ELAR Kindergarten Unit 05B Exemplar Lesson 01: Connecting as Readers and Writers

ELAR Unit 05B Exemplar Lesson 01: Connecting as Readers and Writers 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 revisit folktales and fables through interactive shared reading experiences in order to make personal connections to the big ideas of the stories. Students deepen their understanding of story elements through independent reading and story retelling. Students use the writing process to write stories based on real and imagined people, events, and ideas. Students reexamine expository text in order to make connections to self, other texts, and the larger community. Word Study continues with the study of CCVC words, high-frequency words, compound words, and the use of a picture dictionary. Performance Indicators ELAR Unit 05B PI 01 When presented with a prepared list of 3-5 compound and non-compound words, underline the compound words. For each underlined word, circle the two shorter words that make up the compound word. Standard(s): K.5B ELPS ELPS.c.1E, ELPS.c.1F, ELPS.c.4A, ELPS.c.4B, ELPS.c.4C ELAR Unit 05B PI 02 Demonstrate letter sound correspondence to decode CCVC words. Standard(s): K.3B ELPS ELPS.c.1B, ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.4A, ELPS.c.5A, ELPS.c.5C page 1 of 89

ELAR Unit 05B PI 03 While listening to a well-known fable or folktale, show thumbs when you hear a recurring phrase or character. Next, discuss the big idea of the folktale or fable with a partner or small group and connect it to a personal experience. Individually, draw pictures and/or write words to explain your personal connection to the big idea. Standard(s): K.6B, K.6D, K.Fig19F ELPS ELPS.c.1E, ELPS.c.2D, ELPS.c.3C, ELPS.c.3E, ELPS.c.4G, ELPS.c.4J, ELPS.c.5G ELAR Unit 05B PI 04 Read or listen to an expository text. On a provided graphic organizer draw and label a picture to identify the topic of the text. Next, draw pictures and/or write words to explain connections you have to the text. Note: For the graphic organizer, make a simple 4-section chart. Label the first section Topic. Label each of the remaining sections with one of the following connections: Text to Self, Text to Text, Text to Community. Add simple graphics to support the types of connections (e.g., person, book, globe) and leave space below each label for pictures and words. Standard(s): K.9A, K.10A, K.Fig19F ELPS ELPS.c.4G, ELPS.c.4I, ELPS.c.5G ELAR Unit 05B PI 05 Use the writing process and appropriate conventions to write or dictate a real or imagined story. Put the sentences in a chronological sequence. Add illustrations to your story and share it with others in a class book. Standard(s): K.13A, K.13B, K.13C, K.13D, K.13E, K.14A, K.17A, K.18A ELPS ELPS.c.1B, ELPS.c.1E, ELPS.c.1F, ELPS.c.5B, ELPS.c.5C, ELPS.c.5F, ELPS.c.5G Key Understandings Awareness of sound patterns of spoken words supports the development of word reading and spelling. Readers create connections to make text personally relevant and useful. Readers understand that some larger words are made up of smaller words that can help give meaning to text. Readers use strategies to support understanding of text. Understanding literary elements facilitates the reader s ability to make meaning of the text. Writers develop ideas about what they know. The Texas Essential Knowledge and Skills () listed below are the standards adopted by the State Board of page 2 of 89

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. K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: K.2G K.2I Blend spoken phonemes to form one syllable words (e.g.,/m/ /a/ /n/ says man). Segment spoken one syllable words into two to three phonemes (e.g., dog:/d/ /o/ /g/). K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3B K.3C K.3D Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). Recognize that new words are created when letters are changed, added, or deleted. Identify and read at least 25 high-frequency words from a commonly used list. K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4B Ask and respond to questions about texts read aloud. K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: K.5B K.5D Recognize that compound words are made up of shorter words. Use a picture dictionary to find words. K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: page 3 of 89

K.6A K.6B K.6D Identify elements of a story including setting, character, and key events. Discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience. Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. K.9 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: K.9A Identify the topic of an informational text heard. K.10 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: K.10A Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: K.13A K.13C K.13D Plan a first draft by generating ideas for writing through class discussion (with adult assistance). Revise drafts by adding details or sentences (with adult assistance). Edit drafts by leaving spaces between letters and words (with adult assistance). K.14 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: K.14A Dictate or write sentences to tell a story and put the sentences in chronological sequence. K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. page 4 of 89

Students are expected to: K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression). K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: K.18A K.18B K.Fig19 Use phonological knowledge to match sounds to letters. Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"). 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: K.Fig19B Ask and respond to questions about text. K.Fig19D Make inferences based on the cover, title, illustrations, and plot. K.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Ongoing K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: K.1A K.1B K.1F K.1G Recognize that spoken words can be represented by print for communication. Identify upper- and lower-case letters. Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. Identify different parts of a book (e.g., front and back covers, title page). K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are page 5 of 89

expected to: K.3A Identify the common sounds that letters represent. K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4A Predict what might happen next in text based on the cover, title, and illustrations. K.8 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: K.8A K.8B Retell a main event from a story read aloud. Describe characters in a story and the reasons for their actions. K.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: K.13B K.13E Develop drafts by sequencing the action or details in the story (with adult assistance). Share writing with others (with adult assistance). K.16 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: K.16B K.16C Speak in complete sentences to communicate. Use complete simple sentences. K.17 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: K.17B K.17C Capitalize the first letter in a sentence. Use punctuation at the end of a sentence. page 6 of 89

K.21 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: K.21A K.21B Listen attentively by facing speakers and asking questions to clarify information. Follow oral directions that involve a short related sequence of actions. K.22 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: K.22A Share information and ideas by speaking audibly and clearly using the conventions of language. K.23 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: K.23A K.Fig19 Follow agreed-upon rules for discussion, including taking turns and speaking one at a time. 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: K.Fig19A Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). K.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). K.Fig19E Retell or act out important events in stories. Materials Plastic lower-case letters (1 set for modeling) Plastic lower-case letters (1 set per student) Note card (8-12) Paper, plain (16 per student) page 7 of 89

Paper, plain or lined (2 per student) Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Grade-appropriate picture dictionary (1 per 2 students) Chart paper Grade-appropriate folktale with recurring phrases (1) Grade-appropriate fable with recurring phrases and/or characters (1) 3 grade appropriate expository texts (1 copy of each) Grade-appropriate literary text with fictional or imaginary elements (1) Grade-appropriate literary text with realistic elements (1) Collection of grade-appropriate fictional texts for student selection Collection of grade-appropriate expository texts for student selection Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Comprehension Hand (1 per student) Handout: Expository Text Connections (1 per student) Handout: Story Writing Planning Organizer (optional, 1 per student) Handout: Story Publishing Paper (optional, 1 per student) Teacher Resource: Word Wall Routine (1) Resources and References Possible/Optional Literature Selections None identified None identified page 8 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.Fig19B K.8A,B K.6A K.Fig19C,E K.13A K.13E K.3B,C,D K.3A K.6B,D K.16B K.23A K.14A K.22A K.18A K.21A K.23A K.22A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. - Why do folktales have recurring Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a story? Writers develop ideas about what they know. - How do writers get ideas for their pieces? - How do you use your phrases and characters? knowledge about - How does discussing the big idea letters and sounds to of a folktale help the reader read and write? understand the story s message? - How can knowing to read words quickly (by sight) help you as you read? Vocabulary of Instruction Letter Sound Recurring phrase Recurring character Setting Character Plan Brainstorm page 9 of 89

Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Word High-frequency word Big idea Folktale Key event Materials Plastic lower-case letters a, t, c, h, i, o, p (1 set for modeling) Note card (2-3) Chart paper (if applicable) Grade-appropriate folktale with recurring phrases (1) Chart paper (if applicable) Collection of grade-appropriate fictional texts for student selection Chart paper (if applicable) Paper, plain (1 per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines (1) Handout: Comprehension Hand (1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 2. Choose 2-3 highfrequency words to introduce during this Daily Lesson. Write or print the words on note cards to be displayed on the Word Wall. 1. Prepare to display visuals as appropriate. 2. Select a grade-appropriate folktale that has recurring phrases and characters. The same folktale will be used in Daily Lesson 2 Shared Reading. 1. Prepare to display visuals as appropriate. 2. Prepare to use the Handout: Comprehension Hand. This handout was also used in Unit 05A. Use the ones from the previous unit or duplicate as necessary. 1. Prepare to display visuals as appropriate. page 10 of 89

Daily Lesson #: 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Background Information Folktale - a story originally passed down in spoken form rather than in writing. Folktales include legends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time, they lived happily ever after). Teacher Notes This Daily Lesson will be repeated through Daily Lesson 5 Independent Reading to build independence and deepen concept attainment. page 11 of 89

Instructional Routines Daily Lesson # 1 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 Content Objective: Students decode regular words with recognize recurring phrases and identify and discuss story generate ideas for writing through consonant digraphs and read characters in a folktale and elements. discussion. high-frequency words. discuss the big idea. Mini Lesson 1. Say the word at slowly. Instruct students to echo. Ask: What sounds do you hear in the word at? /ă/ /t/ 2. Display the plastic letters a and t. Say: The letter a makes the sound: /ă/ and the letter t makes the sound /t/. 3. Model blending the sounds to form the word by running a finger under the letters. Instruct students to echo. 4. Say the word chat and instruct students to echo. Ask: What sound do you hear at the beginning of the word 1. Remind students that a folktale is a story that is told from generation to generation and usually does not have a known author. 2. Explain that many folktales begin with the phrase Once upon a time... because they have been told for years and years. Discuss that folktales often include phrases and characters that are repeated over and over in the story. 3. Follow the Shared Reading Routine: Conduct a Book Walk of the selected text: 1. Explain that students will select and read a story. Tell students that they will use the Handout: Comprehension Hand to retell the story to a partner. 2. Display and review the following terms: character, setting, key event. Refer to the folktale from Shared Reading to provide examples of each story element. 3. Review how to use the Handout: Comprehension Hand to tell about the story elements. 1. Explain that authors always think about and discuss ideas for writing. 2. Explain that some authors tell stories about real things that happened, some authors make up stories, and some authors start with a real story and add imaginary details. 3. Think Aloud about previously read fictional texts and discuss whether they might be based on real or imagined people, events, and ideas. 4. Think Aloud and brainstorm ideas for writing (both real and imaginary). Record ideas page 12 of 89

"chat? Display the letters ch. Make the /ch/ sound and instruct students to echo. Explain that the letters work together to make the sound /ch/. 5. Add the letters ch to at to form the word chat. With students, blend the phonemes several times to form the word chat by running a finger under the word from left to right. 6. Point out that the word at is inside the word chat and that knowing little words can help decode longer words. 7. Ask students to orally generate other words they know that begin with /ch/ sound. Display and discuss the cover Read the title, author, and illustrator Model how to hold a book and turn pages Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. on chart paper. Learning Applications 1. Display the lowercase letters i and p. With students review the 1. Conduct a Read Aloud of the selected folktale, stopping 1. Students select texts and read independently for a developmentally 1. Review the writing routine: Think (think about ideas to write about) page 13 of 89

sounds for each. (/ĭ/ and /p/) 2. Review the sound /ch/ with students. Ask: What word would we make if we added /ch/ to /ĭp/? With students, blend the sounds to form the word chip. 3. Ask a student to assist in placing the letters ch in front of ip to form the word chip. Together, blend the sounds several times. 4. Display the letter o and ask: What is the sound for short o? Practice the sound a few times. 5. Remove the letter i from the word chip and Ask: What word would we make if we added /ŏ/ in between /ch/ and /p/? Say the word chop and ask a student to place the letter o to form the word. Together, blend the periodically for students to identify recurring phrases and characters. Optional: Write the recurring phrases and characters on chart paper. 2. Ask: What is the big idea of this folktale? Facilitate a discussion about the big idea (theme) of the story. 3. Create the following on chart paper: Folktale Title: Big Idea: Connections: 4. With class appropriate duration. 2. Actively monitor and provide support as needed. Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) 2. Divide students into pairs. Instruct students to discuss stories they have heard and if they would be real or imagined. Students also discuss their own ideas for writing (both real and imagined). 3. As a class, discuss different ideas for writing. 4. Distribute a piece of paper to each student and instruct them to record 2-3 ideas on the piece of paper using drawings or words. page 14 of 89

sounds several times. 6. Display the following words: chat, chip, chop. With students, read aloud each word several times. Ask: What sound do the letters ch make? /ch/ participation, complete the first two sections (title and big idea). Explain that in Daily Lesson 2 Shared Reading, they will make connections to the folktale. 5. Confer with students as they are writing to provide targeted instruction. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Follow the Teacher Resource: Word Wall Routine and review 2-3 previously taught words, one at a time. 1. Ask: Why do you think folktales have recurring phrases and characters? Discuss responses. 1. In partners, students use the Handout: Comprehension Hand to retell the story they read. 1. Conduct the Author s Chair routine. 2. Follow the Teacher Resource: Word Wall Routines and introduce 2-3 new words, one at a time. 2. Keep the chart from Learning Applications to use in Daily Lesson 2 Shared Reading. 3. Add the ch words to the Word Wall if desired. page 15 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.4B K.8A,B K.6A K.Fig19C,E K.13B K.13E K.3B,C K.3A K.6B,D K.16B K.23A K.14A K.17B,C K.18A K.Fig19B,F K.21A K.17A K.22A K.22A K.18A,B K.23A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Readers create connections to make text personally relevant and useful. - How do readers make personal connections to stories? Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a story? Writers develop ideas about what they know. - Why do writers write imaginary - How do you use stories? your knowledge about letters and sounds to read and write? Vocabulary of Instruction Letter Sound Word Connection Recurring phrase Recurring character Big idea Setting Character Key event Draft page 16 of 89

Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Folktale Materials Plastic lowercase letters s, h, i, o, u, m, n, p, t (1 set for modeling) Chart paper (if applicable) Paper, plain (1 per student) Grade-appropriate folktale with recurring phrases from Daily Lesson 1 Shared Reading Chart paper (if applicable) Collection of grade-appropriate fictional texts for student selection Chart paper (if applicable) Paper, plain or lined (1 per student) Chart paper (if applicable) Attachments and Resources Handout: Comprehension Hand (1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to use the folktale and the chart from Daily Lesson 1 Shared Reading. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. Background Information Readers make connections to: Own experiences - things done or seen Ideas in other text - concepts that connect one text with another text Larger community - a group of people that have the same interest or live in the same area page 17 of 89

Daily Lesson #: 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING Teacher Notes page 18 of 89

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 make Content Objective: Students Content Objective: Students write decode regular words with connections to the big idea of a identify and discuss story sentences to tell a story in consonant digraphs. folktale. elements. chronological sequence Mini Lesson 1. Say the word in. Instruct students to echo. Ask: What sounds do you hear in the word in? /ĭ/ /n/ 2. Display the plastic letters i and n. Say: The letter i makes the sound /ĭ/ and the letter n makes the sound /n/. 3. Model blending the sounds to form the word by running a finger under the letters. Instruct students to echo. 4. Say the word shin and instruct students to echo. Ask: What sound do you hear at the beginning of the word shin? 1. Remind students that a folktale is a story that is told from generation to generation and usually does not have a known author. 2. Display and review the selected folktale read in Daily Lesson 1 Shared Reading. Ask: What phrases and characters were repeated in this folktale? Discuss responses. 3. Display and review the chart created in Daily Lesson 1 Shared Reading. Folktale Title: 1. Explain that students will select and read a story. Tell students that they will use the Handout: Comprehension Hand to retell the story to a partner. 2. Display and review the following terms: character, setting, key event. Refer to the folktale from Shared Reading to provide examples of each story element. 3. Review how to use the Handout: Comprehension Hand to tell about the story elements. 1. Conduct the handwriting routine. 2. Review the list of writing ideas brainstormed in Daily Lesson 5 Writing. 3. Select a topic and Think Aloud and write sentences that tell a story in sequence using the writing routine: Think, Tell, Draw, Write. Think - Think Aloud about what the story will be about. Ask students for ideas/details. Tell - or rephrase what will be written using the ideas generated by the page 19 of 89

Display the letters sh. Make the /sh/ sound and instruct students to echo. Explain that the letters work together to make the sound /sh/. Big Idea: Connections: class. Draw - Create a quick sketch of the general idea. Write Use a page 20 of 89

5. Instruct students to make the /ch/ sound learned in Daily Lesson 1 Word Study. Instruct students to make the /sh/ sound. Instruct students to alternate making the /ch/ sound and the /sh/ sound. Point out that the differences between to the two sounds. 6. Add the letters sh to in to form the word shin. With students, blend the phonemes several times to form the word shin by running a finger under the word from left to right. 7. Discuss that the word in is inside the word shin and that knowing little words can help to decode longer words. 8. Ask students to orally generate other words they know that begin with /sh/ sound. Explain that they will 4. make connections to the characters and the big idea and other elements of the folktale. Explain that one way readers make connections to stories is by thinking about how their own experiences are like those of the characters in the story. 5. Display and read the sentence stem: I have felt like the character when. Instruct students to Think, Turn, and Talk to respond to the stem. Ask students to share their connections. 6. Display and read the sentence stem: The big idea in this folktale reminds me of the time. Instruct students to Think, Turn, and Talk to respond to the stem. Ask students to share their connections. 7. Record a few connections complete simple sentence or two to tell what happened. 4. Be explicit and include simple CVC words that students should be familiar with. 5. Read aloud the draft, pointing out that the sentences are in order to tell what happened first, next, and last. page 21 of 89

on the chart. Learning Applications 1. Explain that students will assist in making words beginning with the /sh/ sound. Display the letters m and p. 2. Ask: What word would we make if we changed the letter n to the letter m? Ask a student to change the letters. With students, blend the sounds to form the word shim. 1. Distribute plain paper to each student. 2. Instruct students to draw pictures and/or write words to explain a connection to the big idea of the folktale. 3. Confer with students to provide targeted support as needed. 1. Students select texts and read independently for a developmentally appropriate duration. 2. Actively monitor and provide support as needed. 1. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) 3. Repeat step #2 with the letter p. 2. Distribute student work (paper with brainstorm ideas) from 4. Display the letter o and ask: What is the sound for short o? Practice the sound a few times. 5. Remove the letter i from the word ship and ask: What word would we make if we added /ŏ/ in between /sh/ and /p/? Say the word shop and ask a student to place the letter o to form the word. Blend the sounds several times. Daily Lesson 5 Writing. 3. Students select an idea and tell their story to a partner. 4. Students draw/write their story in sequence. 5. Confer with students. Ask students to sound out CVC words as they write. page 22 of 89

6. Display and review the sound for the letter t. Ask: What word would we make if we changed the letter p in shop to the letter t? Say the word shot and ask a student to place the letter t to form the word. Blend the sounds several times. 7. Display the letter u and Ask: What is the sound for short u? Practice the sound a few times. 8. Ask: What word would we make if we changed the letter o in shot to the letter u? Say the word shut and ask a student to place the letter u to form the word. Blend the sounds several times. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Display the following words: shin, shim, ship, shot, shop, shut. Choral Read the words. 1. In pairs or small groups, students share their connections to the big idea of the folktale. 1. In partners, students use the Handout: Comprehension Hand to retell the story they read. 1. Conduct the Author s Chair routine. 2. Review that new words are created when letters are changed. page 23 of 89

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Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.4B K.8A,B K.6A K.Fig19C,E K.13C,D K.13E K.3B,C,D K.3A K.Fig19B K.16B K.23A K.14A K.17B,C K.18A K.6B,D K.21A K.17A K.22A K.22A K.18A,B K.23A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Understanding literary elements facilitates the reader s ability to make meaning of the text. - Why do some stories have recurring phrases and characters? Understanding literary elements facilitates the reader s ability to make meaning of the text. - What are the elements of a story? Writers develop ideas about what they know. - How do writers make stories - How do you use - How does discussing the big idea of a interesting for your knowledge folktale or fable help the reader readers? about letters and understand the story s message? sounds to read and write? - How can knowing to read words quickly (by sight) help you as you read? page 25 of 89

Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING Vocabulary of Instruction Letter Sound Word High-frequency word Recurring phrase Recurring character Big idea Fable Setting Character Key event Revise Edit Materials Plastic lowercase letters s, c, h, o, p, i, I (1 set per student) Note card (2-3) Chart paper (if applicable) Grade-appropriate fable with recurring phrases and/or characters (1) Chart paper Collection of grade-appropriate engaging fictional books for student selection (1+ per 2 students) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines (1) Handout: Comprehension Hand (1 per student) Advance Preparation 1. Prepare to display visuals as appropriate. 2. Choose 2-3 highfrequency words to introduce during this Daily Lesson. Write or print the 1. Prepare to display visuals as appropriate. 2. Select a grade-appropriate fable that has recurring phrases and/or characters. The same story will be used in Daily Lesson 4 Shared Reading. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare to use the modeled writing from Daily Lesson 2 Writing. page 26 of 89

Daily Lesson #: 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING words on note cards to be displayed on the Word Wall. Background Information Fable - fictional tale that teaches a moral lesson, entertains, and often includes animals with human characteristics Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience Teacher Notes Students will not publish these stories. This Daily Lesson concludes this piece of writing. page 27 of 89

Instructional Routines Daily Lesson # 3 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 Content Objective:Students revise decode regular words with recognize recurring phrases identify and discuss story and edit their stories. consonant digraphs. and/or characters in a fable and elements. discuss the big idea. Mini Lesson 1. Display the letters ch. Ask: What sound do these letters work together to make? /ch/ 2. Display the following words: chat, chug. Choral Read the words. 3. Ask: How are these words alike? How are they different? Discuss responses. 4. Display the letters sh. Ask: What sound do these letters work together to make? /sh/ 5. Display the following words: shot, shed. Choral Read the words. 1. Review that in Daily Lessons 1 and 2 Shared Reading the class read a folktale. Explain that they will listen to a fable. Explain that a fable is a story that teaches a lesson and is also passed from generation to generation. 2. Follow the Shared Reading Routine: - Conduct a Book Walk of the selected text: Display and discuss the cover Read the title, author, and illustrator Model how to hold a 1. Explain that students will select and read a story. Tell students that they will use the Handout: Comprehension Hand to retell the story to a partner. 2. Display and review the following terms: character, setting, key event. Refer to the folktale from Shared Reading to provide examples of each story element. 3. Review how to use the Handout: Comprehension Hand to tell about the story elements. 1. Remind students that they have been working on writing a story. 2. Display the modeled writing from Daily Lesson 2 Writing. Explain that they will focus on adding details to their story. 3. Model the Think, Tell, Draw, Write writing process and Think Aloud about details that will make the story more interesting. 4. With student assistance, add words, phrases, or sentences to clarify and enhance the story. page 28 of 89

6. Ask: How are these words alike? How are they different? Discuss responses. 1. Review the sounds of ch and sh. Ask students to brainstorm other words that begin with /ch/ and /sh/. book and turn pages Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. 5. Explain how the new words add more details to the story. 6. Review that students should edit their drafts by leaving spaces between letters and words. Learning Applications 1. Display and distribute the lower-case letters s, c, h, o, p, i. Review the sounds for each individually and the sounds for ch and sh. 2. Say the word hop. Ask: What letters do we need to make the word hop? Discuss responses and model making the word hop while students do the same with their set of letters. 3. Add the letter s to hop and instruct students to do the same. Ask: What word do we make when we add the letter s to the 1. Conduct a Read Aloud of the selected fable, stopping periodically for students to identify recurring phrases and/or characters. Optional: Write the recurring phrases and/or characters on chart paper or the board for all to see. 2. Ask: What is the big idea of this fable? Facilitate a discussion about the big idea (theme) of the story. Review that fables often contain a lesson that can be applied to life today. 1. Students select texts and read independently for a developmentally appropriate duration. 2. Actively monitor and provide support as needed. 1. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) 2. Distribute student work from Daily Lesson 2 Writing. Instruct students to add details to their story (either words or additional drawings). page 29 of 89

beginning of hop? Discuss responses including that the h loses its sound to make the sound /sh/ with the letter s which makes the word shop. 4. Change the letter s in shop to a c and instruct students to do the same. Ask: What word do we make when we change the letter s to a c? Discuss responses including that the c and the h together make the sound /ch/ which makes the word chop. 5. Continue this process and make the words chip and ship. 3. Create the following on chart paper: Fable Title: Big Idea: Connections: With class participation, 4. complete the first two sections (title and big idea). Explain that in Daily Lesson 2 Shared Reading, they will make connections to the fable. 3. Students edit their drafts by leaving appropriate spaces between letters and words. 4. Confer with individuals or small groups to provide targeted instruction to support revision and editing. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Follow the Teacher Resource: Word Wall Routine and review 2-3 previously taught words, one at a time. 2. Follow the Teacher Resource: Word Wall Routines and introduce 1. Ask: What was your favorite part of the fable? Discuss responses. 2. Keep the chart from Learning Applications to use in Daily Lesson 4 Shared Reading. 1. In partners, students use the Handout: Comprehension Hand to retell the story they read. 1. Conduct the Author s Chair routine. page 30 of 89

2-3 new words, one at a time. page 31 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.4B K.8A,B K.6A K.Fig19C,E K.13A K.13E K.3B,C K.3A K.6B,D K.16B K.23A K.14A K.22A K.18A K.Fig19B,F K.21A K.17A K.23A K.22A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. - How do you use your knowledge about letters and sounds to read and write? Readers create connections to make text personally relevant and useful. - How do readers make connections to stories? Understanding literary elements facilitates the reader s ability to make meaning of the text. - How does recognizing the elements of a story help you as a reader? Writers develop ideas about what they know. - How do writers get ideas for their pieces? Vocabulary of Instruction Letter Sound Word Connection Recurring phrase Recurring character Big idea Fable Setting Character Key event Real Plan Brainstorm Materials Plastic lower-case Paper, plain (1 per Collection of grade-appropriate Paper, plain (1 per page 32 of 89

Daily Lesson #: 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING letters s, g, a, i, f, t, I (1 set per student) Chart paper (if applicable) student) Grade-appropriate fable from Daily Lesson 3 Shared Reading (1) Chart paper (if applicable) fictional texts for student selection Chart paper (if applicable) student) Chart paper (if applicable) Attachments and Resources Handout: Comprehension Hand (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 folktale and the chart from Daily Lesson 3 Shared Reading. Background Information Refer to Daily Lesson 2 Shared Reading Teacher Notes Daily Lessons 4-6 introduce words with beginning consonant blends (CCVC). page 33 of 89

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 decode CCVC words. connections to the big idea of a identify and discuss story generate ideas for writing through fable. elements. discussion. Mini Lesson 1. Say the word ag. Instruct students to echo. Ask: What sounds do you hear in the word ag? /ǎ/ /g/ 2. Display the plastic letters a and g. Say: The letter a makes the sound /ǎ/ and the letter g makes the sound /g/. 3. Model blending the sounds to form the word by running a finger under the letters. Instruct students to echo. 4. Say the word lag and instruct students to echo. Ask: What sound do you hear at the beginning of the word lag? Discuss responses and model adding an l to make the word lag. Blend the 1. Remind students that a folktale is a story that is told from generation to generation and usually does not have a known author. 2. Display and review the selected folktale read in Daily Lesson 1 Shared Reading. Ask: What phrases and characters were repeated in this folktale? Discuss responses. 3. Display and review the chart created in Daily Lesson 1 Shared Reading. Folktale Title: Big Idea: 1. Explain that students will select and read a story. Tell students that they will use the Handout: Comprehension Hand to retell the story to a partner. 2. Display and review the following terms: character, setting, key event. Refer to the folktale from Shared Reading to provide examples of each story element. 3. Review how to use the Handout: Comprehension Hand to tell about the story elements. 1. Conduct the handwriting routine. 2. Review that some authors tell stories about real things that happened, some authors make up stories, and some authors start with a real story and add imaginary details. 3. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when page 34 of 89

phonemes several times to form the word lag by running a finger under the word from left to right. 5. Add the letter f to lag. Ask: What word do we make when we add the letter f to the beginning of lag? Discuss responses including that f and l blend together at the beginning making the sound /fl/ which makes the word flag. Blend the phonemes several times to form the word flag by running a finger under the word from left to right. 6. Explain that a consonant blend is when two consonant are next to each other and both sounds of the letters are blended together. Explain that sh and ch are not blends because they lose their sounds to make one new sound. Connections: Explain that they will 4. make connections to the characters and the big idea and other elements of the folktale. Explain that one way readers make connections to stories is by thinking about how their own experiences are like those of the characters in the story. 5. Display and read the sentence stem: I have felt like the character when. Instruct students to Think, Turn, and Talk to respond to the stem. Ask students to share their connections. 6. Display and read the sentence stem: The big idea in this folktale reminds me of the time ready) 4. Think Aloud and brainstorm ideas for writing (both real and imaginary). Record ideas on chart paper. page 35 of 89

7. Ask students to orally generate other words that begin with /fl/ sound.. Instruct students to Think, Turn, and Talk to respond to the stem. Ask students to share their connections. 7. Record a few connections on the chart. Learning Applications 1. Display and distribute the lower-case letters s, g, a, i, f, t, I. Review what the concept of consonant blends and instruct students to make the following blends with their letters and practice the sounds: gl, fl, sl 2. Say the word it. Ask: What letters do we need to make the word it? Discuss responses and model making the word it while students do the same with their set of letters. 3. Add the letter l to it and instruct students to do the same. Ask: What word do we make when we add the letter l to the beginning of it? lit 1. Distribute plain paper to each student. 2. Instruct students to draw pictures and/or write words to explain a connection to the big idea of the fable. 3. Confer with students to provide targeted support as needed. 1. Students select texts and read independently for a developmentally appropriate duration. 2. Actively monitor and provide support as needed. 1. Divide students into pairs. Instruct students to discuss stories they have heard and if they would be real or imagined. Students also discuss their own ideas for writing (both real and imagined). 2. As a class, discuss different ideas for writing. 3. Distribute a piece of paper to each student and instruct them to record 2-3 ideas on the piece of paper using drawings or words. 4. Confer with students as they are writing to provide targeted instruction. page 36 of 89

4. Add the letter s to lit and instruct students to do the same. Ask: What word do we make when we add the letter s to lit? Discuss responses including that the s and l blend their sounds together to make the word slit. 5. Ask students to orally generate other words that begin with /sl/ sound. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Display the following words: ag, lag, flag, it, lit, slit. Choral Read the words. 1. In pairs or small groups, students share their connections to the big idea of the fable. 1. In partners, students use the Handout: Comprehension Hand to retell the story they read. 1. Students share their ideas with a partner. page 37 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.4B K.8A,B K.6A K.Fig19C,E K.14A K.13B,E K.3B,C,D K.3A K.Fig19B,D,F K.16B K.23A K.18A,B K.17B,C K.18A K.6B,D K.21A K.22A K.22A K.23A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. Readers create connections to make text personally relevant and useful. Understanding literary elements facilitates the reader s ability to make meaning of the text. Writers develop ideas about what they know. - How do writers make stories interesting for - How can knowing to read -How do readers make - What are the elements of readers? words quickly (by sight) help personal connections to stories? story? you as you read? -How does connecting to the - How do you use your big idea of a story help you as a knowledge about letters and reader? sounds to read and write? Understanding literary elements facilitates the reader s ability to make meaning of the text. -Why do folktales and fables have recurring phrases and characters? page 38 of 89

Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING Vocabulary of Instruction Letter Sound Word High-frequency word Connection Recurring phrase Recurring character Big idea Character Setting Key event Real Draft Materials Plastic lower-case letters s, g, p, l, t, a, o, d (1 set per student) Note card (2-3) Chart paper (if applicable) Paper, plain (1 per student) Grade-appropriate fable or folktale with recurring phrases and characters (1) Chart paper (if applicable) Collection of gradeappropriate fictional texts for student selection Chart paper (if applicable) Paper, plain or lined (1 per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines (1) Handout: Comprehension Hand (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. Choose 2-3 highfrequency words to introduce during this Daily Lesson. Write or print the words on note cards to be page 39 of 89

Daily Lesson #: 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING displayed on the Word Wall. Background Information This Instructional Routine assesses Performance indicator 03. Teacher Notes page 40 of 89

Instructional Routines Daily Lesson # 5 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 Content Objective: Students decode CCVC words and read identify recurring characters or identify and discuss story develop drafts by sequencing the high frequency words. phrases and make a personal elements. action or details for a story based connection to the big idea of a on real events. folktale or fable. Mini Lesson 1. Say the word ad. Instruct students to echo. Ask: What sounds do you hear in the word ag? /ǎ/ /d/ 2. Display the plastic letters a and d. Say: The letter a makes the sound /ǎ/ and the letter g makes the sound /g/. 3. Model blending the sounds to form the word by running a finger under the letters. Instruct 1. Remind students that they have been listening to fables and folktales. 2. Display, read, and explain the Performance Indicator. Be explicit about explaining the thumbs up sign to show that the student hears a recurring phrase or character. 3. Follow the Shared Reading Routine: -Conduct a Book Walk of the selected text: 1. Explain that students will select and read a story. Tell students that they will use the Handout: Comprehension Hand to retell the story to a partner. 2. Display and review the following terms: character, setting, key event. Refer to the folktale from Shared Reading to provide examples of each story element. 1. Review the list of writing ideas brainstormed in Daily Lesson 4 Writing. 2. Select a topic and Think Aloud and write sentences that tell a story in sequence using the writing routine: Think, Tell, Draw, Write. Think - Think Aloud about what the story will be about. Ask students for ideas/details. page 41 of 89

students to echo. 4. Say the word lad and instruct students to echo. Ask: What sound do you hear at the beginning of the word lad? Discuss responses and model adding an l to make the word lad. Blend the phonemes several times to form the word lad by running a finger under the word from left to right. 5. Add the letter g to lad. Ask: What word do we make when we add the letter g to the beginning of lad? Discuss responses including that g and l blend together at the beginning making the sound /gl/ which makes the word glad. Blend the phonemes several times to form the word glad by running a finger under the word from left to right. 6. Review that a consonant blend is when two consonant are next to Display and discuss the cover Read the title, author, and illustrator Model how to hold a book and turn pages Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. 4. Conduct a Read Aloud of the selected text. Students show thumbs up when they hear a recurring phrase or character. 3. Review how to use the Handout: Comprehension Hand to tell about the story elements. Tell - or rephrase what will be written using the ideas generated by the class. Draw - Create a quick sketch of the general idea. Write Use a complete simple sentence or two to tell what happened. 3. Include ideas from the students. Use 2-3 complete simple sentences to tell what happened at the beginning, middle, and end. Reinforcing the significance of story order. page 42 of 89

each other and both sounds of the letters are blended together. Review that sh and ch are not blends because they lose their sounds to make one new sound. 7. Ask students to orally generate other words that begin with /gl/ sound. Learning Applications 1. Display and distribute the lower-case letters s, g, p, l, t, a, o, d. Review what the concept of consonant blends and instruct students to make the following blends with their letters and practice the sounds: gl, pl, sl 2. Say the word lot. Ask: What letters do we need to make the word lot? Discuss responses and model making the word lot while students do the same with their set of letters. 3. Add the letter s to lot and instruct students to do the same. Ask: What word 1. Ask students to think about the story s big idea. Students Think, Turn, and Talk to discuss the big idea. 2. Ask students to share their ideas. Clarify as needed to support understanding. 3. Review that readers can connect to big ideas in stories by thinking about a personal experience that is similar to story events. Students Think, Turn, and Talk to discuss connections to the big idea of the story. Provide the following stem as a scaffold: The big idea in 1. Students select texts and read independently for a developmentally appropriate duration. 2. Actively monitor and provide support as needed. 1. Distribute student work from Daily Lesson 8 Writing. 2. Students use words and pictures to write a story in sequential (or chronological) order. 3. Monitor and scaffold for students. Encourage students to sound out CVC words as they write. page 43 of 89

do we make when we add the letter l to the beginning of it? Discuss responses including that the s and l blend their sounds together to make the word slot. 4. Change the letter s in slot to the letter p and instruct students to do the same. Ask: What word do we make when we change the letter s in slot to the letter p? Discuss responses including that the p and l blend their sounds together to make the word plot. 5. Ask students to orally generate other words that begin with /pl/ sound. this folktale reminds me of the time. 4. Distribute a piece of paper to each student. Instruct students to draw pictures and/or write words to explain their connections to the big idea of the story. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Follow the Teacher Resource: Word Wall Routine and review 2-3 previously taught words, one at a time. 2. Follow the Teacher Resource: Word Wall Routines and introduce 1. Ask students to share their connections with the class. 2. Collect student work for assessment. 1. In partners, students use the Handout: Comprehension Hand to retell the story they read. 1. Conduct the Author s Chair routine. page 44 of 89

2-3 new words, one at a time. page 45 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.2G,I K.1A,B K.4B K.4A K.Fig19D, F K.1F,G K.13C,D K.13E K.3B,C K.3A K.Fig19B,D,F K.16B K.3B K.4A K.14A K.17B,C K.18A,B K.9A K.21A K.9A K.Fig19C K.17A K.22A K.10A K.22A K.10A K.18A,B K.23A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. - How do you use your knowledge about letters and sounds to read and write? Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Writers develop ideas about what they know? - How do writers make stories interesting for readers? - How do readers make - How do readers make connections to expository connections to expository text? text? Vocabulary of Instruction Letter Sound Topic Connection Expository Topic Connection Expository Revise Edit Materials Plastic lower-case Grade appropriate Paper, plain (1 per Chart paper (if page 46 of 89

Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING letters l, i, d, s, p, c, o, t, g (1 set per student) Chart paper (if applicable) expository text (1) Chart paper (if applicable) student) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) 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. Draw the following graphic organizer on chart paper: Topic Text-to-Self 2. Prepare to use the modeled writing from Daily Lesson 5 Writing. Text-to-Text Text-to- Community 3. Prepare to use the selected expository text again in Daily Lesson 7 Shared Reading. Background Information Expository text was introduced in Unit 02 and taught again in Unit 04. This unit reviews the concepts of topic and details in expository text, with an emphasis on making connections to personal page 47 of 89

Daily Lesson #: 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING experiences, other texts, and the larger community. Teacher Notes This Daily Lesson will be This Daily Lesson will be Students will not publish these continued in Daily Lesson 7 repeated through Daily Lesson 8 stories. This Daily Lesson Shared Reading. The two-day Independent Reading, with concludes this piece of writing. routine will be repeated in Daily students making different types of Lessons 8 and 9 Shared Reading connections each day. with a different expository text and Students can continue reading the less scaffolding in preparation for same expository text for multiple the Performance Indicator during days or they may choose a Daily Lesson 10 Shared and different one each day. This Independent Reading. should be determined by the teacher. page 48 of 89

Instructional Routines Daily Lesson # 6 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 Content Objective: Students revise decode CCVC words and identify the topic of an expository identify the topic and details of an and edit their stories recognize that new words are text and make connections to the expository text and make created when letters are text. connections while reading. manipulated. Mini Lesson 1. Say the word lid. Instruct students to echo. Ask: What sounds do you hear in the word lid? /l/ /ǐ/ /d/ 2. Display the plastic letters l, i, and d. Say: The letter l makes the sound /l/, the 1. Display the selected expository text. Ask: Is this text fiction or informational? Discuss responses. What is the purpose for reading informational text? Discuss responses. 1. Review previously learned information about expository text (topic, details, text features). 2. Select a text from the collection. Preview the title, cover, and a few illustrations. Ask: What is 1. Remind students that they have been working on writing a story. 2. Display the modeled writing from Daily Lesson 2 Writing. Explain that they will focus on adding details to their story. page 49 of 89

letter i makes the sound /ǐ/, and the letter d makes the sound /d/. 3. Model blending the sounds to form the word by running a finger under the letters. Instruct students to echo. 4. Say the word slid and instruct students to echo. Ask: What sounds do you hear at the beginning of the word slid? Discuss responses including that s and l blend together at the beginning making the sound /sl/ which makes the word slid. Blend the phonemes several times to form the word lag by running a finger under the word from left to right. 5. Change the letter d in slid to the letter p. Ask: What word do we make when we change the letter d in slid to the letter p? Discuss responses including that the sl blend stays the same, but the 2. Display the term expository. Read the word aloud and instruct students to echo. Review that expository text is a type of informational text that explains something. 3. Display the term topic. Read the word aloud and instruct students to echo. Review that the topic is what the author is writing about in an expository text. 4. Explain that they will listen to an expository text, identify the topic and details, and make connections to the information shared by the author. 5. Display and review the terms on the prepared chart. Topic Text-to-Text Text-to-Self Text-to- Community the topic of this text? How do you know? Discuss responses. 3. Explain that students will identify the topic of their selected expository text and make a text-to-self connection. 4. Display a piece of paper. Referring to the selected text from the collection, model recording the topic on one side of the paper and a connection on the other side. Remind students that they can draw simple pictures and/or add words. 3. Model the Think, Tell, Draw, Write writing process and Think Aloud about details that will make the story more interesting. 4. With student assistance, add words, phrases, or sentences to clarify and enhance the story. 5. Explain how the new words add more details to the story. 6. Review that students should edit their drafts by leaving spaces between letters and words. page 50 of 89

ending changes to make the word slip. 6. Review that new words can be made by adding and/or changing letters. 6. Follow the Shared Reading Routine: -Conduct a Book Walk of the selected text: Display and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Learning Applications 1. Display and distribute the lower-case letters l, i, d, s, p, c, o, t, g. Review the concept of consonant blends. 2. Say the word lot. Ask: What letters do we need to make the word lot? Discuss responses and model making the word lot while students do the same with their set of letters. 1. Conduct a Read Aloud of a portion of the selected text, stopping periodically to allow students to identify the topic. Think Aloud while making connections to the information. Model using the stem: This reminds me of. (insert personal experience, another text, or something in the community). 1. Distribute plain paper to students. Students choose a text from the collection and examine the cover and illustrations to determine the topic. Students Think, Turn, and Talk to share the topic with a partner and record it on the paper. 2. Students read independently for a developmentally 1. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and page 51 of 89

3. Add the letter c to lot and instruct students to do the same. Ask: What word do we make when we add the letter c to the beginning of lot? Discuss responses including that the c and l blend their sounds together to make the word clot. 4. Change the letter t in clot to the letter g and instruct students to do the same. Ask: What word do we make when we change the letter t in clot to the letter g? Discuss responses including that the cl blend stays the same, but the ending changes to make the word clog. 5. Ask students to orally generate other words that begin with /cl/ sound. 2. Ask: What is the topic of this expository text? Discuss responses and record the topic on the chart with a quick sketch and a label. 3. Facilitate a discussion about connections students made to the text. Provide the following stems as a scaffold: This text reminds me of the time I because. This text reminds me of (another text) because. This text reminds me of (something in the community) because. 4. Write the contributing student s initials next to the connection. Leave space for additional connections to be added in Daily Lesson 7 Shared Reading. appropriate duration. 3. Actively monitor and provide assistance as necessary. sentences when ready) 2. Distribute student work from Daily Lesson 5 Writing. Instruct students to add details to their story (either words or additional drawings) 3. Students edit their drafts by leaving appropriate spaces between letters and words. 4. Confer with individuals or small groups to provide targeted instruction to support revision and editing. page 52 of 89

5. Tell students that they will listen to the rest of the expository text in Daily Lesson 7 Shared Reading and will add more connections to the chart. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: How do you use your knowledge about letters and sounds to read and write? Discuss responses. 1. Ask: How do readers make connections to informational text? Discuss responses. 1. Students Think, Turn, and Talk to share a textto-self connection they made while reading. Students record their connections on the back of the paper. 1. Conduct the Author s Chair routine. 2. Collect student work for informal assessment. page 53 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.3B K.1A,B K.4B K.4A K.Fig19D,F K.1F,G K.13A K.13E K.5D K.21B K.Fig19B,D,F K.16B K.3B K.4A K.14A K.9A K.21A K.9A K.Fig19C K.17A K.10A K.22A K.10A K.18A K.23A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading and spelling. - How do you use your knowledge about letters and sounds to read and write? Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Writers develop ideas about what they know. - Where do writers get ideas for stories? - How are dictionaries - How do readers make - How do readers make helpful to readers and connections to expository connections to expository writers? text? text? Vocabulary of Instruction Letter Sound Word Picture dictionary Topic Connection Expository Topic Connection Expository Plan Real Imagined page 54 of 89

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Paper, plain (8 per student) Grade-appropriate picture dictionary (1 per 2 students) Chart paper (if applicable) Grade-appropriate expository text from Daily Lesson 6 Shared Reading (1) Chart paper (if applicable) Paper, plain (1 per student) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Grade-appropriate literary text with fictional or imaginary elements (1) Grade-appropriate literary text with realistic elements (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. Assemble a blank personal picture dictionary for each student by folding 8 pieces of plain paper in half and staple 2-3 times at the top fold. Determine if students will label each page with a letter or if the pages will be pre-labeled for students. 2. Prepare to use the expository text and the chart from Daily Lesson 6 Shared Reading. 3. Select 3-5 CCVC words with beginning l-blends (e.g., sled, plum, flag, etc.) that can be found in the page 55 of 89

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING selected picture dictionary. Be sure these are different from the ones being assessed in the Performance Indicator. 4. Prepare a list of 5-8 CCVC words with beginning l- blends studied in this Unit to be used with the Performance Indicator. Plan for students to read the list individually to assess decoding skills. Words could include: slid, slip, clot, clog, glad, slot, plot, flag, slit. Background Information Teacher Notes This Instructional Routine assesses Performance Indicator 02. It may be necessary to continue assessing students individually during Independent Reading. This Instructional Routine partially assesses Performance Indicator 06. Daily Lessons 7-10 Writing address the Performance Indicator. page 56 of 89

Instructional Routines Daily Lesson # 7 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 find Content Objective: Students Content Objective: Students Content Objective: Students words in a picture dictionary and identify the topic of an expository identify the topic and details of an generate ideas for writing through decode CCVC words. text and make connections to the expository text and make discussion. text. connections while reading. Mini Lesson 1. Review that picture dictionaries can be used to find the meanings and spellings of words. 2. Display and review how to locate words in a picture dictionary. Explain that dictionaries are organized in alphabetical order. Review the purposes and uses of picture dictionaries. 3. Distribute the prepared blank personal picture dictionaries. Explain that students will each have a personal picture dictionary to use during Word Study 1. Display the selected expository text from Daily Lesson 6 Shared Reading. Ask: Is this text fictional or informational? Discuss responses. What is the purpose for reading informational text? Discuss responses. 2. Display the term expository. Review that expository text is a type of informational text that explains something. 3. Display the term topic.. Review that the topic is what the author is writing 1. Explain that students will identify the topics of their selected expository texts and make a text-to-text connection. 2. Select a text from the collection and model making a text-to-text connection using the following stem: This text reminds me of (another text) I read because. 3. Display a piece of paper. Referring to the selected text from the collection, model recording the topic on one side of the paper 1. Display and discuss the Performance Indicator. 2. Ask: Where do writers get ideas for stories? Discuss responses including that some stories are about real people and events and others are about imagined people and events. 3. Display and preview the selected text with realistic elements. Explain that the story could have actually happened. page 57 of 89

and Writing. They can always add new words to their dictionaries. 4. Students label their dictionary pages with the letters of the alphabet, model the process and instruct students to complete this task (if applicable). 5. Share that students will add some words that begin with consonant blends (l-blends only). They will also find words beginning with consonant blends in a picture dictionary. 6. Display the 2-3 CCVC words selected for locating in the picture dictionary. Choral Read the words. 7. Distribute picture dictionaries to pairs of students. Model finding one of the words in the dictionary and instruct students to do the same. Read and discuss the entry. about in an expository text. 4. Explain that they will listen to the rest of the expository text from Daily Lesson 6 Shared Reading and will make connections to the information shared by the author. 5. Display and review the terms and entries on the prepared chart from Daily Lesson 6 Shared Reading. Topic Text-to-Text Text-to-Self Text-to- Community and a text-to-text connection on the other side. Remind students that they can draw simple pictures and/or add words. 4. Display and preview the selected text with imaginary elements. Ask: Is this story about real or imagined events? How do you know? Discuss responses. 5. Explain that they may choose which type of story to write for the Performance Indicator. 6. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) page 58 of 89

8. Instruct students to locate the page with the corresponding beginning letter in their personal dictionaries. Model adding the word to a personal dictionary. Sketch a simple drawing of the word. Instruct students to do the same. Monitor and assist as needed. 9. Explain that individual students will be reading CCVC words for the Performance Indicator while the rest of the class finds words in the picture dictionary and adds words to the personal picture dictionary. 7. Ask students to decide if they want to write a real or imagined story. Form small groups based on the type of story selected, grouping students who chose imagined stories together and those who chose real stories together. Groups should not exceed four students. Learning Applications 1. In pairs, students find the displayed words in the picture dictionary. 1. Conduct a Read Aloud of the remainder of the selected text, stopping 1. Distribute plain paper to students. Students choose a text from the collection 1. Distribute plain paper to students. In small groups, students share ideas for page 59 of 89

2. Individually, students add entries to the personal picture dictionary. 3. Individually assess the Performance Indicator by having students read the words aloud from the prepared list. periodically to Think Aloud while making connections to the information. Model using the stem: This reminds me of. (insert personal experience, another text, or something in the community). 2. Ask: What is the topic of this expository text? Review the topic that is recorded on the chart and make any revisions if necessary. 3. Facilitate a discussion about connections students made to the text. Provide the following stems as a scaffold: This text reminds me of the time I because. This text reminds me of (another text) because. This text reminds me of (something in the and examine the cover and illustrations to determine the topic. Students Think, Turn, and Talk to share the topic with a partner and then record it on the plain paper. 2. Students read independently for a developmentally appropriate duration. 3. Actively monitor and provide assistance as necessary. their stories and record their ideas by drawing or writing. 2. Confer with small groups and provide assistance as needed. If students in the imaginary group have trouble coming up with cohesive ideas, encourage them to write about events that have happened to them. page 60 of 89

community) because. 4. Write the contributing student s initials next to the connection. 5. Review the completed chart. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: How do you use your knowledge about letters and sounds to read and write? Discuss responses. 1. Ask: What types of connections can readers make to text? Discuss responses. 2. Ask: How does making connections help you as a reader? Discuss responses. 1. Students Think, Turn, and Talk to share a textto-text connection they made while reading. Students record their connections on the back of the plain paper. 2. Collect student work for informal assessment. 1. Ask students to share their writing ideas with the class. page 61 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.3B K.1A,B K.4B K.4A K.Fig19D,F K.1F,G K.13A K.13B K.5B,D K.Fig19B,D,F K.16B K.3B K.4A K.14A K.18A,B K.9A K.21A K.9A K.Fig19C K.17A K.10A K.22A K.10A K.18A K.23A Key Understandings and Guiding Questions Readers understand that some larger words are made up of smaller words that can help give meaning to text. - How does knowing shorter words help you read and Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Writers develop ideas about what they know. - Why is it important to plan a story before writing? understand longer words? - How do readers make - How do readers make connections to expository connections to expository text? text? Vocabulary of Instruction Picture dictionary Compound word Topic Connection Expository Topic Connection Expository Plan Sequence Materials Dry erase board (1 per Grade appropriate Paper, plain (1 per Chart paper (if page 62 of 89

Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING student) Dry erase marker (1 per student) Eraser (1 per student) Grade-appropriate picture dictionary (1 per 2 students) Chart paper (if applicable) expository text (1) Chart paper (if applicable) student) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) applicable) Attachments and Resources Handout: Expository Text Connections (1 per student) Handout: Story Writing Planning Organizer (optional,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 personal picture dictionaries from Daily Lesson 7 Word Study. 3. Gather or prepare pictures of the following compound words: cupcake, lipstick, popcorn, fireman, sunshine, pancake. 4. Locate one of the compound words in the 2. Draw the following graphic organizer on chart paper: Topic Text-to-Text Text-to-Self Text-to- Community 3. Prepare to use the selected expository text again in Daily Lesson 9 Shared Reading. 2. Preview the Handout: Story Writing Planning Organizer and determine if it is appropriate for the class. Substitute another planning organizer if necessary. Duplicate the selected organizer for each student. Prepare to model how to use the graphic organizer during the Mini Lesson. page 63 of 89

Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING selected gradeappropriate picture dictionary. Background Information Refer to Daily Lesson 6 Shared This Instructional Routine partially Reading assesses Performance Indicator 06. Teacher Notes This Daily Lesson will be repeated This Daily Lesson will be K.14A states that students in Daily Lesson 9 Word Study with continued in Daily Lesson 9 will dictate or write sentences to different compound words. Shared Reading. During this two- tell a story and put the sentences day routine, students transcribe in chronological sequence. In ideas from the class chart onto addition, K.13 (writing their own graphic organizer. This process) states that students use will provide practice for the elements of the writing process Performance Indicator, which will with adult assistance. Consider be assessed in Daily Lesson 10 arranging for assistance from Shared and Independent volunteers or intermediate grade Reading. students for Daily Lessons 9-10 Writing. page 64 of 89

Instructional Routines Daily Lesson # 8 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 spell Content Objective: Students Content Objective: Students Content Objective: Students plan CVC words and recognize that identify the topic of an expository identify the topic and details of an and draft stories that have a compound words are made up of text and make connections to the expository text and make chronological sequence. shorter words. Students find text. connections while reading. compound words in a picture dictionary. Mini Lesson 1. Distribute dry erase boards, markers, and erasers. Explain that students will match sounds to letters to spell three letter words. 2. Dictate the words below one at a time and instruct students to spell them on the dry erase board. After each word is written, instruct students to check their spelling with a 1. Display the selected expository text. Ask: Is this text fictional or informational? Discuss responses. What is the purpose for reading informational text? Discuss responses. 2. Review the term expository. Read the word aloud and instruct students to echo. Review that expository text is a 1. Explain that students will identify the topic of their selected expository text and make a text-tocommunity connection. 2. Select a text from the collection and model making a text tocommunity connection using the following stem: This text reminds me of (something in the community) 1. Conduct the handwriting routine. 2. Display the Handout: Story Writing Planning Organizer or other teacher-selected organizer. 3. Review the writing routine: Think (think about ideas to write about) Tell (talk about your ideas) page 65 of 89

partner and hold up the board. Write the word for all to see and instruct students to check their spelling. Choral Read the word. CVC words to spell: pop, lip, cup, man, sun, pan. 3. Collect dry erase boards, markers, and erasers. 4. Explain that students will be working with compound words. 5. Remind students that compound words are formed when two words are put together to make a new word. Share that the three letter words students spelled are each part of a longer compound word. 6. Display a picture of one of the selected compound words. Name the picture and instruct students to echo. Display the written compound word. Ask: What two shorter words make this compound word? Ask a student to type of informational text that explains something. 3. Review the term topic. Read the word aloud and instruct students to echo. Review that the topic is what the author is writing about in an expository text. 4. Explain that they will listen to another expository text, identify the topic and details, and make connections to the information shared by the author. 5. Display and review the terms on the prepared chart. Topic Text-to-Text 6. Follow the Shared Reading Routine: Text-to-Self Community - Conduct a Book Walk of the selected text: Display and discuss Text-tobecause. 3. Display a piece of plain paper. Referring to the selected text from the collection, model recording the topic on one side of the paper and the text-to-community connection on the other side. Remind students that they can draw simple pictures and/or add words. Draw (sketch pictures to tell about your ideas) Write (label your drawings with letters or words; write words and sentences when ready) 4. Model how to use the writing routine to add pictures and words to the Handout: Story Writing Planning Organizer or other teacher-selected organizer. Remind students that stories have a beginning, middle, and end. Review that their stories should be told in chronological sequence. page 66 of 89

circle the two shorter words. Point out the familiar CVC word in the compound word. 7. Distribute picture dictionaries to pairs of students. Model finding the compound word in the picture dictionary and instruct students to do the same. Discuss the entry. 8. Instruct students to add the word to their personal picture dictionaries, leaving space for additional entries. the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Learning Applications 1. Display another picture of one of the selected compound words. Name the picture and instruct 1. Conduct a Read Aloud of a portion of the selected text, stopping periodically to allow students to 1. Distribute plain paper to students. Students choose a text from the collection and examine the cover 1. Distribute the Handout: Story Writing Planning Organizer or other planning organizer. page 67 of 89

students to echo. Display the written compound word. Ask: What two shorter words make this compound word? Ask a student to circle the two shorter words. Point out the CVC word in the compound word. 2. Instruct students to copy the compound word into their personal picture dictionary and circle the two shorter words. Observe students and provide support as needed. 3. Repeat steps #2 and #3 with the remaining compound words. 4. Students sketch simple drawings of the compound words in their personal picture dictionaries. identify the topic. Think Aloud while making connections to the information. Model using the stem: This reminds me of. (insert personal experience, another text, or something in the community). 2. Ask: What is the topic of this expository text? Discuss responses and record the topic on the chart with a quick sketch and a label. 3. Distribute the Handout: Expository Text Connections to each student. Instruct students to write/draw the topic in the appropriate section of the graphic organizer. They may refer to the class chart. 4. Facilitate a discussion about the connections students made to the text. Provide the following stem as a scaffold: This text reminds me of the time I because. and illustrations to determine the topic. Students Think, Turn, and Talk to share the topic with a partner and record it on the paper. 2. Students read independently for a developmentally appropriate duration. 3. Actively monitor and provide assistance as necessary. 2. In partners, students tell about their story ideas. Students draw pictures and write words on the selected story planning organizer. 3. Confer with individuals or small groups to provide targeted instruction and support. page 68 of 89

5. Write/draw one teacher text-to-self connection on the class chart and place the teacher s initials next to the entry. 6. Instruct students to write/draw one text-to-self connection on the Handout: Expository Text Connections. 7. Explain they will listen to the rest of the expository text in Daily Lesson 9 Shared Reading and add more connections to the chart. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What is a compound word? Discuss responses. 1. Students share their Handout: Expository Text Connections with a partner. 2. Collect student work for use in Daily Lesson 9 Shared Reading. 1. Students Think, Turn, and Talk to share a textto-community connection they made while reading. Students record their connections on the back of the plain paper. 2. Collect student work for informal assessment. 1. Conduct the Author s Chair routine. page 69 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.3B K.1A,B K.4B K.4A K.Fig19D,F K.1F,G K.13C,D K.16C K.5B,D K.Fig19B,D,F K.16B K.3B K.4A K.14A K.17B,C K.18A,B K.9A K.21A K.9A K.Fig19C K.17A K.23A K.10A K.22A K.10A K.18A K.23A Key Understandings and Guiding Questions Readers understand that some larger words are made up of smaller words that can help give meaning to text. - How does knowing shorter words help you read and Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Writers develop ideas about what they know. - Why do authors write stories? understand longer words? - How do readers make - How do readers make connections to expository connections to expository text? text? Vocabulary of Instruction Picture dictionary Compound word Topic Connection Expository Topic Connection Expository Plan Draft Revise page 70 of 89

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Grade-appropriate picture dictionary (1 per 2 students) Chart paper (if applicable) Grade appropriate expository text from Daily Lesson 8 Shared Reading (1) Chart paper (if applicable) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Handout: Story Publishing Paper (optional, 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 personal picture dictionaries from Daily Lesson 7 Word Study. 2. Prepare to use the expository text and the chart from Daily Lesson 8 Shared Reading. 2. Preview the Handout: Story Publishing Paper to determine if it appropriate for the class. page 71 of 89

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING 3. Gather or prepare pictures of the following compound words: bedtime, bobcat, boxcar, bulldog, catnip, cobweb, gumdrop, nutshell. 4. Locate one of the compound words in the selected gradeappropriate picture dictionary. 3. Prepare to use students partially completed Handout: Expository Text Connections from Daily Lesson 8 Shared Reading. Substitute other publishing paper if necessary. Students are not expected to publish by rewriting. In kindergarten, it is appropriate for students to publish pieces by simply writing or dictating simple sentences after spending ample time developing ideas through talking, drawing, and labeling. Students will be drafting their sentence directly on the publishing paper. 3. Prepare to use the completed Handouts: Story Writing Planning Organizer (or other selected organizer) from Daily Lesson 8 Writing. Background Information Refer to Daily Lesson 6 Shared Reading Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience This Instructional Routine partially assesses Performance Indicator page 72 of 89

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING 06. Teacher Notes Refer to Daily Lesson 8 Writing page 73 of 89

Instructional Routines Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students spell Content Objective: Students Content Objective: Students Content Objective: CVC words and recognize that identify the topic of an expository identify the topic and details of an Students revise planning drafts for compound words are made up of text and make connections to the expository text and make real or imagined stories and shorter words. Students find text. connections while reading. dictate or write sentences to tell a compound words in a picture story in chronological sequence. dictionary. Mini Lesson 1. Distribute dry erase boards, markers, and erasers. Explain that students will match sounds to letters to spell three letter words. 2. Dictate the words below one at a time and instruct students to spell them on the dry erase board. After each word is written, instruct students to check 1. Explain that they will listen to the rest of the expository text from Daily Lesson 8 Shared Reading and make connections to the information shared by the author. 2. Display and review the terms and entries on the prepared chart from Daily Lesson 8 Shared 1. Select a text from the collection. Preview the title, cover, and a few illustrations. Ask: What is the topic of this text? How do you know? Discuss responses. 2. Explain that students will make a connection with the text they read. As needed, review the types of connections readers 1. Display and discuss the Performance Indicator. 2. Display the teachercompleted Handout: Story Writing Planning Organizer or other selected planning organizer. Display selected publishing paper. Point out that there is space above the writing lines for a picture. page 74 of 89

their spelling with a partner and hold up the board. Write the word for all to see and instruct students to check their spelling. Choral Read the word. CVC words to spell: bed, cat, box, dog, nip, cob, web, gum, nut. 3. Collect dry erase boards, markers, and erasers. Reading. Topic Text-to-Self Text-to- Text-to- Text Community 3. Distribute the partially completed student handouts from Daily Lesson 8 Shared Reading. Instruct students to make. 3. Refer to the completed planning organizer and model writing simple complete sentences in chronological order to tell the model story. Involve students in spelling and adding ending punctuation. Model appropriate spacing between words. 4. Explain that students will be working with compound words. 5. Remind students that compound words are formed when two words are put together to make a new word. Share that the three letter words students spelled are each part of a longer compound word. review the text to self connection they made in Daily Lesson 8 Shared Reading. 4. Ask: What other types of connections can readers make to text? Discuss responses including text-totext and text-to-community 4. Reread the entire story and discuss possible places to revise by adding more details. 5. Model making necessary revisions. 6. Display a picture of one of the selected compound words. Name the picture and instruct students to echo. Display the written compound word. Ask: What two shorter words make this compound word? Ask a student to page 75 of 89

circle the two shorter words. Point out the CVC word in the compound word. 7. Distribute picture dictionaries to pairs of students. Model finding the compound word in the picture dictionary and instruct students to do the same. Discuss the entry. 8. Instruct students to add the word to their personal picture dictionaries, leaving space for additional entries. Learning Applications 1. Display another picture of one of the selected compound words. Name the picture and instruct students to echo. Display the written compound word.. Ask: What two shorter words make this compound word? Ask a student to circle the two shorter words. Point out the CVC word in the compound word. 2. Instruct students to copy 1. Conduct a Read Aloud of the remainder of the selected text, stopping periodically to allow students to identify the topic. Think Aloud and making connections to the information. Model using the stem: This reminds me of. (insert personal experience, another text, or something in the community). 2. Facilitate a discussion 1. Students select a text and read independently for a developmentally appropriate duration. 2. Actively monitor and provide assistance as necessary. 1. Distribute student work from Daily Lesson 8 Writing and the selected publishing paper. Instruct students to review their story planning organizer and add additional details if needed. 2. Students refer to their completed story planning organizers to write or dictate a few simple sentences to tell a story in chronological order. page 76 of 89

the compound word into their personal picture dictionary and circle the two shorter words. Observe students and provide support as needed. 3. Repeat steps #2 and #3 with the remaining compound words. 4. Students sketch simple drawings of the compound words in their personal picture dictionaries. about the text-to-text connections. Provide the following stem as a scaffold: This text reminds me of (another text) I read because. 3. Write/draw one model textto-text connection on the chart and place the teacher s initials next to the entry. 4. Instruct students to write/draw one text-to-text connection on the Handout: Expository Text Connections. 5. Facilitate a discussion about the text-tocommunity connections. Provide the following stem as a scaffold: This text reminds me of (something in the community) because. 6. Write/draw one model textto-community connection on the chart and place the teacher s initials next to the entry. 3. Available adults should confer with students to transcribe sentences as needed and to provide targeted support. 4. Assess where students are in the writing process and plan accordingly to ensure that students will be able to complete their stories for sharing in Daily Lesson 10 Writing. page 77 of 89

7. Instruct students to write/draw one text-tocommunity connection on the Handout: Expository Text Connections. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What is a compound word? Discuss responses. 1. Students share their Handout: Expository Text Connections with a partner. 2. Collect student work for informal assessment to determine if additional instruction is needed before the Performance Indicator in Daily Lesson 10 Shared and Independent Reading. Plan small group or individual instruction as needed. 1. Ask: What is the topic of the text you read? Discuss responses. 2. Ask: What is one connection you made while reading? Discuss responses using the following stem as a scaffold: One connection I made to the text was. 1. Ask: Why do authors write stories? Discuss responses. page 78 of 89

Connecting as Readers and Writers Lesson Preparation Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing K.3B,D K.21B K.Fig19D,F K.Fig19A,C K.4B K.Fig19A,C K.13C,D K.13E K.5B K.22A K.9A K.21A K.Fig19D,F K.16B K.14A K.16C K.23A K.10A K.9A K.22A K.17A K.17B,C K.10A K.23A K.18A K.23A Key Understandings and Guiding Questions Readers understand that some larger words are made up of smaller words that can help give meaning to text. - How does knowing shorter words help you read Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. Writers develop ideas about what they know. - How do authors share their stories with others? and understand longer - How do readers make - How do readers make words? connections to expository connections to expository text? text? Vocabulary of Instruction High-frequency word Compound word Topic Connection Expository Topic Connection Expository Publish Share Materials Note card (2-3) Chart paper (if Grade appropriate expository text (1) Collection of gradeappropriate texts for Chart paper (if applicable) page 79 of 89

Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING applicable) Chart paper (if applicable) student selection Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines (1) Handout: Expository Text Connections (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 a list of 3-5 compound words and 3-5 non-compound words. Duplicate the list for each student. 3. Choose 2-3 highfrequency words to introduce during this Daily Lesson. Write or print the words on note cards to be displayed on the Word Wall. Background Information This Instructional Routine This Instructional Routine This Instructional Routine This Instructional Routine partially assesses Performance Indicator assesses Performance Indicator assesses Performance Indicator assesses Performance Indicator 01. 04. 04. 06. Teacher Notes Shared Reading and Independent Refer to Shared Reading Refer to Daily Lesson 8 Writing Reading will be combined for this The handwriting routine is not page 80 of 89

Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING Instructional Routine to allow for time to complete the Performance Indicator. included in this Daily Lesson to allow more time for publishing and sharing. page 81 of 89

Instructional Routines Daily Lesson # 10 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 read Content Objective: Students Content Objective: Students Content Objective: Students share high-frequency words and identify the topic of an expository identify the topic of an expository writing with others. recognize that compound words text and make connections to the text and make connections to the are made up of shorter words. text. text. Mini Lesson 1. Follow the Teacher Resource: Word Wall Routine and review 2-3 previously taught words, one at a time. 2. Follow the Teacher Resource: Word Wall Routines and introduce 2-3 new words, one at a time. 3. Explain that students will demonstrate their understanding of compound words by completing the Performance Indicator. Display and discuss the Performance Indicator. 1. Display and discuss the Performance Indicator. 2. Conduct a Book Walk of the selected expository text. Display and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pos questions that activate background knowledge, elicit predictions, and establish a purpose for reading. 3. Distribute the Handout: Expository Text Connections. Explain that students will complete 1. Students read independently while others finish the Performance Indicator from Shared Reading. 2. If necessary, reread the expository text from Shared Reading in a small group to students who need additional assistance. 1. Explain that students will take part in a writing celebration. Explain that when authors publish a book they have a celebration to share it with others. Inform students that their stories will be compiled to create a class book. 2. Review expectations for Author s Chair. Determine acceptable celebrations (clapping, finger-clapping, thumbsup, etc.). Explain that students will be sharing in groups of three. 3. Explain that students will have some time to complete their stories and/or illustrations. page 82 of 89

the graphic organizer independently. Review the headings and how to write/draw responses in the sections. Model as needed. Explain that students can write/draw on the graphic organizer while listening to the expository text and after listening to it. 4. Explain that they may write/draw more than one connection in each section of the graphic organizer. Learning Applications 1. Distribute the prepared list of compound words and non-compound words. 2. Read each word aloud and instruct students to underline each compound word. 3. For each underlined compound word, instruct students to circle the two shorter words that make up the compound word. 1. Read aloud the selected expository text, pausing periodically to allow time for students to reflect on the information they ve heard and write/draw on the Handout: Expository Text Connections. Provide scaffolding based as needed. 2. After reading, students continue writing/drawing on the Handout: Expository Text Connections. Monitor and provide assistance as 1. Students read independently while others finish the Performance Indicator from Shared Reading. 1. Students complete their stories with adult assistance. 2. Students add illustrations to their stories. page 83 of 89

necessary. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What have you learned about compound words? Discuss responses. 2. Collect student work for assessment. 1. Refer to Independent Reading. 1. Ask: How does making connections while reading help you as a reader? Discuss responses. 2. Collect the Handout: Expository Text Connections for assessment. 1. Divide students into groups of three. 2. Conduct the Author s Chair routine. 3. Confer with small groups to observe story sharing. 4. Collect stories for assessment and class book assembly. Bold black definitions: Standards for Ensuring Success from to College and Career, 2009 University of Texas System/Texas Education Agency page 84 of 89

Comprehension Hand 2012, TESCCC 11/09/12

Language Arts and Reading Expository Text Connections Topic Text-to-Self Text-to-Text Text-to-Community 2012, TESCCC 11/09/12 Page 1 of 1