ELAR Grade 02 Unit 05B Exemplar Lesson 01: Media Method

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1 ELAR Grade 02 Unit 05B Exemplar Lesson 01: Media Method 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 Students explore reading using a variety of print and digital media and continue to read expository text. Narrative and expository writing is reviewed with emphasis on revising and editing drafts. Students review vowel pairs and continue to practice new sight words. Performance Indicators Grade 02 ELAR Unit 05B PI 01 Decode a list of words containing vowel digraphs and diphthongs. Spell dictated words containing vowel digraphs and diphthongs. Standard(s): 2.23A, 2.2A.iv, 2.2B.vi, 2.23B.iv ELPS ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.4A, ELPS.c.4B, ELPS.c.4C, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C Grade 02 ELAR Unit 05B PI 02 Use the writing process and appropriate conventions to write a brief story or composition. Use a colored pencil to make 3-5 revisions to enhance or clarify the meaning/message. Standard(s): 2.17A, 2.17B, 2.17C, 2.17D, 2.17E, 2.19A, 2.23C ELPS ELPS.c.5A, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G Grade 02 ELAR Unit 05B PI 03 Examine two media pieces with different purposes (at least one needs to be persuasive). For each piece, complete a web organizer to describe its purpose and the techniques used. Identify the written conventions of digital media if applicable. Standard(s): 2.3C, 2.16A, 2.16B, 2.16C, 2.Fig19D ELPS ELPS.c.1E, ELPS.c.1H, ELPS.c.2F, ELPS.c.4F, ELPS.c.4G, ELPS.c.5G page 1 of 64

2 Grade 02 ELAR Unit 05B PI 04 Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns (vowel digraphs and diphthongs), written conventions (apostrophes in contractions and possessives) and use of strategies to determine word meanings. Use the notebook entries to support writing. Standard(s): 2.5C, 2.23A, 2.22C.ii, 2.22C.iii, 2.23B.iv ELPS ELPS.c.1A, ELPS.c.1B, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.5A, ELPS.c.5B, ELPS.c.5E Grade 02 ELAR Unit 05B PI 05 Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of informational text and related media. Provide textual evidence to support ideas. Standard(s): 2.3C, 2.13A, 2.16C, 2.19C, 2.Fig19D, 2.Fig19F ELPS ELPS.c.4D, ELPS.c.4E, ELPS.c.4F, ELPS.c.4G, ELPS.c.4J, ELPS.c.5C, ELPS.c.5G Key Understandings An understanding of conventions of written language transfers to forms of written expression. Awareness of word patterns supports the development of word reading, fluency, and spelling. Knowledge of word meaning enhances oral and written language. Readers identify purpose, techniques, and written conventions to understand meaning in media. Readers make connections in order to understand. Writers use elements and structures to allow readers to follow ideas. The Texas Essential Knowledge and Skills () 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 are available on the Texas Education Agency website at 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: 2.2B Use common syllabication patterns to decode words including: 2.2B.vi vowel digraphs and diphthongs (e.g., boy-hood, oat-meal). page 2 of 64

3 2.2E Identify and read abbreviations (e.g., Mr., Ave.). 2.2G Identify and read at least 300 high-frequency words from a commonly used list. 2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 2.3B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. 2.3C 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). 2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 2.5B Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. 2.5C Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning 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: 2.13A Identify the topic and explain the author's purpose in writing the text 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 expected to: 2.16A Recognize different purposes of media (e.g., informational, entertainment). 2.16B Describe techniques used to create media messages (e.g., sound, graphics). page 3 of 64

4 2.16C Identify various written conventions for using digital media (e.g., , website, video game) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 2.17C Revise drafts by adding or deleting words, phrases, or sentences. 2.17D Edit drafts for grammar, punctuation, 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: 2.19A Write brief compositions about topics of interest to the student. 2.19C Write brief comments on literary or informational texts Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to: 2.20A Write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community 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: 2.22C Recognize and use punctuation marks, including: 2.22C.ii 2.22C.iii apostrophes and contractions apostrophes and possessives Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 2.23A Use phonological knowledge to match sounds to letters to construct unknown words. 2.23B Spell words with common orthographic patterns and rules: page 4 of 64

5 2.23B.iv vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy). 2.23C Spell high-frequency words from a commonly used list. 2.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: 2.Fig19D Make inferences about text using textual evidence to support understanding. 2.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Ongoing 2.2 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: 2.2A Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: 2.2A.i 2.2A.ii 2.2A.iii 2.2A.iv single letters (consonants and vowels). consonant blends (e.g., thr, spl). consonant digraphs (e.g., ng, ck, ph) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou). 2.2C Decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant). 2.2F Identify and read contractions (e.g., haven't, it's). 2.2H Monitor accuracy of decoding Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: page 5 of 64

6 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 2.15B Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 2.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). 2.17B Develop drafts by sequencing ideas through writing sentences. 2.17E Publish and share writing with others Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 2.18A Write brief stories that include a beginning, middle, and end 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: 2.21A Understand and use the following parts of speech in the context of reading, writing, and speaking: 2.21A.i 2.21A.ii 2.21A.iii 2.21A.iv verbs (past, present, and future). nouns (singular/plural, common/proper). adjectives (e.g., descriptive: old, wonderful; articles: a, an, the). adverbs (e.g., time: before, next; manner: carefully, beautifully). page 6 of 64

7 2.21A.v 2.21A.vi 2.21A.vii prepositions and prepositional phrases. pronouns (e.g., he, him) time-order transition words. 2.21B Use complete sentences with correct subject-verb agreement. 2.21C Distinguish among declarative and interrogative sentences 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: 2.22A Write legibly leaving appropriate margins for readability. 2.22B Use capitalization for: 2.22B.i 2.22B.ii proper nouns. months and days of the week 2.22C Recognize and use punctuation marks, including: 2.22C.i 2.22C.iii ending punctuation in sentences. apostrophes and possessives Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 2.23B Spell words with common orthographic patterns and rules: 2.23B.i 2.23B.ii 2.23B.iii complex consonants (e.g., hard and soft c and g, ck). r-controlled vowels. long vowels (e.g., VCe-hope) 2.23D Spell base words with inflectional endings (e.g., -ing and -ed). 2.23E Spell simple contractions (e.g., isn't, aren't, can't). page 7 of 64

8 2.23F Use resources to find 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: 2.28A Listen attentively to speakers and ask relevant questions to clarify information. 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 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: 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 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: 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 2.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: 2.Fig19A Establish purposes for reading selected texts based upon content to enhance comprehension. 2.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). Materials Reader s Notebook (1 per student) Word Study Notebook (1 per student) Writer s Notebook (1 per student) page 8 of 64

9 Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Card stock, white (8-12 sheets) 2 grade-appropriate media pieces, print and/or digital (1 copy of each) CD player (1) Cereal box (1 per group of 3-4 students) Music CD (1) Note card (multiple) Sentence strip (1 per student) Sticky note (2 per student) Colored pen or pencil (1 per student) Construction paper strips (1 per student in 3 different colors) Dry erase board (1 per student) Eraser (1 per student) Dry erase marker (1 per student) Fly swatter (2) Dictionary (class set) Chart paper (if applicable) Grade-appropriate advertisement on website (1) Grade-appropriate media pieces, print and/or digital, 2 (1 copy of each) Grade-appropriate narrative and expository text (1 of each) Grade-appropriate print advertisements, variety (1+ per student) Grade-appropriate television commercial (1) Grade appropriate websites, DVD s, CD s, and video games Grade-appropriate text (1) Collection of grade-appropriate magazines and newspapers (1 per student) Collection of grade-appropriate texts for student selection Collection of informational text and related media for student selection 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. page 9 of 64

10 Handout: Media Chart (1 per student) Handout: Topics about Home (6) Handout: Topics about School (6) Teacher Resource: Word Wall Routines (1) Resources and References Possible/Optional Literature Selections None identified None identified page 10 of 64

11 District-adopted resources Lesson Preparation Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 2.2Bvi 2.2Ai-iv,C,H 2.3B 2.28A,B 2.13A 2.Fig19C 2.20A 2.21Ai-vii,B 2.23A,Biv 2.Fig19D 2.29A 2.12A 2.28A,B 2.13A 2.29A 2.16A,B 2.30A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Readers identify purpose, techniques, and written conventions to understand meaning in media. - Why is it important to recognize the Readers make connections in order to understand. - How can you explain the author s purpose? Writers use elements and structures to allow readers to follow ideas. - How can you use writing - How does knowing purpose of media? to persuade someone? syllable patterns help you - What are some techniques used in read and spell media to convey meaning? multisyllabic words? Vocabulary of Instruction Vowel pair Media Print Digital Persuade Author s purpose Topic Persuade Materials Dry erase board (1 per student) Variety of grade-appropriate print advertisements (1+ per Collection of informational text and Writer s Notebook (1 per student) page 11 of 64

12 Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Dry erase marker (1 per student) Eraser (1 per student) Note card (40 per group of 4 students) Chart paper (if applicable) student) Chart paper (if applicable) related media for student selection Chart paper (if applicable) Teacher Writer s Notebook (1) Cereal box (1 per group of 3-4 students) Chart paper (if applicable) Attachments and Resources Handout: Media Chart (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. Make a set of 40 Go Fish cards for each group of students. Write 4 words per vowel pair including: ai, ay, ee, ea, igh, ie, oa, ow (snow), ue, ew, oo, ow (how), ou, aw, au, oi, oy. 2. Prepare an Anchor Chart: Media as follows: 2. Collect a variety of informational text and media for student selection for use during Daily Lessons 1-8 Independent Reading. 2. Collect child-friendly cereal boxes (at least one per group of 3-4 students). 3. Collect grade-appropriate examples of persuasive print media from magazines, newspapers, retail mailers, flyers, page 12 of 64

13 Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING and other sources. 4. Duplicate Handout: Media Chart for each student. This handout will be used over multiple days. Background Information Media a variety of ways people Persuasive text - text written communicate with others (e.g., print, with the intent to persuade or digital, electronic, social) convince the reader of Digital media electronic media that something work on digital codes (as opposed to Note: In grade 3, students write analog media). Examples include , persuasive essays. In grade 2, digital videos, e-books, Internet, video students write persuasive games, and interactive media. statements, which may range from a single remark to a brief paragraph. Teacher Notes Daily Lessons 1 and 3 review all Daily Lessons 1-2 will focus on print and Students will select from This is the first introduction to vowel pair patterns. digital media that is used to persuade. In informational text or related persuasive writing. According to Save the cards for use in Daily second grade, students are expected to media during Daily Lessons 1- the standard, students are Lesson 3 Word Study. identify purpose and techniques in media 8. required to write persuasive independently for the first time. statements. Some students believe that media literacy only includes printed material, but actually it includes digital media such as video games, websites, and . page 13 of 64

14 Instructional Routines Daily Lesson # 1 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 write decode and spell words with recognize different purposes of identify the topic and explain the persuasive statements. common vowel pairs. media and identify techniques author s purpose for writing. used in media. Mini Lesson 1. Review all vowel pairs that were practiced in the previous units. Review that some vowel pairs make the long sound and some make a special sound. 2. Use the following routine to practice spelling the selected words: say the word, students echo, write the word and circle the vowel pair, read the word. 1. Display several examples of the selected print media. Ask: What do these all have in common? Explain that they are all forms of print media and they are all designed to persuade. 2. Explain that print advertisements are a form of media that persuade or influence a person to purchase products/services or to do something that benefits the advertiser. 3. Think Aloud to show how to recognize the purpose of the advertisement and to identify its topic. Complete the first two columns on the Anchor Chart: Media. 1. Discuss that informational texts and media are about a certain topic. Show several texts and Think Aloud to identify the topic. 2. Review the main purposes that authors use when writing: to persuade, to inform, and to entertain. 1. Display the cereal boxes. Explain that cereal companies try to persuade or convince people to buy their cereal. Point out that there will be situations when they (the students) will want to persuade others to do something. 2. Select one box to use for modeling. Lead a discussion on why someone might want to buy the cereal. For example, Lucky Charms has colorful marshmallows and fun shapes. Write down the ideas in the Teacher Writer s Notebook as phrases. 3. Next, demonstrate how to take the ideas that were given and write them in a page 14 of 64

15 4. Think Aloud while making inferences based on the content of the advertisement. Use text evidence and background knowledge to draw conclusions. complete sentence as a persuasive statement. Think Aloud and model writing several persuasive statements. 5. Explain that techniques like sound, movement, and visuals are used in media to convey meaning. Point out techniques used in the displayed advertisement such as pictures, graphs, and graphics. Explain how the techniques convey meaning. Complete the last column on Anchor Chart: Media. Learning Applications 1. Demonstrate how to play Go Fish using the cards. 1. Distribute a print advertisement to each 1. Students read selfselected text and monitor 1. Divide students into groups of 3-4 and give page 15 of 64

16 Shuffle the cards. Each player gets 4 cards and put the rest in the middle. A match is two cards. If players already have a match, they may read the words and lay the match down. The first player asks any other player for a card by saying, Do you have the vowel pair? If the other player has a match, they must surrender the card. The first player reads the words and lays down the match and goes again. If the other player does NOT have a match, he says Go Fish! and the first player draws a card from the pile. If it makes a match, then the first player goes again. If not, the player keeps the card and it is the next player s turn. Play continues until all student and a copy of Handout: Media Chart. 2. Students analyze their advertisements to determine the purpose and techniques used. In small groups, students share their findings. 3. Students complete the first row on Handout: Media Chart to show what they discovered about their advertisement. comprehension while reading. each group a box of cereal. 2. Students brainstorm at least three reasons why someone should buy their box of cereal. 3. Students work together to write at least one of the ideas in a complete sentence as a persuasive statement and record it in the Writer s Notebook. 4. Confer with students. page 16 of 64

17 cards have been matched. 2. Students play the game Go Fish! Monitor to ensure that students are reading the full word and not just the letters. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Use one set of cards and Choral Read the words. 1. Choose several students to show their print media and describe techniques used (pictures, graphs, graphics). 1. Choose students to share the topic and author s purpose for the texts they read. 1. Choose groups to share persuasive statements. page 17 of 64

18 Media Method Lesson Preparation Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 2.2G 2.3B 2.13A 2.Fig19C 2.20A 2.21Ai-Vii,B 2.23A,C 2.16A,B 2.12A 2.28A,B 2.Fig19D 2.29A 2.30A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. - How does knowing sight Readers identify purpose, techniques, and written conventions to understand meaning in media. Readers make connections in order to understand. - How can you explain the author s purpose? Writers use elements and structures to allow readers to follow ideas. - How can you use writing to persuade someone? words help you read and - Why is it important to spell? recognize the purpose of media? - What are some techniques used in media to convey meaning? Vocabulary of Instruction High-frequency word Media Print Digital Persuade Author s purpose Topic Persuade page 18 of 64

19 Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) White card stock or large note card (4-6) Note card (20-30) Fly swatter (2) Chart paper (if applicable) Grade-appropriate television commercial (1) Grade-appropriate advertisement on website (1) Chart paper (if applicable) Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Collection of informational text and related media for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Note card (6-8) Chart paper (if applicable) Attachments and Resources Handout: Topics About School 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. Refer to the following Teacher Resource: Word Wall Routines. Select new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock or note cards to be displayed on the Word Wall. Select high-frequency words and 2. Select a gradeappropriate television commercial designed to appeal to kids. 3. Select a child-friendly website that contains advertising. 4. Prepare to display the Anchor Chart: Media from Daily Lesson 1 Shared 2. Make 6 copies of the Handout: Topics About School. Cut apart the strips. Save for Daily Lesson 4. page 19 of 64

20 Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING words that reflect the patterns taught in previous Daily Lessons. 3. Select words from the Word Wall to review. Write new and review highfrequency words on note cards. Reading. 5. Prepare to use the Handout: Media Chart that was started in Daily Lesson 1 Shared Reading. Background Information Purpose the intended goal of a piece of writing; the reason a person writes Refer to Daily Lesson 1 Writing Teacher Notes This lesson focuses on digital media. Depending on the availability of computers, the Learning Applications can be done as a demonstration or students can work in a computer lab setting. page 20 of 64

21 Instructional Routines Daily Lesson # 2 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 write decode and spell high-frequency recognize different purposes of identify the topic and explain the persuasive statements. words. media and identify techniques author s purpose for writing. used in media. Mini Lesson 1. Introduce new words to the Word Wall using Teacher Resource: Word Wall Routines. 1. Display Anchor Chart: Media from Daily Lesson 1 Shared Reading. 2. Review that print advertisements are a form of media that persuade or influence people to purchase products/services or to do something that benefits the advertiser. 3. Explain that in today s world many people use technology, or digital media, instead of print. Digital media can be the radio, television, Internet, cell phones, etc. Additional techniques like movement and sound can be used in digital media. 1. Review how to identify the topic of an informational text or media. 2. Review the main purposes that authors use when writing: to persuade, to inform, and to entertain. 3. Complete the following sentence stem in the Teacher Reader s Notebook: The topic is. The author s purpose is. 1. Select one topic strip from Handout: Topics About School and read the question aloud. Choose students to share their opinions about the topic. Lead a discussion about how you could persuade someone to agree with your opinion. 2. Write down the ideas in the Teacher Writer s Notebook as phrases. 3. Next, demonstrate how to take the ideas that were given and write them in a complete sentence as a persuasive statement. Think Aloud and model writing several persuasive statements. 4. Show the selected page 21 of 64

22 commercial. Discuss the purpose of the advertisement and the techniques used to convey meaning. 5. Complete Anchor Chart: Media together. Learning Applications 1. Post the new and review high frequency words on a wall where there is room for students to stand in front of it. 2. Play a game of Swat. Divide students into two teams. Give the first player from each team a fly swatter. Call out a word that is on the wall. The first person to swat the word scores a point for their team. Play several rounds. 1. Show the gradeappropriate website. If a computer lab setting is being used, guide students to the correct website. 2. Discuss the advertisements found on the website. Ask: Why do you think people advertise on websites? What is the purpose of the advertisement? Discuss responses 3. Discuss the specific sound, movement, or visual techniques used. 1. Students read selfselected text and monitor comprehension while reading. 2. Instruct students to complete the sentence stem from the Mini-Lesson in the Reader s Notebooks. 1. Divide students into groups of 3-4 and give them 2-3 topic strips. 2. Groups read one strip and share opinions about the topic and how they can persuade someone to agree with them. 3. Using the Writer s Notebooks, students work together to write at least one of the ideas in a complete sentence as a persuasive statement. 4. Students complete at least two topics. 5. Confer with students. 4. Distribute Handout: Media Types from Daily Lesson 1 Shared Reading. Students complete the next row to show what they page 22 of 64

23 have discovered. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Touch each word and Choral Read together. Read the words rapidly. 1. Choose students to explain the following terms: media, print, digital, persuade. 1. Choose students to share the sentences. 1. Invite each group to share one persuasive statement. page 23 of 64

24 Media Method Lesson Preparation Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 2.2Bvi 2.2Aiv 2.3B 2.Fig19F 2.Fig19C 2.20A 2.21Ai-vii,B,C 2.23A,Biv 2.Fig19D 2.12A 2.22Ci 2.16A,B 2.28A,B 2.29A 2.30A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. - How does knowing syllable patterns help you read and spell multisyllabic words? Readers identify purpose, techniques, and written conventions to understand meaning in media. - Why is it important to recognize the purpose of media? - What are some techniques Readers make connections in order to understand. - How do readers make connections? Writers use elements and structures to allow readers to follow ideas. - How can you use writing to persuade someone? used in media to convey meaning? Vocabulary of Instruction Vowel pair Media Print Digital Entertain Connection Persuade page 24 of 64

25 Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Word Study Notebook (1 per student) Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Chart paper (if applicable) Collection of gradeappropriate magazines and newspapers (1 per student) Chart paper (if applicable) Sticky note (1 per student) Collection of informational text and related media 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: Topics about Home 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 use the cards from Daily Lesson 1 Word Study. 2. Collect an assortment of grade-appropriate magazines, newspapers, or other print media designed for entertainment purposes. 2. Make 6 copies of Handout: Topics about Home. Cut apart the strips. Save for Daily Lesson 4 Writing. 3. Prepare to display Anchor Chart: Media from Daily Lesson 1 Shared Reading. 4. Prepare to use Handout: page 25 of 64

26 Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Media Chart that was started in Daily Lesson 1 Shared Reading. Background Information This Instructional Routine partially assesses Performance Indicator 04. Readers make connections to: Own experiences - things done or seen Ideas in other text - concepts that connect one text with another text Larger community - a group of people that have the same interest or live in the same area Teacher Notes Sometimes the difference between entertaining and informing can be hard to determine because some things that inform can also entertain. The focus in Daily Lessons 3 and 4 Shared Reading will be on media that has the primary purpose to entertain. Since this is a new standard, additional modeling and group practice is done in this lesson using the same procedures but different topics. page 26 of 64

27 Instructional Routines Daily Lesson # 3 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 make Content Objective: Students write decode and spell words with recognize different purposes of connections and discuss textual persuasive statements. common vowel pairs. media and identify techniques evidence. used in media. Mini Lesson 1. Distribute dry erase boards, markers, and erasers to students. Using the words from the cards from Daily Lesson 1, call out one word at a time. Instruct students to write the words and circle the vowel pair. Practice reading and spelling the words together. 1. Display several examples of the selected print media. Ask: What do these all have in common? Discuss responses. Explain that they are all forms of print media and they are all designed to entertain. 2. Model during a Think Aloud how to recognize the purpose of the print media and to identify its topic. Complete the first two columns on Anchor Chart: Media. 3. Think Aloud while making inferences based on the content. Use text evidence and background knowledge to draw conclusions. 1. Review making connections to your own experiences, other texts, and the world when reading. 2. Select a book and Think Aloud to model making connections. 3. Ask students to make at least one connection while reading and mark it with a sticky note. The following sentence stem may be helpful: This book reminds me of. 1. Select one topic strip from Handout: Topics about Home and read the question aloud. Choose students to share opinions about the topic. Lead a discussion about how you could persuade someone to agree with your opinion. 2. Write down the ideas in the Teacher Writer s Notebook as phrases. 3. Next demonstrate how to take the ideas that were given and write them in a complete sentence as a persuasive statement. Think Aloud and model writing several persuasive statements. page 27 of 64

28 4. Explain that techniques like sound, movement, and visuals are used in media to convey meaning. Point out techniques used such as pictures, graphs, and graphics. Explain how the techniques convey meaning. Complete the last column on Anchor Chart: Media. Learning Applications 1. Divide students into groups of 3. Give each group 20 cards from Daily Lesson 1 Word Study. 2. Explain that students will play a game of Tic-Tac- Toe. Assign one person to start as the leader. Students take turns being the leader for each round. 3. Explain that the leader draws a Tic-Tac-Toe grid on the dry erase board. Then the leader shows each student a card to read. If the word is read correctly, the student marks either an X or an O on the board. Play continues until one player 1. Distribute a magazine or newspaper from those collected and a copy of Handout: Media Chart to each student. 2. Students analyze and determine the purpose and techniques used in the provided magazine or newspaper. In small groups, students share findings. 3. Students complete the first row on Handout: Media Chart to show what they discovered. 1. Students read selfselected text and monitor comprehension while reading. 1. Divide students into groups of 3-4 and give them 2-3 topic strips from Handout: Topics about Home. 2. Students read one strip and share opinions about the topic and how they can persuade someone to agree with them. 3. Using the Writer s Notebook, students work together to write at least one of the ideas in a complete sentence as a persuasive statement. 4. Students complete at least two topics. 5. Confer with students to page 28 of 64

29 makes a Tic-Tac-Toe or until the board is full. 4. Students continue to play and take turns being the leader. provide targeted instruction and support. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Students write one word for each vowel pair in the Word Study Notebook. 1. Ask: Why is it important to recognize the purpose of media? Discuss responses. 1. Students share the connection from their sticky note with a partner. Students show the text evidence that supports their connection. 1. Invite each group to share one persuasive statement. page 29 of 64

30 Media Method Lesson Preparation Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 2.2Bvi 2.2Aiv 2.Fig19D 2.Fig19F 2.Fig19C 2.19A 2.17A 2.23A,Biv 2.16A,B,C 2.19C 2.12A 2.18A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. - How does knowing word Readers identify purpose, techniques, and written conventions to understand meaning in media. Readers make connections in order to understand. - How do readers make connections? Writers use elements and structures to allow readers to follow ideas. - How can you plan a draft? patterns help you read and - Why is it important to spell words? recognize the purpose of media? - What are some techniques used in media to convey meaning? Vocabulary of Instruction Vowel pair Media Print Digital Entertain Connection Plan Narrative Expository Materials Chart paper (if Grade-appropriate Reader s Notebook (1 Writer s Notebook (1 page 30 of 64

31 Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING applicable) websites, DVD s, CD s, and video games Chart paper (if applicable) per student) Teacher Reader s Notebook (1) Collection of informational text and related media for student selection Chart paper (if applicable) per student) Teacher Writer s Notebook (1) Grade-appropriate narrative and expository text (1 of each) 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 a list of words with vowel pairs including: ai, ay, ee, ea, igh, ie, oa, ow (snow), ue, ew, oo, ow (how), ou, aw, au, oi, oy. 2. Select a variety of digital media that is designed to entertain including childfriendly websites, DVDs, CDs, and video games. Choose two that are not websites to show during the Mini Lesson and at least one website for Learning Applications. 3. Prepare to display Anchor Chart: Media from Daily Lesson 1 Shared Reading. 2. Related media can include photographs, newspaper articles, advertisements, video clips, websites, audio clips, etc. that complement the selected informational texts. 3. Plan on how to provide access to media for students (e.g., listening station, computer access, etc.). 2. Select a gradeappropriate narrative and expository text to use as a model. Choose a portion of each text to read aloud. 3. Choose graphic organizers for narrative and expository writing. Make copies or plan for students to draw them in the Writer s Notebooks. page 31 of 64

32 Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4. Prepare to use Handout: Media Chart that was started in Daily Lesson 1 Shared Reading. Background Information This Instructional Routine This Instructional Routine partially This Instructional Routine partially assesses Performance Indicator assesses Performance Indicator assesses Performance Indicator Teacher Notes This lesson focuses on digital media. Depending on the availability of computers, the Learning Applications can be done as a demonstration or students can work in a computer lab setting. In this Unit and previous Units, students have written both narrative (stories with a beginning, middle, and end) and expository (topic of interest) pieces. During Daily Lessons 4-8 Writing students will write a selfselected form to accomplish the Performance Indicator. page 32 of 64

33 Instructional Routines Daily Lesson # 4 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 make Content Objective: Students plan decode and spell words with recognize different purposes of connections and discuss textual for narrative or expository vowel pairs. media and identify techniques evidence. compositions. used in media. Mini Lesson 1. Display the list of vowel pairs. Quickly review each vowel pair and the sound(s) that it makes. 1. Ask: What types of digital media are used in today s world for the purpose of entertainment? Discuss responses including Internet websites, television shows, DVD s, CD s, video games, apps on cell phones, etc. 2. Show the two selected forms of digital media. View a clip if it is video or listen to a portion if it is audio. Discuss the purpose and the techniques used to convey meaning. Emphasize the different sound, movement, and visuals that are used. 1. Review making connections to your own experiences, other texts, and the world when reading. Demonstrate if needed. 2. Complete the following sentence stem in the Teacher Reader s Notebook: This book and/or media piece reminds me of. 3. Provide directions related to student selection texts and related media. 1. Explain that today students will plan drafts of a narrative or expository composition. 2. Make a T-chart in the Teacher Writer s Notebook that has Narrative on one side and Expository on the other side. 3. Read the selected portion of each selected text aloud and discuss the important and distinguishing features of each type of writing. Record those on the T- chart. 4. Show students the selected examples of page 33 of 64

34 3. Display Anchor Chart: Media from previous lessons. Complete the Anchor Chart together. 4. Explain that sometimes digital media has certain written conventions. For example, a website has a special address at the top called a URL, has a subject line and the address written in an electronic format, etc. graphic organizers for narrative and expository writing. Briefly review how to use each one for planning a draft. 5. Tell students that today they may choose to write either a narrative or expository composition. Learning Applications 1. Distribute paper to each student. Dictate each word one at a time while students write on their paper. 2. While students read a text silently or work on something independently, call each student to read aloud the provided list of words. 1. Show a child-friendly website. (If a computer lab setting is being used, guide students to the correct website.) 2. Discuss the specific sound, movement, or visual techniques used. 3. Distribute Handout: Media Types. Students complete the next row to show what they have discovered. 1. Students read independently and monitor comprehension. 2. Instruct students to complete the sentence stem from the Mini Lesson in their Reader s Notebooks. 1. Students brainstorm ideas for writing or refer to a previously generated list in their Writer s Notebooks. 2. Distribute the appropriate graphic organizer to students or instruct them to draw the selected organizer in their Writer s Notebooks. 3. Students plan their drafts. Remind students that this is a plan, or prewriting, so it does not have to be written in complete sentences. page 34 of 64

35 Engage in Guided Reading and Guided Writing Instruction as appropriate. 4. Monitor and guide students as they plan. Closure 1. Review any words that students had difficulty reading or spelling. 1. Ask: What are some techniques used in media to convey meaning? Discuss responses. 1. Students share their sentence with a partner and explain the text evidence that supports their connection. 1. Students share their graphic organizers with a partner. page 35 of 64

36 Media Method Lesson Preparation Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 2.5B,D 2.2H 2.3B 2.Fig19D 2.Fig19C 2.19A 2.17B 2.Fig19D 2.12A 2.18A 2.16A,B 2.21A-vii,B,C 2.22A,Bi-ii,Ci 2.23Bi-iii,D,E,F 2.28A,B 2.29A Key Understandings and Guiding Questions Knowledge of word meaning enhances oral and written language. - How can you use context to determine the meaning of unfamiliar or multiple Readers identify purpose, techniques, and written conventions to understand meaning in media. Readers make connections in order to understand. - How can you make inferences about text? Writers use elements and structures to allow readers to follow ideas. - How do you draft ideas? meaning words? - Why is it important to recognize the purpose of media? - What are some techniques used in media to convey meaning? Vocabulary of Instruction Context clue Media Print Inference Draft Narrative composition page 36 of 64

37 Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Digital Inform Expository composition Materials Sticky note (1 per student) Dictionary (class set) Grade-appropriate text (1) Collection of gradeappropriate texts for student selection Chart paper (if applicable) Collection of gradeappropriate magazines and newspapers Chart paper (if applicable) Collection of informational text 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 a text that contains words that may be unfamiliar to students or words that have multiple meanings. 2. Collect an assortment of grade-appropriate magazines, newspapers, or other print media that is designed to inform. 3. Prepare to display Anchor Chart: Media from Daily Lesson 1 Shared Reading. page 37 of 64

38 Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4. Prepare to use the Handout: Media Chart that was started in Daily Lesson 1 Shared Reading. Background Information Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. This Instructional Routine partially assesses Performance Indicator 02. Teacher Notes The focus in Daily Lessons 5 and 6 Shared Reading will be on media used to inform. page 38 of 64

39 Instructional Routines Daily Lesson # 5 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 Content Objective: Students make Content Objective: Students use a context to determine the meaning recognize different purposes of inferences about text using text graphic organizer to write a draft of of unfamiliar or multiple-meaning media and identify techniques evidence. an expository or narrative words. used in media. composition. Mini Lesson 1. Ask: What do you do when you come to a word you don t know how to read? Discuss responses including rereading the sentence, sounding it out, asking a partner, etc. 2. Review how good readers use context clues to figure out the meaning of unknown words or words with multiple meanings. 3. Read the selected text aloud and pause when unfamiliar or multiple meaning words are read. Think Aloud about the context clues that help the reader know what the word means. 4. Display a dictionary and 1. Display Anchor Chart: Media from previous lessons. 2. Display several examples of the selected print media. Ask: What do these all have in common? Discuss responses. Explain that they are all forms of print media and they are all designed to inform. 3. Model during a Think Aloud how to recognize the purpose of the print media and to identify its topic. Complete the first two columns on the Anchor Chart: Media. 4. Think Aloud while making inferences based on the content. Use text evidence 1. Review that an inference is connecting bits of information to make a logical guess. When the author gives clues, readers use those clues to infer the meaning. 2. Explain that the title, cover, illustrations, and facts all give clues. Using one of the selected texts, model making an inference based on text evidence. 3. Instruct students to make inferences using text evidence while they read. 1. Display the graphic organizers from Daily Lesson 4 Writing. 2. Using the T-chart in the Teacher Writer s Notebook, review the important elements of narrative and expository writing discussed in Daily Lesson 4 Writing. 3. Explain that students will use their completed graphic organizers from Daily Lesson 4 Writing to begin writing a draft. page 39 of 64