) Note card (1 per student) Dictionary (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Grade-appropriate fictional and expository texts from Daily Lessons 15 and 16 Shared Reading (class sets of each) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select academic vocabulary words with prefixes or suffixes from other content areas and write them on a note card (1 per student plus two for modeling). 2. Prepare to use the completed graphic organizers or the Handout: Fictional and Expository Texts 2. Create and display a graphic organizer that can be used to compare fictional and expository texts. 2. Prepare to display the Anchor Chart: Revision from Daily Lesson 7 Writing. page 23 of 46

24 Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING Conferring with other content area teachers may be necessary. depending on what was used in Daily Lessons 15 and 16 Shared Reading. 3. If the handout was not used, create another graphic organizer that can be used to compare the two texts. 3. Prepare to display the Anchor Chart: Fiction vs. Expository Texts from Daily Lessons 15 and 16 Independent Reading. Background Information Teacher Notes Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Prefix - one or more sounds or letters placed before a root or base word that change the meaning of the word (e.g., displease, incorrect) Suffix - one or more sounds or letters placed after the root or base word that may change the meaning of the word (e.g., beautiful, careless) Base word - word that can stand alone with its own meaning Root - the basic part of a word that carries meaning This Instructional Routine assesses Performance Indicator 06. page 24 of 46

25 Instructional Routines Daily Lesson # 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use Content Objective: Students make Content Objective: Students make Content Objective: Students revise knowledge of prefixes, suffixes, connections between fictional and connections between literary and their expository drafts for base words, and roots to expository texts. expository texts. coherence, organization, use of determine meaning of unknown sentences, and audience. words. Mini Lesson 1. Review what students already know about prefixes and suffixes. Ask: What is a prefix? Discuss responses. Ask: What is a suffix? Discuss responses. Ask: How does knowing prefixes and suffixes help us as readers and writers? Discuss responses. 2. Display the words written on the note cards one at a time. Choral Read the words with the students. 3. Think Aloud and model using knowledge of prefixes, suffixes, base words, and roots to determine meaning with a couple of words. 1. Ask: What does it mean to compare two texts? What are connections? Discuss responses. 2. Display and distribute the fictional and expository texts that were read in Daily Lessons 15 and 16 Shared Reading. 3. Display the created graphic organizer or the Handout: Fictional and Expository Texts. 4. Think Aloud and make 1-2 connections between the two texts. Record the ideas on the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Display the Anchor Chart: Fiction vs. Expository Texts. Call attention to the different types of questions that were asked regarding fiction and expository texts. 2. Tell students that they will be comparing the fiction and expository texts that they explored during Daily Lessons 15 and 16 Independent Reading. They will use the displayed graphic organizer to compare the two texts. 1. Continue the routine for handwriting practice. Model correct formation and slant of cursive letters. Students practice cursive writing using correct letter formation and slant. 2. Ask: What is revision? Why do authors revise? Discuss responses. 3. Display the Anchor Chart: Revision. Review the definition for revision. Discuss the different things to consider when revising, including the questions writers should keep in their head when revising. 4. Reread the expository page 25 of 46

26 4. Divide the word into parts (affix, base word). For example: precaution = pre + caution. The prefix premeans before. The base word caution means to be careful. Therefore, a precaution is something you do in advance to be careful. composition in the Teacher Writer s Notebook from Daily Lessons Writing. 5. Think Aloud about places that need revision and why they need to be revised. Model revising for coherence, organization, use of sentences, and audience. 6. Remind students that their final product must be no longer than one page (26 lines). Revision is the time to narrow their ideas to the most important ones that matter to the story being told. Learning Applications 1. Distribute a note card to each student. Divide the students into pairs. 2. Students use their knowledge of prefixes, suffixes, base words, and roots to determine word meanings by breaking the word into parts (affixes, 1. With a partner, students continue to make connections between the texts and record them on the graphic organizer or the Handout: Fictional and Expository Texts. 1. Students copy the graphic organizer into their Reader s Notebooks. 2. Distribute or instruct students to locate the related fiction and expository texts that were read during Daily Lessons 15 and 16 Independent 1. Students reread their expository compositions in their Writer s Notebook. Students may read to a partner. (optional) 2. Students revise their drafts for coherence, organization, use of sentences, and audience. page 26 of 46

27 base word), labeling the meaning of each part, and writing a definition of the word. Students write the words and definitions in their Word Study Notebook. Students write their words in a sentence. Reading. 3. Students record similarities and differences between the texts into their graphic organizer. 3. Students make sure their narrative is no longer than one page (26 lines). 3. Students may use their Word Study Notebook and/or dictionary as a resource. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Students share their word, definition, and sentence with a different partner. 1. As a class, complete the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Students share their graphic organizers with a partner or small group. 2. Collect Reader s Notebooks to assess students entries and to determine who may need more support on the Performance Indicator in Daily Lessons Independent Reading. 1. Students share their drafts with revisions with a partner. Students make additional revisions, if necessary, based on partner feedback. page 27 of 46

28 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 18 SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.2A,B,C 3.2A,B,C 3.1E 3.17D 3.23Bi-iii,Cii 3.Fig19C,D 3.Fig19C,D 3.3A 3.20Ai-iii 3.5A 3.5A 3.11A 3.23A,Ci 3.8A,B 3.8A,B 3.31A 3.20C 3.20C Key Understandings and Guiding Questions Readers create connections to make text personally relevant and useful. Readers create connections to make text personally relevant and useful. Authors choose structure to organize information to construct meaning. - How can making connections help - How can making connections help - How should information be with comprehension? with comprehension? organized in expository writing? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Readers use strategies to support understanding of text. - What strategies do readers use to help in the comprehension of text? Authors use conventions of written language to communicate clearly and effectively. - How do language conventions affect communication? Vocabulary of Instruction Fiction Purpose Prediction Theme Story element Fiction Purpose Prediction Theme Story element Edit Punctuation Capitalization page 28 of 46

29 Daily Lesson #: 18 SHARED READING INDEPENDENT READING WRITING Materials Grade-appropriate fictional text (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of grade-appropriate fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Colored pen or pencil (1 per student) Chart paper (if applicable) Attachments and Resources Handout: Fictional and Expository Texts (optional, 1 per student) Handout: Fictional and Expository Texts (optional, 1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select a grade-appropriate fictional text that has similar ideas to the expository text that will be read in Daily Lesson Either create a graphic organizer to use to record the story elements from the fictional text or duplicate the Handout: Fictional and Expository Texts. 2. Locate a collection of fictional texts and expository texts which have similar ideas. 3. Prepare to display the Anchor Chart: Fiction vs. Expository Texts from Daily Lesson 15 or duplicate the Handout: Fictional and Expository Texts for each student. 2. Prepare to display the Anchor Charts: Editing for Capitalization and Editing for Punctuation from Daily Lesson 8. Add new rules and/or patterns learned or ones that need more attention. (optional) Background Information Refer to Daily Lesson 15 Shared Reading Refer to Daily Lesson 15 Shared Reading Teacher Notes In Daily Lessons 18-20, students will be Students will only be editing for page 29 of 46

30 Daily Lesson #: 18 SHARED READING INDEPENDENT READING WRITING working on the first Performance Indicator on the IFD. In this Daily Lesson, students will be reading the fictional text. In Daily Lesson 19, they will be reading the informational (expository) text. In Daily Lesson 20, they will compare the two texts and use a graphic organizer to record connections in structure and elements. Decide if students will write an open-ended response in their Reader s Notebook using the Anchor Chart: Fiction vs. Expository Texts or if students will use the Handout: Fictional and Expository Texts to record their ideas. capitalization and punctuation. page 30 of 46

31 Instructional Routines Daily Lesson # 18 SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students sequence and Content Objective: Students sequence and Content Objective: Students edit their drafts summarize the plot s main events, summarize the plot s main events, for punctuation and capitalization. describe character interactions, and describe character interactions, and paraphrase the theme. paraphrase the theme. Mini Lesson 1. Discuss author s purpose. Ask: Why is most fictional text written? Discuss responses, such as: for entertainment, to tell a story, etc. 2. Display and distribute copies of the selected fictional text. 3. Direct students attention to the author, title, and illustration. Ask: What do you predict that this story will be about? Discuss responses. 4. Display the created graphic organizer. Students draw the same organizer in their Reader s Notebooks or display and distribute the Handout: Fictional and Expository Texts. 5. Instruct students to read the fictional story with a partner and complete the selected graphic 1. Tell students that they will be selecting a fictional text to read independently. Explain that they will be assessed on their understanding of the story. This text will be similar in ideas in an expository text that will be read during Daily Lesson 19, which will also be assessed. 2. Display the Anchor Chart: Fiction vs. Expository Texts or the Handout: Fictional and Expository Texts. Review the expectations for students responses to the fictional text. 1. Continue the routine for handwriting practice. Model correct formation and slant of cursive letters. Students practice cursive writing using correct letter formation and slant. 2. Ask: What is editing? Discuss responses. 3. Ask: What is the difference between revising and editing? Discuss responses. 4. Ask: What do authors edit for? Discuss responses. 5. Display the Anchor Charts: Editing for Capitalization and Editing for Punctuation. Tell students that they will edit for punctuation and capitalization. Review the rules on the Anchor Charts: Editing for Capitalization, and Editing for Punctuation. page 31 of 46

32 organizer or the Handout: Fictional and Expository Texts. 6. Think Aloud and edit the expository composition in the Teacher Writer s Notebook using a colored pen or pencil. Model editing for punctuation and capitalization. Learning Applications 1. With a partner, students read the fictional story and discuss the story elements. 2. Students record information related to purpose, theme, and story elements on the graphic organizer or the Handout: Fictional and Expository Texts. 1. Students select a fictional text to read independently. 2. Students read silently and record responses to questions on the Anchor Chart: Fiction vs. Expository Texts in their Reader s Notebooks or complete the left side of the Handout: Fictional and Expository Texts. 1. In their Writer s Notebooks, students edit their expository compositions for capitalization and punctuation errors using a colored pen or pencil. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. As a class, complete the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Students share their responses with a partner. 1. Students share their drafts with a partner and peer edit for punctuation and capitalization errors. page 32 of 46

33 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.4A 3.4E 3.2A,B,C 3.29A 3.2A,B,C 3.1E 3.17D 3.22Ai- 3.Fig19A,C,D 3.31A 3.Fig19C,D 3.3A 3.20Ai-iii v,vii,viii,b,c 3.12A 3.12A 3.11A 3.22Avi 3.24A,Bi- 3.13A,B 3.13A,B 3.30A 3.23A vi,d,e,f,g 3.20C 3.20C 3.24C 3.31A Key Understandings and Guiding Questions An extensive vocabulary supports the development of oral and written communication. Readers create connections to make text personally relevant and useful. - How can making Readers create connections to make text personally relevant and useful. - How can making Authors choose structure to organize information to construct meaning. - How should information be - How can studying words connections help with connections help with organized in expository and word parts help readers comprehension? comprehension? writing? and writers? Readers use strategies to support understanding of text. - What strategies do readers use to help in the Readers use strategies to support understanding of text. - What strategies do readers use to help in the Authors use conventions of written language to communicate clearly and effectively. comprehension of text? comprehension of text? - How do language conventions affect communication? page 33 of 46

34 Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING Vocabulary of Instruction Prefix Suffix Base word Root word Expository Topic Author's purpose Main idea Detail Conclusion Expository Topic Author purpose Main idea Detail Conclusion Edit Spelling Grammar Materials Word Study Notebook (1 per student) Collection of gradeappropriate texts that support other content area concepts Chart paper (if applicable) Grade-appropriate expository text (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Word Study Notebook (1 per student) Teacher Writer s Notebook (1) Dictionary (class set) or access to an online/electronic dictionary Colored pen or pencil (1 per student) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to display any Anchor Charts related to 2. Select a gradeappropriate informational 2. Locate a collection of expository texts which are 2. Prepare to display the Anchor Chart: Editing for page 34 of 46

35 Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING previously learned prefixes and suffixes. Students can also use their Word Study Notebooks as a resource. text that has similar ideas to the fictional text that was explored during Daily Lesson 18 Shared Reading. 3. Create a graphic organizer to use for recording information from the expository text, or use the Handout: Fictional and Expository Texts if it was used in Daily Lesson 18 Shared Reading. Prepare to use it to record the information. similar in ideas to the fictional texts read during Daily Lesson 18 Independent Reading. These texts will be compared during Daily Lesson 20 Independent Reading. 3. Prepare to display the Anchor Chart: Fiction vs. Expository Texts from Daily Lesson 15 or prepare to use the Handout: Fictional and Expository Texts from Daily Lesson 18 if applicable. Spelling from Daily Lesson 9 Writing. Add any new rules and/or patterns learned or ones that need more attention. Background Information Refer to Daily Lesson 17 Word Refer to Daily Lesson 16 Shared Refer to Daily Lesson 16 Shared Study Reading Reading This Instructional Routine assesses Performance Indicator 07. Teacher Notes Refer to Daily Lesson 18 Independent Reading Students will only be editing for spelling and grammar. Be sure to have resources (e.g., Anchor Charts, Word Wall, Word Study Notebooks, high-frequency word lists, dictionaries, etc.) available to students to use for spelling. page 35 of 46

36 page 36 of 46

37 Instructional Routines Daily Lesson # 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students edit identify the meaning of common identify main idea, facts/details, identify main idea, facts/details, their expository compositions for prefixes and suffixes and tell how draw conclusions, identify topic, draw conclusions, identify topic, spelling and grammar. they change the meaning of roots. and purpose. and purpose. Mini Lesson 1. Display any Anchor Charts related to previously learned prefixes and suffixes. 2. Review the meaning of the learned prefixes and suffixes. 3. Using a text from the collection, identify a word that has a common prefix or suffix. Record the word on the chart. Write the meaning of the prefix/suffix and the meaning of the root word. Then, record the meaning of the whole word. 1. Display and distribute the expository text that relates to Daily Lesson 15 s fictional text. Ask: What is the difference between this text and the one from Daily Lesson 18 Shared Reading? Discuss responses including that this text is expository. 2. Ask: What is our purpose for reading expository texts? Discuss responses. 3. Display and distribute copies of the selected expository text. 4. Display the created graphic organizer. Students draw the same organizer in their Reader s 1. Tell students that they will be selecting an expository text to read independently. This text should be similar in ideas to the fictional text read during Daily Lesson 18 Independent Reading. Remind students that they will be assessed on their understanding of the selected texts. 2. Display the Anchor Chart: Fiction vs. Expository Texts or the Handout: Fictional and Expository Texts. Review the expectations for students responses to the expository text. 1. Continue the routine for handwriting practice. Model correct formation and slant of cursive letters. Students practice cursive writing using correct letter formation and slant. 2. Discuss editing and how good writers check their work for spelling and grammatical errors, as well as for capitalization and punctuation. 3. Display the Anchor Chart: Editing for Spelling. Tell students that they will edit for spelling and grammar. Review the rules on the Anchor Chart: Editing for Spelling. 4. Think Aloud and edit the page 37 of 46

38 Notebooks or display and distribute the Handout: Fictional and Expository Texts. 5. Instruct students to read the expository text with a partner and complete the selected graphic organizer or the Handout: Fictional and Expository Texts. expository composition in the Teacher Writer s Notebook using a colored pen or pencil. Model editing for spelling and grammar. Use resources (e.g., Anchor Charts, Word Wall, Word Study Notebooks, highfrequency word lists, dictionaries, etc.) to help correct spelling errors. Learning Applications 1. With a partner, students select a text to read. Students identify words with common prefixes and suffixes as they are reading. 2. Students record the words in their Word Study Notebooks. Students record the meaning of the prefix/suffix, the meaning of the root word, and the meaning of the whole word. 1. With a partner, students read the expository text and discuss the main ideas and details within the text. 2. Students record information related to purpose, main idea, details, and conclusions on the graphic organizer or the Handout: Fictional and Expository Texts. 1. Students select an expository text to read independently. 2. Students read silently and record responses to questions on the Anchor Chart: Fiction vs. Expository Texts in their Reader s Notebooks or complete the right side of the Handout: Fictional and Expository Texts. 1. In their Writer s Notebooks, students edit their expository compositions for spelling and grammatical errors, referring to highfrequency word lists and dictionaries, as needed. Students make corrections with a colored pen or pencil. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Students share the words with prefixes and suffixes they identified. 1. As a class, complete the displayed graphic organizer or the Handout: 1. Students share responses with a partner. 1. Students share their expository compositions with a partner and peer page 38 of 46

39 2. Collect Word Study Notebooks to assess students entries. Fictional and Expository Texts. edit for grammar and spelling errors. page 39 of 46

40 Continuing to Discover Connections Lesson Preparation Daily Lesson #: 20 SHARED READING INDEPENDENT READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 3.2B,C 3.2B,C 3.20Ai-iii 3.17E 3.Fig19C,D,F 3.Fig19C,D,F 3.23A 3.23D 3.20C 3.20C 3.29A Key Understandings and Guiding Questions Readers create connections to make text personally relevant and useful. Readers create connections to make text personally relevant and useful. Authors choose structure to organize information to construct meaning. - How can making connections help - How can making - How should information be with comprehension? connections help with organized in expository writing? comprehension? Authors use conventions of written language to communicate clearly and effectively. - How do language conventions affect communication? Vocabulary of Instruction Connection Connection Publish Materials Reader s Notebook (1 per student) Grade-appropriate fictional Reader s Notebook (1 per student) Collection of grade-appropriate Writer s Notebook (1 per student) Teacher Writer s Notebook (1) page 40 of 46

41 Daily Lesson #: 20 SHARED READING INDEPENDENT READING WRITING and expository texts from Daily Lessons 18 and 19 Shared Reading (class sets of each) Chart paper (if applicable) fictional and expository texts with similar ideas for student selection Chart paper (if applicable) Publishing paper (1 sheet per student) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to use the completed graphic organizers or the Handout: Fictional and Expository Texts depending on what was used in Daily Lessons 18 and 19 Shared Reading. 3. If the handout was not used, create another graphic organizer that can be used to compare the two texts. 2. Prepare to display the Anchor Chart: Fiction vs. Expository Texts from Daily Lesson 15 or prepare to use the Handout: Fictional and Expository Texts from Daily Lesson 18 if applicable. If not using the handout, create a graphic organizer for students to use to make connections between the two texts read in Daily Lessons 18 and 19 Independent Reading. 2. Teacher edit students essays so they are ready for publishing. Background Information This Instructional Routine assesses This Instructional Routine assesses Performance Indicator 01. Performance Indicator 05. Teacher Notes The handwriting routine is not included in this Daily Lesson since students will be publishing. Encourage students to use cursive writing to show consistency. page 41 of 46

42 Instructional Routines Daily Lesson # 20 SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students make Content Objective: Students make Content Objective: Students publish their connections between fictional and connections between literary and expository expository compositions and share expository texts. texts. completed work with an audience. Mini Lesson 1. Ask: What does it mean to compare two texts? What are connections? Discuss responses. 2. Display and distribute the fictional and expository texts that were read in Daily Lessons 18 and 19 Shared Reading. 3. Display the created graphic organizer or the Handout: Fictional and Expository Texts. 4. Think Aloud and make 1-2 connections between the two texts. Record the ideas on the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Display the Anchor Chart: Fiction vs. Expository Texts along with the created graphic organizer or the Handout: Fictional and Expository Texts. Review the expectations for making connections between texts. 2. Tell students that they will be comparing the fiction and expository texts that they explored during Daily Lessons 18 and 19. They will use the displayed graphic organizer or the Handout: Fictional and Expository Texts to compare the two texts. 1. Review the expectations of a published piece including that it must be no longer than one-page (26 lines). 2. Model publishing a portion of the expository composition from the Teacher Writer s Notebook. Be sure to model paragraph indentation and correct formation and slant of cursive handwriting. Learning Applications 1. With a partner, students continue to make connections between the texts and record them on the graphic organizer or the Handout: Fictional and Expository Texts. 1. Students copy the graphic organizer into their Reader s Notebooks or use the Handout: Fictional and Expository Texts from Daily Lessons 18 and Students publish their expository compositions using correct paragraph indentation and correct formation and slant of cursive handwriting. page 42 of 46

43 Independent Reading. 2. Distribute or instruct students to locate the related fiction and expository texts that were read during Daily Lessons 18 and 19 Independent Reading. 3. Students record connections between the texts into their graphic organizer or on the Handout: Fictional and Expository Texts. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. As a class, complete the displayed graphic organizer or the Handout: Fictional and Expository Texts. 1. Students share their graphic organizers with a small group. 2. Collect students graphic organizers or the Handout: Fictional and Expository Texts for assessment. 1. Students share their final expository compositions with a small group. 2. Collect Writer s Notebooks and students published compositions for assessment. Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency page 43 of 46

44 Fictional and Expository Texts Third Grade Fictional Text Title: Author s Purpose: Theme: Story Elements: Shared Characteristics Expository Text Title: Author s Purpose: Topic: Main Idea: Details: Conclusions: 2012, TESCCC 10/23/12 page 1 of 1

45 Third Grade 2012, TESCCC 04/24/13 page 1 of 1