Highland Park ISD Curriculum

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1 NAME OF UNIT: Unit 3 Expository and Procedural ESTIMATED # OF DAYS: 20 (+2 days before Thanksgiving break) 2 nd Nine Weeks 4 Weeks Components Reading Writing Unit Name Expository and Procedural (Continue Poetry) Expository and Procedural Unit Overview Navigating Nonfiction Text Expressing ideas through expository and procedural writing Generalizations / Enduring Understandings Readers can identify the details or facts that support the main idea. Readers draw conclusions from the facts presented in text and support those assertions with textual evidence. Readers identify explicit cause and effect relationships among ideas in texts Readers use text features (e.g. bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Readers follow and explain a set of written multi-step directions. Readers locate and use specific information in graphic features of text. Readers think and talk with others to allow a text to change their thinking. They ask themselves questions and think beyond the words in the page to grow ideas. Readers compare and synthesize information and ideas across texts. Readers read nonfiction not just to gather interesting facts, but rather to learn what the author wants to teach. They categorize what they learn into main ideas and supporting details and examples to help them hold onto the most important information. Readers think and talk with others to allow a text to change their thinking. They ask themselves questions and think beyond the words on the page to grow ideas. Readers compare and synthesize information and ideas across texts, Writers write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Writers create brief compositions that: i. Establish a central idea in a topic sentence ii. Include supporting sentences with simple facts, details, and explanations iii. Contain a concluding statement Writers draft, edit, revise, and publish their writing. Writers write expository and procedural texts in the form of a letter. Writers use and understand the function of adverbs, coordinating conjunctions, and adjectives (descriptive/articles) in the context of reading, writing, and speaking. Writers understand the structures and features of different genres of texts and know how it helps them to craft his/her message in a way that communicates most effectively. Writers write expository and procedural texts to communicate ideas and information to specific audiences for specific purposes. 1

2 adding onto their original understanding and sometimes revising it Readers read nonfiction texts differently than fiction texts. Readers use nonfiction text features and previewing strategies (revving up our minds) to navigate and enhance comprehension of nonfiction text. Readers read nonfiction to learn what the author is trying to teach, not just to collect interesting facts. Readers stop periodically to mentally rehearse what the reader has learned in so far, realizing some ideas may change with further learning. Readers determine the main idea and supporting details of a chunk of text, and use a boxes-and- bullets form of note-taking to organize the important information in a text. Readers talk about a text with a partner to enhance comprehension and to help grow and connect ideas. Readers use strategies when encountering new, content-specific vocabulary and add these new words to their repertoire. Concepts Guiding/ Essential Questions Readers think about categories, or subtopics, and how information from multiple texts fit together. Expository Procedural Cause and effect relationships Text Features Media Literacy Reading Strategies Fluency Phonics How do readers use the information in a nonfiction text to become more informed on a particular topic? How do nonfiction readers move beyond the facts they are learning to respond to the text? How do readers expand their understanding of a topic by reading multiple texts? Continue the Writing Workshop Expository and Procedural Texts Writing Process Oral and Written Conventions How do writers tell the difference between narrative writing and expository writing? How do writers decide in which form to write? What kinds of adjectives can I use to enhance my writing? How can I use coordinating conjunctions in my writing? How can I use adverbs effectively to enhance my writing? 2

3 Learning Targets How do features of expository text help guide the reader s understanding? How does the author s organization of expository text help the reader? How do good readers process text? How can I briefly and accurately express the main ideas and supporting details of the text? How can I draw conclusions from the facts presented in text and support them with text evidence? What text features can I use to locate information and make and verify predictions about the text? How can I make inferences about the text and use text evidence to support my understanding? What are the best ways to summarize information in nonfiction text while maintaining meaning and logical order? How can I make connections (e.g. thematic links, author analysis) between literary and information texts with similar ideas? Why should I ask relevant questions, seek clarification, and locate facts and details about stories and other texts? How can I identify the meaning of common prefixes and suffixes and know how they change the meaning of roots? How can I alphabetize words to the third letter How can I use a dictionary or a glossary to determine the meanings of new words? How can I use a dictionary or a glossary to help me pronounce a word and count its syllables? Why is Media Literacy important? In what ways can I revise and edit my draft for coherence and organization so that it make sense? How do I know when my writing is ready to be published? How can I demonstrate my understanding of a text through written response for a specific purpose? How can I edit a story for ending punctuation, proper capitalization, and correct spelling of grade appropriate highfrequency words? 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? 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 informational genres Continue to use learning progressions from Unit 1 and 2 in addition to: Comprehension of Informational/ Expository Text 2.14 A, B, C, D Comprehension of Informational Text/Procedural 1. Engages in the writing process using the elements of planning, drafting, revising, editing, and publishing to compose text 2. Writes expository texts to communicate ideas and information 3. Writes in complete sentences and applies Continue to use learning progressions from Unit 1 and 2 in addition to: Expository and Procedural Text 2.19 A, B, C Conventions 2.21A 3

4 Formative Assessments (FOR learning) Summative Assessments (OF learning) TEKS Specifications 5. Applies a variety of strategies to decode words when reading 6. Develops new vocabulary and uses it when reading and writing Text 2.15 A, B Fountas and Pinnell Benchmark Assessment Teacher Observation Reading Conference Notes Post-it Notes and Sketches Reader s Notebook Entries Reading Logs Boxes and Bullets Outlines Student Book Shares (Read Aloud or Book Talk) Partner Shares/Questions Turn and Talk Discussions Read Aloud Discussions Topic Group Discussions Benchmark Assessments Reading Expository 3.13 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 (A)identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; (D) use text features (e.g. bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Procedural 3.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected knowledge of grammar and usage, including capitalizations and punctuation 4. Applies knowledge of spelling patterns 5. Writes legibly (appropriate letter size, spacing, and formation) 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 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. Students are (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii )include supporting sentences with simple facts, details, and explanations; (iii) contain a concluding statement; (B) write letters whose language is tailored to the audience purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutations, closing) (C) write responses to literary or expository texts that demonstrate an understanding of the text. 4

5 to: (A) follow and explain a set of written multi-step directions; (B) locate and use specific information in graphic features of text. *As it applies to expository and procedural texts Culture and History 3.12(A) identify the topic and locate the author s stated purpose in writing the text *integrate SS read alouds during this time Poetry 3.6 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to *As it applies to expository and procedural texts (A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). Media Literary 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. Students are (A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound). Figure 19 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; Writing Process 3.17 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are (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, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped 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 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (vii) coordinating conjunctions (e.g., and, or, but); (viii) time-order transition words and transitions that indicate a conclusion; (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. Students are (A) write legibly in cursive script with spacing between words in a sentence; (B) use capitalization for: (i) geographical names and places; (ii) historical periods; (iii) official titles of people (C) recognize and use punctuation marks including: 5

6 (F) make connections (e.g.: thematic links, author analysis) between literary and information 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 (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 background knowledge, generating questions, re-reading a portion aloud). Reading Fluency 3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are (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. Students are (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 (A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: (i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable); (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (ii) commas in series and dates; (D) use correct mechanics including paragraph indentations Oral and Written Conventions/Spelling. Students spell correctly. Students are (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; (E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode); (G) use print and electronic resources to find and check correct spellings. 6

7 (iv) using knowledge of common prefixes and suffixes (e.g. dis-, -ly); (v) using knowledge of derivational affixes (e.g., -de, -ful, -able); (B) use common syllabication patterns to decode words including: (iv) r-controlled vowels (e.g.,fer-ment, car-pool) (v) vowel digraphs and diphthongs (e.g., ei-ther) (E) monitor accuracy in decoding. Vocabulary 3.4 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are (A) 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; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (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 greater complexity. Students are (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; (B) follow, restate, and give oral instructions that involve a series of related sequences of action 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 7

8 and by providing suggestions that build upon the ideas of others. Processes and Skills Use nonfiction text features and previewing strategies (revving up our minds) to navigate and enhance comprehension Discuss learning and ideas about a text with a partner Determine the main idea and supporting details and take notes in a boxes-and-bullets format Respond to informational texts through questioning and jotting ideas on post-it notes Incorporate newly learned content-specific vocabulary into conversations with others Organize information gleaned across texts, showing evidence of synthesis Summarize text Identify cause and effect relationships Provide Text Evidence Understand Media Literacy Improve Fluency (rate, accuracy, expression, phrasing) Read Independently Use Phonics (spelling patterns) Decode words Use Context Clues Identify the meaning of common prefixes and suffixes Listen, speak, and work together in teams Write Expository Texts Write Procedural Texts Use the 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) Use Correct Capitalization Use Correct Punctuation Use and Apply knowledge of Letter Sounds, Word Parts, Word Segmentation and Syllabication Spell words with Orthographic Patterns and Rules Spell High-Frequency Words Print and Electronic Resources Topics Facts Language of Instruction Expository Procedural Media Literacy Reading Strategies Fluency Phonics Informational text, Expository text, procedural text, main idea, draw conclusions, textual evidence, cause and effect relationships, text features, bold print, captions, key words, italics, graphic features, genre of media, design techniques, monitor and adjust comprehension, make inferences, summarize, make connections, Continue the Writing Workshop Expository and Procedural Texts Writing Process Oral and Written Conventions Expository text, procedural text, central idea, topic sentence, concluding statement, audience, purpose, planning, drafting, revising, editing and publishing 8

9 State Assessment Connections National Assessment Connections Resources Textbook Correlation make predictions RC-1 RC-2 RC-3 NWEA-MAPS Units of Study for Teaching Reading Grades 3-5-Navigating Nonfiction in Expository Text by Lucy Calkins and Kathleen Tolan Journeys (use applicable lessons) Journeys (use applicable lessons) 9