ELAR Grade 01 Unit 05A Exemplar Lesson 02: Media Mania

ELAR Grade 01 Unit 05A Exemplar Lesson 02: Media Mania 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 recognize purposes of different media forms and identify techniques used in media. Students continue to use comprehension strategies such as retelling order of events, creating mental models, drawing inferences, and using textual evidence to support understanding while reading expository text. Students use the writing process to compose brief expository compositions about topics of interest. In Word Study, students identify and read contractions; read and spell high frequency words; and decode words containing vowel digraphs in context and in isolation. Performance Indicators Grade 01 ELAR Unit 05A PI 02 After reading a variety of expository texts on the same topic, use the writing process and appropriate conventions to write a brief composition to inform others about the topic. Publish your piece and then share it with a partner or small group. Standard(s): 1.17A, 1.17B, 1.17C, 1.17D, 1.17E, 1.19A, 1.21A, 1.22A, 1.21B.i ELPS ELPS.c.1E, ELPS.c.1G, ELPS.c.3E, ELPS.c.3H, ELPS.c.3I, ELPS.c.4G, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G Grade 01 ELAR Unit 05A PI 03 Read aloud a provided list of 10-12 words that includes contractions and words with vowel digraphs. Underline the contractions and circle the vowel digraphs. Standard(s): 1.3G, 1.3A.v, 1.3C.v ELPS ELPS.c.3A, ELPS.c.4A page 1 of 67

Grade 01 ELAR Unit 05A PI 04 When shown 4 examples of media (e.g., product/packaging label, website, magazine advertisement, and a commercial), with adult assistance create a poster that shows the purpose of each and identifies techniques used (sound, movement, and visuals). Standard(s): 1.13A, 1.16A, 1.16B, 1.Fig19D ELPS ELPS.c.1E, ELPS.c.2F, ELPS.c.3J, ELPS.c.4I, ELPS.c.5G Grade 01 ELAR Unit 05A PI 05 Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. Standard(s): 1.4B, 1.4C, 1.19C, 1.Fig19C, 1.Fig19D, 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 Writers use elements and structure to communicate meaning. Relationships between letters and sounds help readers decode. Readers identify purpose and techniques in media to gain meaning. Readers use strategies to support understanding of text. 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 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: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including: page 2 of 67

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.v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal) 1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick). 1.3G Identify and read contractions (e.g., isn't, can't). 1.3H Identify and read at least 100 high-frequency words from a commonly used list. 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. 1.4C 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). 1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.13 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: 1.13A Identify the topic and explain the author's purpose in writing about the text. 1.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: page 3 of 67

1.14B Identify important facts or details in text, heard or read. 1.14D Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text. 1.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.16A Recognize different purposes of media (e.g., informational, entertainment) (with adult assistance). 1.16B Identify techniques used in media (e.g., sound, movement). 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. 1.19 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: 1.19A Write brief compositions about topics of interest to the student. 1.19C Write brief comments on literary or informational texts. 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: 1.21C 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 4 of 67

1.22A Use phonological knowledge to match sounds to letters to construct known words. 1.22C Spell high-frequency words from a commonly used list. 1.22E Use resources to find correct spellings. 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.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). 1.Fig19D Make inferences about text and use textual evidence to support understanding. 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: 1.1A Recognize that spoken words are represented in written English by specific sequences of letters. 1.1D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). 1.1E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep. 1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: 1.2D Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr). 1.2F Segment spoken one-syllable words of three to five phonemes into individual phonemes page 5 of 67

(e.g., splat =/s/p/l/a/t/). 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: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including: 1.3A.i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z. 1.3A.ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i. 1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends, longand short-vowel patterns) to create recognizable words. 1.3I Monitor accuracy of decoding. 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. 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 page 6 of 67

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 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) 1.20B Speak in complete sentences with correct subject-verb agreement. 1.20C Ask questions with appropriate subject-verb inversion. 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 1.27 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: page 7 of 67

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. Materials Reader s Notebook (1 per student) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Note card (15-17 per student) Paper, lined (1 per student Construction paper (1 per student) Glue or glue stick (class set) Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Chart paper (if applicable) Grade-appropriate text containing words with ai and ay vowel digraphs page 8 of 67

Grade-appropriate text with examples of contractions (1) Collection of grade-appropriate magazines Collection of grade-appropriate texts containing the vowel digraphs ee and ea for student selection Note card (5 per 2 students) Sticky note (2 per student) Sentence strip (4) Brown paper bag (2) Paper, plain (1 per student) Poster board or large construction paper (1 per student) Grade-appropriate commercial Grade-appropriate informational text (1) Grade-appropriate newspaper section (1 per 2 students) 3 grade-appropriate texts (1 copy of each) 2 grade-appropriate familiar texts (1 copy of each) Grade-appropriate product label (1 or more) Grade-appropriate print advertisement (1 or more) Grade-appropriate website (1 or more) Grade-appropriate commercial (1 or more) Collection of grade-appropriate expository texts for student selection Collection of grade-appropriate print advertisements Collection of grade-appropriate texts for student selection Collection of grade-appropriate websites Collection of grade-appropriate product/package labels Collection of grade appropriate texts that contain contractions Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Word Strips ee, ea (1 per 2 students) Handout: Self Editing Checklist (1 per student, optional) page 9 of 67

Resources and References Possible/Optional Literature Selections None identified None identified page 10 of 67

Media Mania Lesson Preparation Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv,D 1.2D,F 1.4C 1.Fig19A 1.4C 1.1E 1.19A 1.17A 1.3Ai,ii,B,I 1.Fig19D 1.27A 1.Fig19C 1.Fig19A 1.22A,C,E 1.27A 1.13A 1.28A 1.13A 1.12A 1.29A 1.16A,B 1.29A 1.14B,D 1.27A 1.19C 1.28A Key Understandings and Guiding Questions Relationships between letters and sounds help readers decode. - How does decoding help Readers identify purpose and techniques of media to gain meaning. Readers use strategies to support understanding of text. - What strategies do Writers use elements and structure to communicate meaning. - How is writing used to us become better readers? - Why is it important to readers use to identify facts communicate? - How do spelling patterns recognize the purpose of and details in text? help us become better media? readers? - What are some techniques used in media to convey meaning? Vocabulary of Instruction Blend Decode Media Advertisement Purpose Persuade Influence Topic Fact Detail Text feature Topic Purpose Composition page 11 of 67

Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Note card (2-3 per student) Grade-appropriate text containing words with ai and ay vowel digraphs Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Collection of gradeappropriate print advertisements Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Reader s Notebook (1 per student) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Locate a gradeappropriate text containing words with ai and ay vowel digraphs. 2. Collect grade-appropriate examples of print advertisements from magazines, newspapers, 2. Draw the following concept web graphic organizer in the Teacher Writer s Notebook. page 12 of 67

Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING 3. Prepare to use the Vowel Digraph Pocket Books from Lesson 01, Daily Lesson 1 Word Study. retail mailers, and other sources. 4. Prepare to display the chart of ai and ay words from Lesson 01, Daily Lesson 1 Word Study. 3. Select a topic to write about during the Mini Lesson. It can be the topic from one of the expository texts read in Lesson 01, Daily Lessons 1-3 Shared Reading. Background Information Refer to Daily Lesson 1 Word Media - a variety of ways people Topic -what the author is writing Study communicate with others (e.g., about, the subject (e.g., polar print, digital, electronic, social) bears) Media literacy ability to use Purpose -the intended goal of a comprehension skills to analyze piece of writing; the reason a how words, images, graphics, person writes and sounds work This Instructional Routine partially Purpose - the intended goal of a assesses Performance Indicator piece of writing; the reason a 02. person writes The Performance Indicator will be Purposes of media to inform, to completed in Daily Lesson 11 entertain, to persuade Writing. Teacher Notes Media was first introduced in Daily Lessons 4-11 Writing Units 01 and was revisited in Unit address the Performance page 13 of 67

Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING 02. Daily Lessons 4-11 Shared Reading provide in-depth instruction to support media literacy. Indicator. Refer to Background Information. page 14 of 67

Instructional Routines Daily Lesson # 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 20-25 min. Suggested Duration: 20-25 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students plan decode words containing vowel recognize different purposes of identify important facts or details brief compositions about topics of digraphs (ai, ay). media (with adult assistance) and in text read independently. interest. identify techniques used in media. Mini Lesson 1. Review vowel digraphs (ai, ay) from chart from Lesson 01, Daily Lesson 1 Word Study. Remind students that the two letters work together to make one sound. 2. Display a section of grade-appropriate text containing words with vowel digraphs (ai, ay). Model scanning the text to identify words with vowel digraphs ai and ay. 3. Add the words found in text to the chart. Choral Read each word. Ask students to underline the vowel digraph in each new word. 1. Display a selected gradeappropriate advertisement. Explain that the displayed text is a form of media called an advertisement. Ask: Why do advertisements exist? Discuss and record responses. 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 about how to recognize the purpose of the advertisement and to identify its topic. 4. Think Aloud and make 1. Ask: Why do we read expository text? Discuss responses. 2. Ask: How do text features help readers? Discuss responses. 3. Explain that they will continue reading texts on their selected topics and recording facts and details. 1. Display the selected topic for the model composition. Explain that they will plan brief compositions about the topic they have been reading about during Independent Reading. 2. Display the concept web graphic organizer in the Teacher Writer s Notebook. 3. Record the selected topic in the middle circle. Remind students that authors make a plan before writing. 4. Ask: What do writers use when they want to write a word they do not know how to spell? Discuss responses including that they use page 15 of 67

inferences based on the content of the advertisement. Use text evidence and background knowledge to draw conclusions. 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. knowledge of letter sounds, refer to a dictionary and/or Word Wall, and/or high frequency word they can spell. 5. Think Aloud about important facts and details about the model topic. Record the information in the outer circles by either writing key words or drawing sketches with labels. Model using strategies to spell unknown words. 6. Explain that students will use their notes in the Reader s Notebook to plan their compositions. Learning Applications 1. Distribute the Vowel Digraph Pocket Books and note cards. 2. Students select a text from the collection of texts. 3. Students scan the text to identify and read words containing ai and ay vowel digraphs. 1. Divide students into pairs. Provide each pair of students with a gradeappropriate print advertisement. 2. Instruct students to study the print advertisement in order to recognize its topic, and purpose, and to identify techniques used 1. Students choose a text related to the selected topic of interest. Remind students they must continue reading about the same topic they selected in Lesson 01, Daily Lesson 01 Independent Reading. 2. Students preview the text 1. Students determine their audience for their expository composition and talk about their topic with a partner. 2. Students draw a concept web graphic organizer in their Writer s Notebooks and record their topic in the center circle. page 16 of 67

4. Students write the words on note cards and add them to their Vowel Digraph Pocket Books. 5. In partners, students take turns reading their individual note cards of words. 6. Provide assistance as necessary. to convey meaning. 3. Post and read the following stems: The topic of the advertisement is. The purpose of the advertisement is. One technique used in the advertisement is. Students read the stems aloud. 4. Ask partners to use the stems to share about the provided advertisements. Require students to provide text evidence to support their ideas. using text features to locate information. 3. Students read independently and list, label, and/or draw facts and details in their Reader s Notebooks. 4. Monitor and confer with students. Provide support as needed. 3. Students review the notes in their Reader s Notebooks and choose four or more important facts/details to include in their compositions. 4. Students record their ideas by writing key words or by drawing simple sketches with labels. 5. Remind students to use strategies and available resources to spell words. 6. Confer with students and ask questions to promote idea development. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask 2-3 students to share words found in the text. 1. Ask: What is the purpose of an advertisement? What are some techniques used in advertisements to convey meaning? Discuss responses. 1. Choose 2-3 students to share their topics and an interesting fact they recorded. 1. In partners, students share their completed webs. page 17 of 67

Media Mania Lesson Preparation Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv,D 1.2D,F 1.4C 1.Fig19A 1.4C 1.1E 1.19A 1.1A,D 1.3B 1.Fig19D 1.27A 1.Fig19C 1.Fig19A 1.21C 1.17B 1.13A 1.28A 1.13A 1.12A 1.22A,C,E 1.21A,Bi 1.16A,B 1.29A 1.14B,D 1.27A 1.27A 1.19C 1.28A 1.29A Key Understandings and Guiding Questions Relationships between letters and sounds help readers decode. - How do common letter- Readers identify purpose and techniques of media to gain meaning. Readers use strategies to support understanding of text. - What strategies do Writers use elements and structure to communicate meaning. - How is writing used to sound patterns help us - Why is it important to readers use to identify facts communicate? decode? recognize the purpose of and details in text? media? - What are some techniques used in media to convey meaning? Vocabulary of Instruction Vowel digraph Syllable pattern Decode Media Purpose Persuade Technique Advertisement Visual Fact Detail Text feature Topic Purpose Draft Sentence page 18 of 67

Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Construction paper (1 per student) Glue or glue stick (class set) Note card (10 per student) Collection of gradeappropriate magazines Chart paper (if applicable) Reader s Notebook (1 per student) Note card (5 per 2 students) Collection of gradeappropriate print advertisements from Daily Lesson 4 Shared Reading Chart paper (if applicable) Reader s Notebook (1 per student) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Reader s Notebook (1) Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 2. Prepare an Anchor Chart: Vowel Digraphs ee and ea by writing ee (as in feet) words and ea (as in eat) words in two columns. Examples may include: meat, seat, sea, neat, seal, meal, bean, mean, cheat, please, week, need, feet, see, seed, street, seem, seek, deep, 1. Prepare the following Anchor Chart: Media to be used throughout the unit: 2. Prepare to use 5 of the print advertisements from Daily Lesson 4 Shared Reading. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to display the modeled concept web graphic organizer from Daily Lesson 4 Writing. page 19 of 67

Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING teeth. 3. Create another Vowel Digraph Pocket Book for ee and ea. To create the book, take construction paper and fold it in half horizontally. Open the folded paper and make a 2 wide fold along the long side of the paper. Glue outer edges of the 2 fold to make two pockets. Make one Vowel Digraph Pocket Book per student, or one teacher sample if students will make their own. 3. On note cards, record the specific purpose of each of the five selected print advertisements. For example: to persuade someone to buy a video game system, to influence someone to donate money to a charity. Create a set of cards for every two students. Background Information Teacher Notes Vowel digraph or vowel pair - two vowels that together represent one phoneme or sound (e.g., ea, ai, oa) Note:These are often referred to as vowel pair syllables. This Instructional Routine partially assesses Performance Indicator 05. page 20 of 67

Instructional Routines Daily Lesson # 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 20-25 min. Suggested Duration: 20-25 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students draft decode words containing vowel recognize different purposes of identify important facts or details brief compositions about topics of digraphs (ee, ea). media (with adult assistance) and in text read independently. interest. identify techniques used in media. Mini Lesson 1. Students echo the long /ē/ sound. Explain that that there are two common spelling patterns that have the long /ē/ sound in words. 2. Display the digraphs ee and ea. Point to the vowel digraphs and make the long /ē/ sound. Discuss that the two letters work together to make one sound. 3. Display the Anchor Chart: Vowel Digraphs ee and 1. Display five selected grade appropriate print advertisements. Ask: What is the purpose of an advertisement? Discuss responses including to persuade or to influence. 2. Select one of the displayed print advertisements and use the outlined steps to Think Aloud while completing the Anchor Chart: Media. 1. Ask: Why do we read expository text? Discuss responses. 2. Ask: How do text features help readers? Discuss responses. 3. Explain that they will continue reading texts on their selected topics and recording facts and details. 1. Display the completed concept web graphic organizer from Daily Lesson 4 Writing. 2. Remind students that when writing to inform that the facts, events, and details must be true. Explain that writing to inform is one purpose for writing. 3. Ask: What do writers use when they want to write a word they do not know how to spell? page 21 of 67

ea. Read each word aloud and instruct students to echo. Read each word again and underline the vowel digraph to reinforce the concept that the letters work together to make one sound. Keep the Anchor Chart for use in Daily Lessons 10-12 Word Study. 4. Conduct the following routine to practice reading the words: Students punch the phonemes (left, right, left, right, etc.) and blend the word (both hands together). For example, f-ee-t, feet; s-ea, sea; s-t-r-ee-t, street. Record the specific type of advertisement (retail store name advertisement, restaurant name advertisement) under the heading Media. Use text features and your own background knowledge to recognize the purpose of the advertisement (e.g., to influence a purchasing decision, to persuade you to eat at the advertised restaurant). Record the specific purpose under the heading Recognize Purpose. Involve students in identifying techniques (specific visuals such as pictures, photographs, graphs, graphics, text features) used in the advertisement to support its purpose. Record under the heading Techniques. Discuss responses including they use phonological knowledge to match sounds to letters, refer to a dictionary and/or Word Wall, and/or replace it with a familiar highfrequency word they know how to spell. 4. Think Aloud while modeling how to write complete sentences based on the ideas on the planning web or organizer. Write 2-3 sentences. page 22 of 67

Learning Applications 1. Distribute the Vowel Digraph Pocket Books or construction paper and 10 note cards or pieces of paper (4 x 5 ) if the students will be making their own. 2. Students label the two columns of the Vowel Digraph Pocket Book ea and ee. Students write ea and ee words from the Anchor Chart: Vowel Digraphs ea and ee on separate note cards and underline the vowel digraph in each word. Students place the note cards in the correct pocket of the Vowel Digraph Pocket Books. 3. As an extension, students cut words from magazines to glue on note cards or write words on note cards. Students place the cards in the pocket book for review and reading practice. 1. Assist students with recognizing the specific purposes of the remaining print advertisements by following this practice activity: Provide student pairs with prepared note cards that state purposes for the selected five advertisements. Display one of the selected advertisements. Instruct students to work together to recognize the purpose for the displayed advertisement using the note cards. Instruct students to hold up the note card with the corresponding purpose. Ask students to provide evidence from the advertisement to support the selected purpose. Ask: What are some specific techniques 1. Students choose a text related to the selected topic of interest. Remind students they must continue reading about the same topic they selected in Lesson 01, Daily Lesson 01 Independent Reading. 2. Students preview the text using text features to locate information. 3. Students read independently and list, label, and/or draw facts and details in their Reader s Notebooks. 4. Monitor and confer with students. Provide support as needed. 1. Students review the completed concept web graphic organizers from Daily Lesson 4 Writing and add any additional facts they may have gathered during Independent Reading. 2. Students begin drafting their compositions using complete sentences. 3. Confer with as many students as possible. Ask questions to promote detail development. 4. Remind students to use strategies and resources to spell words while writing their drafts. page 23 of 67

used in this advertisement? Discuss responses. Ask: How do these techniques persuade or influence people to (insert advertisement specific purpose)? Discuss responses. 2. Repeat this sequence for the remaining advertisements or as time allows. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. In pairs, students take turns reading the note cards 1. Students complete the following stem in the Reader s Notebooks and share with a partner: 1. Choose 2-3 students to share their topics and an interesting fact they recorded. 1. Conduct the Author s Chair routine. Today I learned. page 24 of 67

Media Mania Lesson Preparation Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv,D,H 1.2D,F 1.4C 1.Fig19A 1.Fig19C 1.12A 1.19A 1.1A,D 1.22A,C 1.3Ai,ii,B,I 1.Fig19D 1.27A 1.4B,C 1.17B 1.13A 1.28A 1.20Avi 1.16A,B 1.21A,Bi,ii 1.27A 1.29A Key Understandings and Guiding Questions The ability to focus on decoding patterns of the English language promotes fluency and comprehension. Readers identify purpose and techniques of media to gain meaning. - Why is it important to Readers use strategies to support understanding of text. - Why is it important to monitor our comprehension Writers use elements and structure to communicate meaning. - Why do authors write drafts? - How do high-frequency recognize the purpose of while reading? words help us become media? better readers? - What are some techniques used in media to convey meaning? Vocabulary of Instruction High-frequency word Decode Spell Media Sound Movement Visual Topic Comprehension Topic Composition Draft Pronoun page 25 of 67

Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Chart paper (if applicable) Reader s Notebook (1 per student, optional) Grade-appropriate commercial Chart paper (if applicable) Reader s Notebook (1 per student) Grade-appropriate informational text (1) Collection of gradeappropriate 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 (1) 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 highfrequency words from the Word Wall that students have already seen. 3. Choose four new highfrequency words to introduce. 4. Prepare to use the vowel 2. Locate and prepare to show a grade-appropriate commercial. The commercial should include one or more of the following techniques: sound, movement or visuals to convey meaning. page 26 of 67

Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING digraph pocket books from Daily Lesson 5 Word Study. 3. Prepare to display the Anchor Chart: Media from Daily Lesson 5 Shared Reading. Background Information A vowel digraph or vowel pair This Instructional Routine partially Literal question - knowledge level refers to two vowels that together assesses Performance Indicator fact based question (e.g., who, represent one phoneme or sound. 05. what, when, where, why, and how questions); questions asked for clarification Teacher Notes Pronouns were introduced and taught in Unit 04. This Daily Lesson reinforces their use in the context of writing. page 27 of 67

Instructional Routines Daily Lesson # 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students recognize Content Objective: Students Content Objective: Students draft decode words containing vowel different purposes of media (with adult monitor and adjust brief compositions about topics digraphs (ee and ea). Students assistance) and identify techniques used comprehension while reading. of interest and include the use of identify, read, and spell high- in media. pronouns. frequency words from a commonly used list Mini Lesson 1. Display the Anchor Chart: Vowel Digraphs ee and ea from Daily Lesson 5 Word Study. Choral Read the words. Remind students that vowel digraphs contains two letters that work together to make the long vowel sound. 2. Practice four words from the Word Wall using the Teacher Resource: Word Wall Routines followed by a selected Word Wall practice activity to build, read, and/or write the new words. 3. Introduce four new highfrequency words using 1. Ask: Why is it important to establish a purpose for what we read? Do commercials have a purpose? Discuss responses. 2. Display the Anchor Chart: Media from Daily Lesson 5 Shared Reading. Review the chart entries made for the print advertisement. 3. Play the selected commercial. 4. Model and Think Aloud about the commercial s topic and purpose. Use evidence from the commercial and background knowledge to draw conclusions. 5. Ask: What were some techniques used in the commercial? Discuss responses that include specific 1. Ask: Why is it important to monitor your comprehension as you read? How do you monitor your comprehension? Discuss responses. 2. Create an Anchor Chart: Monitoring Comprehension. List the following on the chart: using background knowledge, creating sensory images, rereading for understanding, and generating questions. 3. Read aloud a section from the selected informational text. Think Aloud and model using 1. Display the concept web and draft created in the Teacher s Writer s Notebook during Daily Lessons 4 and 5 Writing. 2. Think Aloud and write 2-3 more sentences. Be deliberate in repeating the same nouns (proper and common) throughout the piece. 3. Read the piece aloud with the class. Discuss how it sounds funny because the same nouns are used over and over. Model replacing nouns with appropriate pronouns. Reread the piece and discuss how the use of page 28 of 67

the Teacher Resource: Word Wall Routines. sounds, movements, and visuals. 6. With student assistance, Think Aloud and complete the section Commercial on the Anchor Chart: Media. Media Form & Topic Advertisement Commercial Recognize Purpose Techniques background knowledge, creating sensory images, re-reading for understanding, and generating questions. 4. Review the chart of comprehension strategies and ask students to share examples of how each was used during reading. 1. Remind students to refer to the comprehension strategies chart while reading. pronouns improved the writing. 4. Review the purpose of pronouns and how they are used. List the pronouns on chart paper for student reference. Add others if desired. Learning Applications 1. Distribute dry erase boards, markers, and erasers. Dictate the newly introduced highfrequency words and instruct students to write the words. 2. Students play Back Writer to practice reading and spelling high-frequency words. Model the following procedure: 1. In pairs, students take turns discussing commercials they have observed. 2. In the Reader s Notebooks, students write and draw one of the commercials they discussed. 3. Confer with as many students as possible. Ask questions about the topic, purpose, and the techniques used in their selected commercials. 1. Students select a text to read independently. 2. Students think about what they already know about the subject. Students briefly share with a partner. 3. Students use question starters (e.g., who, what, why, how) to generate one question they have about the text. Students write their questions in 1. Students continue writing drafts of brief compositions. Remind students to use pronouns when appropriate. 2. Confer with as many students as possible, looking for evidence of correct pronoun usage in context. page 29 of 67

Form partners. Using the class Word Wall, one student selects a highfrequency word. The student reads it silently and then writes it on the partner s back. The partner guesses the word. Switch roles and repeat as time allows. their Reader s Notebooks. 4. Students read silently and record answers to their questions. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Partners read 4-6 words from the vowel digraph chart or from the cards in their Vowel Digraph Pocket Books. 2. Ask: What is something you learned today that will help you be a better reader? Discuss responses. 1. Students share their Reader s Notebook entries. Ask: What is the topic and purpose of the commercial you wrote about? What are some techniques used in that commercial? Discuss responses. 1. Ask 2-3 students to share background knowledge and questions about the text they read. 1. Conduct the Author s Chair routine. 2. If evident, affirm the use of pronouns. page 30 of 67

Media Mania Lesson Preparation Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Av,Cv,D 1.2D,F 1.4C 1.Fig19A 1.Fig19C 1.12A 1.17C 1.20Ai-v,vi 1.3Ai,ii,B,I 1.Fig19D 1.27A 1.4B,C 1.19A 1.13A 1.28A 1.5A 1.16A,B Key Understandings and Guiding Questions Relationships between letters and sounds help readers decode. - How does decoding help Readers identify purpose and techniques of media to gain meaning. Readers use strategies to support understanding of text. - Why is it important to Writers use elements and structure to communicate meaning. - Why do authors write you become better a reader? - Why is it important to monitor your drafts? recognize the purpose of comprehension while media? reading? - What are some techniques used in media to convey meaning? Vocabulary of Instruction Vowel digraph Blend Decode Spell Media Newspaper Purpose Inform Explain Visual Topic Comprehension Fluency Topic Composition Draft Revise Pronoun page 31 of 67

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Chart paper (if applicable) Grade-appropriate newspaper section (1 per 2 students) Chart paper (if applicable) Reader s Notebook (1 per student) Grade-appropriate text (1) Collection of gradeappropriate texts for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher s Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Handout: Word Strips ee, ea (1 per 2 students) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Duplicate the Handout: Word Strips ee, ea one copy for every two students. Make an extra copy for display. 3. Cut apart the display copy of the Handout: Word Strips ee, ea. 4. Prepare to use the Vowel Digraph Pocket Books (ee, 2. Locate grade-appropriate sections of newspapers. 3. Prepare to display the Anchor Chart: Media from Daily Lesson 6 Shared Reading. 2. Display the Anchor Chart: Monitoring Comprehension from Daily Lesson 6 Independent Reading. 2. In the Teacher s Writer s Notebook, write 2-3 more sentences to complete the draft started in Daily Lesson 5 Writing. Do not include any pronouns, use all nouns. Students will assist with replacing nouns with pronouns during the Mini Lesson. page 32 of 67

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING ea) from Daily Lesson 5 Word Study. Background Information This Instructional Routine partially assesses Performance Indicator 05. Teacher Notes page 33 of 67

Instructional Routines Daily Lesson # 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 20-25min. Suggested Duration: 20-25 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students Content Objective: Students recognize Content Objective: Students Content Objective: Students decode words containing vowel different purposes of media (with adult monitor and adjust write and revise drafts of brief digraphs. assistance) and identify techniques used comprehension while reading. compositions about topics of in media. interest and include the use of pronouns. Mini Lesson 1. Display Anchor Chart: Vowel Digraphs ee and ea from Daily Lesson 5 Writing. Choral Read the words. 2. Ask: What sound does ea make? What sound does ee make? Discuss responses. 3. Display the Handout: Words Strips ee, ea. Model making and reading words using the strips. 1. Display the Anchor Chart: Media. Review components of chart. 2. Ask: Why is it important to establish a purpose for what we read? Do forms of media also have a purpose? Discuss responses. 3. Display teacher-selected newspaper sections for student viewing. Ask: What is this form of media called? What are some things you know about newspapers? Discuss responses. 4. Think Aloud to make observations about the newspaper section s topic and purpose. Use evidence from the newspaper section and background knowledge to draw 1. Ask: Why is it important to monitor our comprehension as we read? How do we monitor our comprehension? Discuss responses. 2. Display and review the Anchor Chart: Monitoring Comprehension. 3. Read aloud a section from the selected text. Think Aloud and model creating sensory images (visualizing, tasting, smelling, hearing, touching) to understand the text. 4. After reading, review the chart of comprehension strategies and ask 1. Display the list of pronouns created in Daily Lesson 6 Writing. Remind students that a noun is a person, place, or thing. A pronoun is a word that takes the place of a noun. 2. Display the completed draft in the Teacher s Writer s Notebook (refer to Advanced Preparation). 3. Read the draft aloud with students. With student assistance, underline the nouns in the draft. Explain that authors often revise their writing by adding, deleting, or changing words. page 34 of 67

conclusions. 5. Ask: What are some techniques used in the newspaper section? Discuss responses that include specific text features, pictures, and other visuals. 6. With student assistance, Think Aloud and complete the Anchor Chart: Media related to the section Newspaper. Media Form & Topic Recognize Purpose Techniques students to share examples of how sensory images were used to monitor comprehension. On the Anchor Chart, sketch the following icons under the heading Sensory Images : eye, mouth, nose, ear, hand. 5. Explain that students will read aloud in partners to build fluency. Remind students to refer to the Anchor Chart. 4. Involve students in revising the draft by replacing some of the nouns with pronouns. Ask: Are there other revisions that would make the piece better? Discuss responses. Focus on word choice by replacing overused words with words that are more descriptive. Advertisement Commercial Newspaper Learning Applications 1. Distribute the Handout: Word Strips ee, ea to pairs of students. 2. With a partner, students cut apart the strips. Students work together to make and read words 1. Divide students into pairs. Provide each pair of students with a grade-appropriate newspaper section. 2. Instruct students to study the newspaper section to identify its topic, recognize its purpose, and 1. With a partner, students select a text to read. 2. Before reading, students think about what they already know about the subject. Students briefly share with their partner. 1. If needed, students complete their drafts from Daily Lesson 6 Writng. Encourage students to use pronouns when appropriate. page 35 of 67

containing vowel digraphs. to identify techniques used to convey meaning. 3. Post and read the following stems: The topic of the newspaper section is. The purpose of the newspaper section is. One technique used in the newspaper is. Students read the stems aloud. 3. In their Reader s Notebooks, students divide a page into four equal parts and write the title of the selected text at the top. In each section, students sketch one of the following sensory icons: eye, nose, ear, hand. 4. Students read aloud in partners to build fluency and record examples of sensory images and related textual evidence used to understand the text. 2. Students read their drafts to a partner and make revisions by adding or deleting words, phrases, or sentences. 3. Confer with as many students as possible, looking for evidence of correct pronoun usage in context. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. In partners, students use the word cards from the Vowel Digraph Pocket Book ( ee, ea) as flashcards to build reading fluency. Students take turns flashing cards and reading words. 1. Choose students to use the stems to share about the provided newspaper sections. Require students to provide text evidence to support their ideas. 1. Choose 2-3 students to share their Reader s Notebook entries. 1. Ask: Why do authors revise their writing before sharing it with others? Discuss responses. 2. Ask students to share revisions they made. page 36 of 67