Quarter 4 Close Read- One Well-The Story of Water on Earth

Transcription

1 Quarter 4 Close Read- One Well-The Story of Water on Earth Week 1 Day 1 Outcome: I know how to identify the main idea and key details of pages 4-7 of One Well. I know how to determine the meaning of unknown words using context clues. 1. Teacher will introduce the book One Well. 2. Teacher will create a KWL chart with the students on what they know about our water on Earth. 3. Teacher will read pages 4-7 first to the class. Students will discuss with a partner what the main idea is and share. 4. Students will read 4-7 on own and mark any unknown words. 5. Students will fill in graphic organizer to determine the main idea and details as well as new vocabulary words.

2 Day 2 I know how to write an informational paragraph to explain where water is on earth. I know how to use specific facts, definitions, and details from what I have learned about water to support my writing. 1. Teacher will review and model how to write an informational paragraph. 2. Students will then write an on demand paragraph using pages 4-7 of the text. Day 3 I know how to identify precise words. I know how to use information from illustrations to understand informational text. I know how to write simple, complex, and compound sentences. 1. Teacher will model what a precise word is and choose one from the text. 2. Students will then find their own precise word and write it down on their Independent Reading word form (Unit 1 lesson 2). Fill in rest of form.

3 3. Teacher will display on the smartboard the physical world map (Unit 1 lesson 3). Discuss with the students. 4. Teacher will then introduce simple, compound, and complex sentences. ( brainpop jr superteacher etc) 5. Students will work on the cut and paste sentence sort recording form (Unit 1 lesson 3) Day 4 Outcome: I know how to determine the main idea and key details of the article Where in the World is Water? (Unit 1 lesson 4) I know how to answer text-based questions. I know how to determine the meaning of unknown words in informational text. 1. Teacher will read the article aloud the first time to the students. 2. Students will independently read the article a second time finding unknown words and key details to fill-in chart in small groups. (Unit 1 lesson 4) 3. Students will read it a third time and answer the text-based questions. Day 5 Complete all activities that were not completed and share/discuss.

4 Week 2 Day 1 Outcome: I know how to revise and edit my informational paragraph by reading more of the informational text. (pages 4-9) I know how to sequence the water cycle. I know how to determine the main idea and supporting details of pages Teacher will choose to put on a water cycle movie ( brainpop jr, brainpop, discovery ed, youtube- Bob the Snowman or The Snow Child or magic school bus) 2. Teacher will read pages 8-9 aloud and discuss with students using water cycle diagram on page Students will read on their own to determine the main idea and supporting details. 4. Students will fill in sequence chart. (See water cycle folder) 5. Students will use new information learned from pages 8-9 to revise and edit writing. Day 2 I know how to determine the main idea and key details of Rivers and Streams. I know how to make and label a diagram of the article. 1. Teacher will show on smartboard different rivers and streams.

5 2. Teacher will read short article aloud to class and tell the students to visualize in their minds what it looks like. 3. Students will read article again on own and explain to a partner what they see. 4. Students will go back into the article and highlight key words. Then draw a diagram of the paragraph and label using specific paragraph vocabulary. Day 3 and Day 4 Outcome: I know how to determine the main idea and key details of the article River to the Sea. I know how to use text features to help me understand the text. I know how to compare and contrast texts. 1. Teacher will show a movie on rivers and streams. 2. Teacher will read aloud the article first and share with the class that it is a familiar and different text to Day Students will discuss the main idea of the new article and share details. 4. Students will read on own and highlight or circle similarities and share. (Day 3) Highlight differences on Day On day 4 students will fill in the venn diagram. Day 5- CATCH UP DAY

6 Week 3 Days 1-5 I know how to ask questions to deepen my understanding of an informational text. I know how to answer questions using specific details from an informational text. Day 1 1. Teacher will read pages Animals at the well to students. 2. Students will partner read pages to determine main idea and discuss whole group. 3. Teacher will model asking and answering question recording form (Unit 2 lesson 3) both sides. Days 2-3 are the same as Day 1 but on Day 2 use pages People at the Well and Day 3 pages Pollution in the well. Movies that go along with these pages are found on Brainpop Jr., Brainpop, and Discovery Ed. Day 4 Assessment Unit 2 Lesson 6 and 7 Day 5 Project Students will create a poster on how to keep water clean. Students will label poster using vocabulary from the text.

7 Week 4 Days 1-Day 5 I know how to read closely informational articles Play Pumps: A New Invention Turns Work into Play and A World Thirsty for Clean Water (Unit 2 Lesson 8) I know how to determine the main idea and supporting details of the article. I know how to compare and contrast two different articles. Share a movie about topics. Close read both articles- Determine main idea, key details and unknown words Project pictures from Unit 2 Lesson 8 and discuss Fill in Venn Diagram independently Point of View/Feelings/Connections

8 Week 5 Days 1-5 I know how to write an opinion piece that supports a point of view with reasons. I know how to introduce the topic of my opinion piece. I know how to create an organizational structure that lists reasons for my opinion. I know how to identify reasons that support my opinion. I know how to use linking words to connect my opinion and reasons. I know how to construct a concluding statement for my opinion piece. Procedures Module 4 Unit 3 Lesson 6 See all materials Model Writing process Use rubric to assess