Grade 01 ELAR Unit 06A Exemplar Lesson 01: All about Fiction 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 is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students use strategies to monitor comprehension while evaluating works of fiction by two authors read aloud and independently. Students make connections between the texts by identifying similarities and differences in characters and plot. Students use the writing process to write brief stories. Word study focuses on applying common lettersound correspondences and syllabication patterns to decode words containing vowel digraphs and diphthongs. Performance Indicators Grade 01 ELAR Unit 06A PI 01 Create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this unit (e.g., vowel digraphs and diphthongs, final stable syllable pattern). In a small group or with a partner, read the collected words. Standard(s): 1.3A.v, 1.3A.vi, 1.3C.iii, 1.3C.v ELPS ELPS.c.1B, ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.3E, ELPS.c.4A, ELPS.c.4B, ELPS.c.4C, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C Grade 01 ELAR Unit 06A PI 03 After reading/listening to two fictional texts by the same author, complete a simple story map for each. Using the information from the completed story maps and your own ideas about the stories, create a Venn diagram to show the similarities and differences between the texts. Standard(s): 1.9A, 1.9B, 1.Fig19D, 1.Fig19E, 1.Fig19F ELPS ELPS.c.2D, ELPS.c.3H, ELPS.c.4A, ELPS.c.4B, ELPS.c.4D, ELPS.c.4E, ELPS.c.4F, ELPS.c.4G, ELPS.c.4H, ELPS.c.4I, ELPS.c.4J, ELPS.c.5B, ELPS.c.5G page 1 of 66
Grade 01 ELAR Unit 06A PI 04 Using the writing process, write a brief story about real or imagined events. Include a clear beginning, middle and end. Share your story with others. Standard(s): 1.17A, 1.17B, 1.17C, 1.17D, 1.17E, 1.18A, 1.22A ELPS ELPS.c.3E, ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G Grade 01 ELAR Unit 06A PI 05 Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of poetry and literary text. Provide textual evidence to support ideas. Standard(s): 1.8A, 1.9B, 1.19C, 1.Fig19D, 1.Fig19E, 1.Fig19F ELPS ELPS.c.1E, ELPS.c.4A, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5G Key Understandings Authors write for a purpose and readers choose text to reflect purpose and interest. Awareness of word patterns supports the development of word reading, fluency, and spelling. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. The ability to focus on decoding patterns of the English language promotes fluency and comprehension. Understanding literary elements facilitates the reader s ability to make meaning of the text. Writers use conventions of written language to communicate clearly and effectively. Writers use personal experiences to develop stories which they communicate with others. 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 http://www.tea.state.tx.us/index2.aspx?id=6148. 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: page 2 of 66
1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including: 1.3A.v vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh 1.3C Use common syllabication patterns to decode words, including: 1.3C.iii 1.3C.v final stable syllable (e.g., ap-ple, a-ble). vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 1.4B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts. 1.9 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: 1.9A Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events. 1.9B Describe characters in a story and the reasons for their actions and feelings. 1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17C Revise drafts by adding or deleting a word, phrase, or sentence. 1.17D Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric. 1.18 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: 1.18A Write brief stories that include a beginning, middle, and end. page 3 of 66
1.19 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: 1.19C Write brief comments on literary or informational texts. 1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 1.22A Use phonological knowledge to match sounds to letters to construct known words. 1.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: 1.Fig19D Make inferences about text and use textual evidence to support understanding. 1.Fig19E Retell or act out important events in stories in logical order. 1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Ongoing 1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1.1E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep. 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends, longand short-vowel patterns) to create recognizable words. 1.3C Use common syllabication patterns to decode words, including: page 4 of 66
1.3C.ii open syllable (CV) (e.g., he, ba-by). 1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick). 1.3H Identify and read at least 100 high-frequency words from a commonly used list. 1.3I Monitor accuracy of decoding. 1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 1.4A Confirm predictions about what will happen next in text by "reading the part that tells". 1.4C 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). 1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 1.6A Identify words that name actions (verbs) and words that name persons, places, or things (nouns). 1.6C Determine what words mean from how they are used in a sentence, either heard or read. 1.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: 1.12A Read independently for a sustained period of time. 1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). 1.17B Develop drafts by sequencing ideas through writing sentences. 1.17E Publish and share writing with others. page 5 of 66
1.20 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: 1.20A Understand and use the following parts of speech in the context of reading, writing, and speaking: 1.20A.i 1.20A.ii 1.20A.iii 1.20A.iv 1.20A.v 1.20A.vi 1.20A.vii verbs (past, present, and future). nouns (singular/plural, common/proper). adjectives (e.g., descriptive: green, tall). adverbs (e.g., time: before, next). prepositions and prepositional phrases. pronouns (e.g., I, me) time-order transition words. 1.21 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: 1.21A Form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto-right and top-to-bottom progression), including spacing between words and sentences. 1.21B Recognize and use basic capitalization for: 1.21B.i 1.21B.ii 1.21B.iii the beginning of sentences. the pronoun "I" names of people 1.21C Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences. 1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: page 6 of 66
1.22E Use resources to find correct spellings. 1.27 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: 1.27A Listen attentively to speakers and ask relevant questions to clarify information. 1.28 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: 1.28A Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1.29 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: 1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 1.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: 1.Fig19A Establish purposes for reading selected texts based upon desired outcome to enhance comprehension. 1.Fig19B Ask literal questions of text. Materials Book making supplies (varies) Chart paper (if applicable) Collection of grade- appropriate texts prepared for Shared or Independent Reading (1 per 2 students) Collection of grade-appropriate fictional texts for student selection 4 grade-appropriate fictional texts for author study, 2 titles by 2 authors (class or partner sets of each title, 1 page 7 of 66
teacher copy of each) Collection of other titles by that author (1 each) Construction paper, large (2 per student) Dry erase board (1 per student) Dry erase eraser (1 per student) Dry erase marker (1 per student) Glue (1 per 2 students) Grade-appropriate fictional text for modeling (1) Note card (multiple packs) Reader s Notebook (1 per student) Scissors (1 per 2 students) Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Word Study Notebook (1 per student) Writer s Notebook (1 per student) 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. Teacher Resource: Word Wall Routines (1) Handout: Word Strips au, aw (1 per 2 students) Handout: Story Map (4 per student) Resources and References Possible/Optional Literature Selections Grade-appropriate fictional texts for an author study Andrew s Loose Tooth by Robert Munsch Armadillo Rodeo by Jan Brett Gingerbread Baby by Jan Brett Hedgie s Surprise by Jan Brett page 8 of 66
Jamie O Rourke and the Big Potato by Tomie depaola Little Grunt and the Big Egg by Tomie depaola Put Me in a Book by Robert Munsch Strega Nona by Tomie depaola The Art Lesson by Tomie depaola The Mitten by Jan Brett Thomas Snowsuit by Robert Munsch We Share Everything by Robert Munsch District-adopted resources page 9 of 66
All about Fiction Lesson Preparation Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Ciii 1.3H,I 1.Fig19D,E 1.4A,C 1,4B 1.4A,C 1.18A 1.17A 1.4B 1.Fig19A,B 1.19C 1.6C 1.22A 1.27A 1.9A,B 1.27A 1.Fig19A 1.28A 1.19C 1.28A 1.12A 1.29A 1.27A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a Readers use strategies to support understanding of text. - How does reading help you learn the meanings of Writers use personal experiences to develop stories which they communicate with others. - How do word patterns help story? words? - How do authors plan you as a reader and writer? stories? Vocabulary of Instruction Syllable Decode Fiction Character Plot Problem Solution Strategy Plan Generate ideas Story page 10 of 66
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Note card (4-6) Collection of gradeappropriate fictional texts for student selection Construction paper, large (2 per student) Chart paper (if applicable) Grade-appropriate fictional text for author study (class or partner set, 1 teacher copy) Collection of other titles by the author (1 each) Chart paper (if applicable) Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Collection of gradeappropriate fictional texts 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 Teacher Resource: Word Wall Routines Handout: Story Map (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. Prepare to use the note cards with the final stable syllable le from Unit 05B Daily Lesson 11 or create another set of le words. Possible words include: table, puzzle, rattle, handle, candle, uncle, middle, little, noodle, apple, able. 3. Make a 10-flap flip book for each student. Students 2. Select two different authors to study during Daily Lessons 1-8. Decide upon two books to study by each author. Locate a class set or partner set of each book. 3. Locate biographical information about the authors to share with students. Include photographs if possible. 2. Prepare a collection of grade-appropriate fictional texts for students to select from during Daily Lessons 1-8. Include works from the two authors being studied, as well as a variety of other books/stories. 2. Prepare to use the fictional text from Shared Reading. page 11 of 66
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING will use these books throughout the Unit. Directions for the book: Fold 2 pieces of large construction paper in ½ horizontally. Cut 5 flaps up to the fold on each piece. 4. Glue or staple the backs of each folded flip book together, making a double sided flip book (5 flaps on each side). The internet, book jackets, and your library media specialist are good resources for obtaining this information. 4. Determine which author will be studied first and select one book for this Instructional Routine. Preview the book and prepare to read half of it in this Daily Lesson and the other half in Daily Lesson 2. 5. Duplicate Handout: Story Map front to back for each student. Prepare to display the handout for all to see or recreate it on chart paper. Background Information This Instructional Routine partially Plot - the basic sequence of This Instructional Routine begins assesses Performance Indicator: events in a story. The plot Performance Indicator: Using the Create a flip book to collect and includes the problem and writing process, write a brief story maintain words that follow the solution. about real or imagined events. spelling and syllable patterns Include a clear beginning, middle, taught in this unit (e.g., vowel and end. Share your story with digraphs and diphthongs, final others. stable syllable pattern). In a small The Performance Indicator will group or with a partner, read the conclude in Daily Lesson 8. page 12 of 66
Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING collected words. Teacher Notes Final stable syllable le was introduced in Unit 05B. High-frequency words should be reviewed as ongoing using Teacher Resource: Word Wall Routines. This routine will be included in 2 Daily Lessons. Shared Reading is structured around two author studies. Four days will be spent on each author. The same book will be used again in Daily Lesson 2. page 13 of 66
Instructional Routines Daily Lesson # 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 30-35 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students Content Objective: Students Content Objective: Students use Content Objective: Students decode words containing final understand, make inferences, and context to determine the meaning generate ideas for brief stories. stable syllable le. draw conclusions about the of unfamiliar words in works of structure and elements of fiction. fiction. Students write brief comments on literary text. Mini Lesson 1. Review high-frequency words using Teacher Resource: Word Wall Routines. 2. Display note cards with the final stable syllable le words in a pocket chart or on a ledge. 3. Read each word. Students Echo Read the words. Ask: What do you notice is the same in each of these words? Discuss responses. 4. Model locating and reading words with the final stable syllable le in a fictional text from the collection. Write 4-6 new words on note cards. Read the new words. 1. Display selected works of fiction from the author being studied. Display a photograph of the author if possible. 2. Explain that the class will be conducting an author study for the next four Daily Lessons. Explain that an author study is when a reader reads several books written by the same author. 3. Introduce the author and share interesting biographical information. Quickly preview the collection of books by the author. 4. Ask: What is an interesting fact you 1. Ask: How does reading help us learn the meanings of words? Discuss responses. 2. Instruct students to select a fictional text from the prepared collection to read independently. 3. Using the text from the collection or Shared Reading, demonstrate how to scan the text for unknown words (words that you do not know the meaning of). Model selecting 1 word and record it in the Teacher Reader s Notebook. 4. Instruct students to scan their individual texts for one unknown word. Ask 1. Ask: Where do writers get ideas for stories? Discuss responses. 2. Display the selected text from Shared Reading and discuss where the author may have gotten his/her ideas for the story. 3. Divide a piece of chart paper into four equal parts with a marker (like a window pane). Label each section with one of the following: People, Places, Events, Imaginary Ideas. Label the top with Ideas for Stories. 4. Think Aloud while brainstorming and listing ideas for each category that are personally page 14 of 66
5. Distribute prepared flip books to each student. Explain that new words will be added to the book throughout the unit. Instruct students to label the first flap le. learned about the author? What are some similarities you notice about the books written by the author? Discuss responses. 5. Display Handout: Story Map. Review and discuss the terms on the organizer. Explain that students will complete the organizer to describe the story s plot and characters and to retell the events in sequential order. 6. Follow this Shared Reading Routine for the selected text: Show and discuss the cover. Preview and discuss 2-3 illustrations. Ask: What predictions can you make about the plot based on the illustrations? Discuss. Conduct a Read Aloud of half of the book, stopping periodically to reinforce character students to record the word in the Reader s Notebook, leaving space for recording a meaning. 5. Explain that students will record the meaning of the word after reading the text. 6. Students share their words with a partner. meaningful to you. Explain that this process is called generating ideas for writing. page 15 of 66
traits and actions through modeling, thinking aloud, and interactive questioning. While reading, pose questions that elicit predictions about what happens next and guide students in confirming predictions by reading the part that tells. Learning Applications 1. Distribute fictional texts to pairs of students. 2. With a partner, students scan the text to locate and read words containing the final stable syllable le. 3. Students record the words in their flip books. 4. Monitor and provide assistance as needed. 1. Distribute copies of the book to each student or pairs of students if necessary. 2. Instruct students to read half of the book (the same pages read aloud in the Mini Lesson) either individually or in partners. 3. Distribute Handout: Story Map to each student. Instruct students to write the title and author at the top. Lead a discussion and guide students in completing the sections: Characters, Problem, and Beginning. Additional 1. Students read selfselected fictional text. 2. After reading, students record the meaning of the selected word from the story in the Reader s Notebook. If time allows, students may add a simple sketch related to the word. 3. Monitor students and provide support as needed. 1. Distribute Writer s Notebooks. 2. Instruct students to create an organizer in their Writer s Notebooks like the one used in the Mini Lesson. 3. Students generate and list ideas for writing. Students can include simple sketches if desired. 4. Confer with students and ask questions to assist with idea generation. page 16 of 66
information will be added in Daily Lesson 2. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Partners join another set of partners to share the words they located in the text. 1. Ask students to retell the story s beginning. 1. Ask: How did you determine the meaning of the unfamiliar word? What strategies did you use? Discuss responses. 1. Conduct Author s Chair routine. page 17 of 66
All about Fiction Lesson Preparation Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv 1.3Cii,D,I 1.Fig19D,E 1.4A,C 1.4B 1.4A,C 1.18A 1.17A,B 1.4B 1.Fig19A,B 1.9B 1.6C 1.22A 1.27A 1.9A,B 1.27A 1.19C 1.Fig19A 1.28A 1.19C 1.28A 1.12A 1.29A 1.27A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. The ability to focus on decoding patterns of the English language promotes fluency and comprehension. Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a story? Readers use strategies to support understanding of text. - How does reading help you learn the meanings of words? Authors write for a purpose and readers choose text to reflect purpose and interest. - How do authors plan for stories? - Why do authors write drafts of stories? - How do word patterns help us as readers and writers? Vocabulary of Instruction Decode Fiction Plot Strategy Plan Draft page 18 of 66
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Problem Solution Character Story Materials Note card (3-5) Chart paper (if applicable) Grade-appropriate literary text for author study (class or partner set) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional texts 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. Write 6-8 gradeappropriate words containing the vowel digraph ie (as in chief) on note cards. Suggested words include: chief, brief, belief, grief, relief, thief, niece, piece, believe. 2. The same book from Daily Lesson 1 will be used. 3. Gather a class set or partner set of another book by the author currently being studied in preparation for Daily Lesson 3. page 19 of 66
Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Background Information 3. The student flip books from Daily Lesson 1 will be used. 4. The student handout from Daily Lesson 1 will be continued. Teacher Notes Refer to Daily Lesson 1. Refer to Daily Lesson 1. page 20 of 66
Instructional Routines Daily Lesson # 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students Content Objective: Students use Content Objective: Students plan decode words containing the understand, make inferences, and context to determine the meaning stories with a beginning, middle, vowel digraph ie as in chief. draw conclusions about the of unfamiliar words in works of and end. structure and elements of fiction. fiction. Students write brief comments on literary text. Mini Lesson 1. Display note cards with the vowel digraph ie words. 2. Read each word. Students Echo Read the words. Ask: What is the same about these words? Discuss responses. Involve students in underlining the vowel digraph ie each word. Ask: What sound does ie make in each word? Review that students previously learned that ie makes the long i sound as in the word lie. Point out that this digraph also makes the long e sound. 1. Quickly review the author being studied. Ask: What is an interesting fact you learned about the author? 2. Display Handout: Story Map. Review and discuss the terms on the organizer. Review the information recorded about the story during Daily Lesson 1. 3. Display the selected book from Daily Lesson 1. Share that the class will read the rest of the book during this Instructional Routine. 1. Ask: How does reading help you learn the meanings of words? Discuss responses. 2. Instruct students to select a fictional text from the prepared collection to read independently. 3. Instruct students to scan their individual texts for one unknown word. Ask students to record the word in the Reader s Notebook, leaving space for recording a meaning. 4. Explain that students will record the meaning of the word after reading the 1. Review the Ideas for Stories graphic organizer from Daily Lesson 1. 2. Select one idea to develop into a story with a beginning, middle, and end. Verbally tell the story. Explain the purpose for writing the story. 3. Draw a graphic organizer that shows the beginning, middle, and end in the Teacher Writer s Notebook. 4. Briefly review the beginning of the fictional text from Shared Reading and page 21 of 66
3. Verbally provide clues about some of the words and have students guess which word is being described. Once the word is guessed, students read the word. Use the stem: I m thinking of a word that. 4. Conduct a Read Aloud of the remainder of the book, stopping periodically to reinforce character traits and actions through thinking aloud and interactive questioning. While reading, pose questions that elicit predictions about what happens next and guide students in confirming predictions by reading the part that tells. text. 5. Ask students to make a prediction about their selected texts using text evidence. Students verbally share predictions with a partner. discuss important details to include in the beginning of a story. 5. Think Aloud about the beginning of the teacher story. Draw a quick sketch on the graphic organizer that represents the beginning. Label the sketch with words and phrases. Model using phonological knowledge to match sounds to letters to spell words. Involve students as appropriate. Learning Applications 1. Distribute the prepared flip books. Instruct students to label one flap ie and then list the words under the flap. Choral Read the words. 2. In partners, students take turns providing clues about words and identifying words based on the clues. 3. Monitor and provide assistance as needed. 1. Distribute copies of the book to each student or pairs of students if necessary. 2. Instruct students to read second half of the book (the same pages read aloud in the Mini Lesson) either individually or in partners. 3. Distribute Handout: Story Map to each student (from Daily Lesson 2). 1. Students read selfselected fictional text. 2. After reading, students record the meaning of the selected word from the story in the Reader s Notebook. If time allows, students may add a simple sketch related to the word. 1. Students review their lists of generated ideas from Daily Lesson 1 and select one idea to write a story about. 2. In partners, students verbally tell their stories and state a purpose for writing the piece. 3. Students create a beginning, middle, end graphic organizer in the Writer s Notebook. page 22 of 66
Lead a discussion and guide students in completing the sections: Solution, Middle, and End. Add additional details to Characters and Problem as applicable. 4. Students plan the beginning of their stories using a graphic organizer with a beginning, middle, and end. 5. Students draw a quick sketch of the beginning, middle, and end of their stories. Students add labels and phrases to describe the sketches. Engage in Guided Reading and Guided Writing Instruction as appropriate. 6. Confer with students and ask questions to promote detail development. Closure 1. Ask: How do word patterns help you as readers and writers? Discuss responses. 1. In partners or small groups, students retell the story using the completed class graphic organizer. 1. In partners, students identify the characters and setting from the books they read. 1. Conduct Author s Chair routine. page 23 of 66
All about Fiction Lesson Preparation Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv 1.3D 1.Fig19D,E 1.4A,C 1.4B 1.4A,C 1.18A 1.17B 1.22A 1.4B 1.Fig19A,B 1.19C 1.6C 1.22A 1.21A,Bi-iii,C 1.9A,B 1.27A 1.Fig19A 1.22E 1.28A 1.12A 1.27A 1.29A 1.27A 1.28A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a Readers use strategies to support understanding of text. - How does reading help you learn the meanings of Writers use personal experiences to develop stories which they communicate with others. - How do word patterns help story? words? - How do authors plan for us as readers and writers? stories? - Why do authors write drafts of stories? Vocabulary of Instruction Vowel digraph Decode Fiction Plot Problem Solution Character Strategy Plan Draft Story page 24 of 66
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Note card (optional, 15-20) Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Chart paper (if applicable) Grade-appropriate literary text for author study (class or partner set, 1 teacher copy) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional texts 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: Story Map (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. On chart paper or note cards, write 5-7 grade appropriate words containing the vowel digraph /ea/ as in bread. Words may include: bread, head, feather, weather, thread, sweat, tread, leather, measure, health, deaf, ready, threat, meant, steady. 2. Duplicate Handout: Story Map front to back for each student. Prepare to display the handout for all to see or recreate it on chart paper. 3. Select a second book by the author being studied and gather class or partner sets. 2. Add sketches, labels, and phrases to the middle and end sections of the teacher graphic organizer from Daily Lesson 14. page 25 of 66
Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Background Information Teacher Notes Vowel digraphs were introduced in Unit 05. Vowel digraph or vowel pair - two vowels that together represent one phoneme or sound (e.g., ea, ai, oa) This Instructional Routine partially assesses Performance Indicator: Create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this unit (e.g., vowel digraphs and diphthongs, final stable syllable pattern). In a small group or with a partner, read the collected words. This Instructional Routine partially assesses Performance Indicator: Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of poetry and literary text. Provide textual evidence to support ideas. page 26 of 66
Instructional Routines Daily Lesson # 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 35-40 min. Suggested Duration: 10-15 min. Suggested Duration: 20-25 min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students write decode and spell words understand, make inferences, and determine what words mean from brief stories that include a containing vowel digraphs. draw conclusions about the how they are used in a sentence. beginning, middle, and end. structure and elements of fiction Mini Lesson 1. Display the list of 5-7 /ea/ as in bread diagraph words or place prepared index cards in a pocket chart. 2. Review that vowel diagraphs or vowel pairs are two vowels that work together to make one sound. 3. Instruct students to scan the list. Ask: Are there any words you recognize and can read? Ask students to read words they recognize. 4. Quickly read each word. Students Echo Read the words. 1. Quickly review the author being studied. 2. Display Handout: Story Map. Review and discuss the terms on the organizer. Explain that students will complete the organizer to describe the story s plot and characters and to retell the events in sequential order. 3. Follow this Shared Reading Routine for the selected text: Show and discuss the cover. Preview and discuss 2-3 illustrations. Ask: What predictions can you make about the 1. Ask: How does reading help us learn the meanings of words? Discuss responses. 2. Instruct students to select a fictional text from the collection to read independently. 3. Instruct students to scan their individual texts for one unknown word. Ask students to record the word in the Reader s Notebook, leaving space for recording a meaning. 4. Explain that students will record the meaning of the word after reading the text. 1. Display the completed teacher story map graphic organizer. 2. Model and involve students in using the conventions of writing to write sentences using the ideas from the graphic organizer. Focus on skills that are areas of weakness for your students (parts of speech, capitalization, punctuation, spelling). page 27 of 66
5. Ask: What sound does /ea/ make in each of these words? Short /e/ sound. 6. With student assistance, draw a box around /ea/ in each word. Point out that /ea/ makes the short /ĕ/ sound only when in the middle of a word. plot based on the illustrations? Discuss. Conduct a Read Aloud of the book, stopping periodically to reinforce character traits and actions through thinking aloud and interactive questioning. Learning Applications 1. Distribute white boards, dry erase markers, and dry erase erasers. 2. One at a time, name other words containing the short /ĕ/ vowel digraph /ea/. Instruct students to spell the word on their white boards and then box the vowel digraph. 3. Write the new words on the chart or note cards. Instruct students to check for spelling accuracy and make corrections if needed. 4. Ask: How do word patterns help us as readers and writers? Discuss responses. 1. Distribute copies of the book to each student or pairs of students if necessary. 2. Instruct students to review the book either individually or in partners. 3. Distribute Handout: Story Map to each student. Instruct students to write the title and author at the top. Lead a discussion and guide students in completing the organizer. Focus on including only key words and phrases for each section. 1. Students read selfselected fictional text. 2. After reading, students record the meaning of the selected word from the story in the Reader s Notebook. If time allows, students may add a simple sketch related to the word. 1. Distribute Writer s Notebooks. 2. Students use completed planning graphic organizers from Daily Lesson 2 to verbally tell their stories to a partner. 3. Students write drafts of short stories with a beginning, middle, and end. 4. Confer with students and provide targeted instruction as needed. 5. Students will have time to finish their drafts in Daily Lesson 4. page 28 of 66
Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Distribute prepared flip books. Instruct students to label a flap ea and then write 4-6 of the displayed words. 1. Students retell the story using the completed class graphic organizer. 1. With a partner, students share notebook entries. 1. Conduct Author s Chair routine. page 29 of 66
All about Fiction Lesson Preparation Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv 1.3D 1.Fig19E,F 1.27A 1.4B 1.4A,C 1.17C 1.17B 1.22A 1.9A,B 1.28A 1.19C 1.6C 1.18A 1.27A 1.19C 1.29A 1.Fig19A 1.22A 1.28A 1.12A 1.27A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. The ability to focus on decoding patterns of the English language promotes fluency and comprehension. Readers create connections to make text personally relevant and useful. - How does comparing stories improve comprehension? Readers use strategies to support understanding of text. - How does reading help you learn the meanings of words? Writers use conventions of written language to communicate with others. - Why is revision important when writing? - How do word patterns help you as a reader and writer? Vocabulary of Instruction Vowel digraph Decode Compare Similar Strategy Revise Draft page 30 of 66
Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Different Story Materials Note card (optional, 15-20) Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Chart paper (if applicable) Grade-appropriate literary texts for author study from Daily Lessons 1-3 (class or partner set, 1 teacher copy) Reader s Notebook (1 per student) Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate fictional texts 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. On chart paper or note cards, write 5-7 grade appropriate words containing the vowel digraph /ew/ as in new. Words may include: new, few, chew, blew, dew, stew, pew, drew, grew, screw, and threw. 2. Locate and duplicate a Venn diagram graphic organizer for each student or prepare to instruct students to create a Venn diagram in the Reader s Notebook. Prepare a Venn diagram for display and modeling. 3. The flip books created in Daily Lesson 1 will be 3. Student story maps from Daily Lessons 1-3 will be page 31 of 66
Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING used. referred to in this Instructional Routine. Background Information Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. Teacher Notes Refer to Daily Lesson 1. Refer to Daily Lesson 1. page 32 of 66
Instructional Routines Daily Lesson # 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students make Content Objective: Students Content Objective: Students write decode and spell words connections between texts using understand, make inferences, and brief stories that include a containing vowel digraphs. a comparison graphic organizer. draw conclusions about the beginning, middle, and end. structure and elements of fiction. Students determine what words mean from how they are used in a sentence. Mini Lesson 1. Display the list of 5-7 /ew/ diagraph words or place prepared note cards in a pocket chart. 2. Review that vowel diagraphs or vowel pairs are two vowels that work together to make one sound. 3. Instruct students to scan the list. Ask: Are there any words you recognize and can read? Ask students to read words they recognize. 4. Quickly read each word. Students Echo Read the words. 1. Quickly review the author being studied. Ask: What are some similarities you notice about the books written by the author? What are some differences? Discuss responses. 2. Display the books selected for comparison. Explain that a graphic organizer will be used to show how the stories are alike and how they are different. Review the terms compare, similar, and different. 3. Display the prepared Venn diagram graphic organizer. Distribute 1. Ask: How does reading help us learn the meanings of words? Discuss responses. 2. Instruct students to select a fictional text from the prepared collection to read independently. 3. Instruct students to scan their individual texts for one unknown word. Ask students to record the word in their Reader s Notebooks, leaving space for recording a meaning. 4. Explain that students will record the meaning of the word after reading the text. 1. Display the draft in the Teacher Writer s Notebook from Daily Lesson 3. 2. Think Aloud and model revising a portion of the draft. Focus on skills that are areas of weakness for students (adding or deleting a word, phrase, or sentence). page 33 of 66
5. Ask: What sound does ew make in each of these words? /oo/ 6. With student assistance, draw a box around /ew/ in each word. Conduct the following routine to practice reading the words: Students punch the phonemes (left, right, left, right, etc.) and then blend the word (both hands together). For example, ch-ew, chew; n- ew, new. copies to students or instruct students to create a Venn diagram in the Reader s Notebook. 4. Facilitate a brief picture walk through each story. Involve students in retelling the important events and information from each story. For additional support, students may revisit their story maps from Daily Lesson 1-3. 5. Ask students to make a prediction about their selected texts using text evidence. Students verbally share predictions with a partner. Learning Applications 1. Distribute white boards, dry erase markers, and dry erase erasers. 2. One at a time, name other words containing the short vowel digraph /ew/. Instruct students to spell the word on their white boards and then box the vowel digraph. 3. Write the new words on the chart or note cards. Instruct students to check 1. Use an interactive process to complete the comparison graphic organizer (Venn diagram) with the class. Focus on the elements of fiction: characters, setting, problem, and solution. 1. Students read selfselected fictional text. 2. After reading, students record the meaning of the selected word from the story in their Reader s Notebooks. If time allows, students may add a simple sketch related to the word. 1. Distribute Writer s Notebooks and completed planning graphic organizers. 2. Students continue writing drafts of short stories with a beginning, middle, and end. 3. Students revise drafts by adding or deleting a word, phrase, or sentence as modeled in the Mini Lesson. page 34 of 66
for spelling accuracy and make corrections if needed. 4. Ask: How do word patterns help us as readers and writers? Discuss responses. 4. Confer with students and provide targeted instruction as needed. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Distribute flip books. Instruct students to label one flap ew and then write 3-5 of the displayed words under the flap. 1. In partners, students verbally share one similarity or one difference using the completed graphic organizer. Provide the following stems: One similarity between and is. One difference between and is. 1. In partners, students identify the problem and solution from the books they read. 1. Conduct Author s Chair routine. page 35 of 66
All about Fiction Lesson Preparation Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv 1.3B,D,H,I 1.Fig19D,E 1.4A,C 1.Fig19D 1.1E 1.17C,D 1.20Ai-vii 1.22A 1.4B 1.Fig19A,B 1.4B 1.4A,C 1.18A 1.21A,Bi-iii,C 1.9A,B 1.27A 1.9B 1.6A,C 1.22A 1.22E 1.19C 1.28A 1.Fig19A 1.27A 1.29A 1.12A 1.28A 1.20Ai,ii 1.27A 1.28A 1.29A Key Understandings and Guiding Questions The ability to focus on decoding patterns of the English language promotes fluency and comprehension. Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a Readers use strategies to support understanding of text. - How does reading help you learn the meanings of Writers use conventions of written language to communicate with others. - How do word patterns help story? words? - What is editing? you as a reader and writer? - Why do authors edit their writing? Vocabulary of Instruction Vowel digraph Blend Decode Construct Fiction Character Plot Problem Strategy Verb Noun Edit Revise Story page 36 of 66
Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Solution Materials Word Study Notebook (1 per student) Scissors (1 per 2 students) Glue (1 per 2 students) Chart paper (if applicable) Grade-appropriate literary text for author study (class or partner set, 1 teacher copy) Collection of other titles by the author (1 each) Chart paper (if applicable) Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate fictional text for modeling (1) Collection of gradeappropriate fictional texts 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: Word Strips au, aw (1 per 2 students) Teacher Resource: Word Wall Routines Handout: Story Map (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 Handout: Word Strips au, aw (1 per 2 students) including one for display. 2. Locate biographical information about the second author to share with students. Include 2. Complete the teacher draft of a brief story from Daily Lesson 4. Intentionally make errors page 37 of 66