ELAR Grade 04 Unit 01 Exemplar Lesson 02: Digging into Fiction

ELAR Grade 04 Unit 01 Exemplar Lesson 02: Digging into Fiction This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district 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 begin digging into fictional text by studying its organization. Students will examine fictional text by sequencing and summarizing the plot s main events. Students use what they learned about poetry in Lesson 01 to write and revise their own poems that contain sensory detail and poetry conventions. Students continue to explore words through the use of context clues and dictionaries. Students also begin to study patterns and rules in spelling. Performance Indicators Grade 04 ELAR Unit 01 PI 01 Create a story plot line depicting a story s main events. Explain in a paragraph how the plot line helps you connect one event to another and how the plot could affect future events. Standard(s): 4.6A, 4.Fig19B, 4.Fig19C, 4.Fig19D, 4.Fig19E ELPS ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.5G Grade 04 ELAR Unit 01 PI 03 Using the writing process, write a poem (e.g., quatrain, riddle, acrostic, lyrical) using sensory details and poetry conventions. Standard(s): 4.8A, 4.15A, 4.15B, 4.15C, 4.15D, 4.15E, 4.16B, 4.21A ELPS ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G page 1 of 36

Grade 04 ELAR Unit 01 PI 06 Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and media. Provide evidence from the text to support ideas. Standard(s): 4.1A, 4.9A, 4.18C, 4.Fig19A, 4.Fig19B, 4.Fig19C, 4.Fig19D, 4.Fig19E, 4.Fig19F ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G Grade 04 ELAR Unit 01 PI 07 Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing. Standard(s): 4.2A, 4.2B, 4.2E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Authors use plot to sequence events within a story. Authors use writer s craft to engage and sustain the reader s interest. Readers use strategies to support understanding of text. An extensive vocabulary enhances written and oral communication. The Texas Essential Knowledge and Skills () listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 4.2B Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words. Readiness Standard 4.2E Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. Readiness Standard page 2 of 36

4.6 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: 4.6A Sequence and summarize the plot's main events and explain their influence on future events. Readiness Standard 4.9 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: 4.9A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 4.15A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals). 4.15B Develop drafts by categorizing ideas and organizing them into paragraphs. Readiness Standard 4.15C Revise drafts for coherence, organization, use of simple and compound sentences, and audience. Readiness Standard 4.15D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric. Readiness Standard 4.15E Revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. page 3 of 36

4.16 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: 4.16B Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). 4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 4.18C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 4.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 4.20A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: Readiness Standard 4.20A.ii nouns (singular/plural, common/proper). Supporting Standard 4.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 4.21B Use capitalization for: Readiness Standard 4.21B.ii titles of books, stories, and essays Supporting Standard page 4 of 36

4.22 Oral and Written Conventions/Spelling. Students Spell correctly. Students are expected to: 4.22A Spell words with more advanced orthographic patterns and rules: Readiness Standard 4.22A.i plural rules (e.g., words ending in f as in leaf, leaves; adding -es). Supporting Standard 4.22A.ii irregular plurals (e.g., man/men, foot/feet, child/children). Supporting Standard 4.22A.iii double consonants in middle of words. Supporting Standard 4.22D Use spelling patterns and rules and print and electronic resources to determine and check correct spellings. Supporting Standard 4.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 4.Fig19E Summarize information in text, maintaining meaning and logical order.(literary Nonfiction, Poetry, Drama) Readiness Standard (Fiction) Supporting Standard (Literary Nonfiction, Poetry, and Drama) alignment coming soon. page 5 of 36

Materials Word Study Notebook (1 per Reader s Notebook (1 per Writer s Notebook (1 per Teacher Writer s Notebook (1) Dictionary (class set) Scissors (1 per Colored pen or pencil (1 per Publishing paper (1 per Chart paper Grade-appropriate fictional short story that has been read in previous lessons or a familiar story like The Three Little Pigs (1) Grade-appropriate fictional stories that students have read in previous Independent Reading lessons (1 per Grade-appropriate previously read poems from Daily Lessons 1-6 2-3 grade-appropriate fictional short stories (1 copy of each) Collection of grade-appropriate fictional short stories for student selection Collection of grad-appropriate texts for student selection Collection of grade-appropriate texs and environmental print for word hunting 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: Singular and Plural Nouns(1 per Resources and References Possible/Optional Literature Selections None identified None identified page 6 of 36

Digging into Fiction Lesson Preparation Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4.2B 4.Fig19E 4.6A 4.Fig19E 4.6A 4.9A 4.18C 4.21Bii 4.15A 4.16B Key Understandings and Guiding Questions An extensive vocabulary enhances written and oral communication. - What can a reader do when they come to a word they do not know? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use writer s craft to engage and sustain the reader s interest. - How do authors develop engaging poems? Vocabulary of Instruction Context clue Plot Conflict Rising action Climax Falling action Resolution Plot Conflict Rising action Climax Falling action Resolution Materials Word Study Notebook (1 per Grade-appropriate fictional short story that has been read in Reader s Notebook (1 per Writer s Notebook (1 per page 7 of 36

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Collection of grade appropriate texts for student selection previous lessons or a familiar story like The Three Little Pigs (1) Grade-appropriate fictional stories that students have read in previous Independent Reading lessons (1 per Teacher Writer s Notebook (1) Grade-appropriate previously read poems from Daily Lessons 1-6 Advance Preparation 2. Gather a collection of texts for students to read for unfamiliar and/or multiple meaning words. Students could also use the texts they are reading for Independent Reading. 2. Create an Anchor Chart: Plot Elements. Prepare a chart with the plot elements listed on a plot line. The plot line should look something like a mountain or a line with a large spike. Place the elements on the plot line. The word Introduction should go first at the base of the mountain. The words Rising Action should be placed on the slope going up the mountain. The word Climax should be at the top. The words Falling Action should be the down 2. Prepare to use the poems from Daily Lessons 1-6 as model texts for writing poetry. 3. Prepare to display the Anchor Chart: Structural Elements of Poetry from Daily Lesson 4 Shared Reading. page 8 of 36

Daily Lesson #: 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING slope. Then write Resolution at the base on the right. Background Information Refer to Daily Lesson 2 Word Study Plot - the basic sequence of events in a story. In conventional Refer to Daily Lesson 7 Shared Reading stories, plot has three main parts: rising action, climax, and falling action. The plot includes the problem and solution. Summarize - to reduce large sections of text to their essential points and main ideas Note: It is still important to attribute summarized ideas to the original source. Teacher Notes Refer to Daily Lesson 2 Word Be sure that students use a Study previously read book/story so that they are already familiar with what happens. This will save a lot of time. page 9 of 36

Instructional Routines Daily Lesson # 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 20-25 min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students identify and use context clues to summarize and sequence the summarize and sequence the generate ideas and plan for the help them determine the meaning plot s main events in order to plot s main events in order to development of a poem. of unknown or multiple meaning improve comprehension. improve comprehension. words. Mini Lesson 1. Review Handout: Context Clues that was completed in Daily Lesson 2 Word Study. Instruct students to remove the handout from their Word Study Notebook. 2. Select a text from the gathered collection. 3. Read selected text aloud to the students. Stop at the first unfamiliar or multiple meaning word. Think Aloud about how a reader would reread and look for clues (restatement, antonym, synonym, or description) to determine what the word could mean. 4. On chart paper, list the 1. Display the Chart: Plot Elements. Explain that stories tend to follow this organization. 2. Ask: How does knowing the plot of a story help a reader? Discuss responses and explain that readers need to be aware of the structure of a story in order to understand what they are reading. 3. Select a story that has been read in previous lessons or one that everyone would be familiar with like The Three Little Pigs. 4. Read the story and place the events on the plot line. 1. Review what was learned about plot in Shared Reading. 2. Tell students that they will choose a book that they have read in previous lessons. They will create their own plot line in their Reader s Notebooks. Remind them to write the title of the book with appropriate conventions. Model writing a title with appropriate capital letters and underlining. 1. Tell students that they will be writing a poem. 2. Model selecting a topic for a poem. Choose from the ideas recorded in the Teacher Writer s Notebook or think of a new topic. 3. Draw a web in the Teacher Writer s Notebook. Record the topic in the center circle. Brainstorm and record ideas about the topic in other circles around the topic. 4. Display the Anchor Chart: Structural Elements of Poetry from Daily Lesson 4 Shared Reading. Review the different forms of page 10 of 36

unknown word, the clues, and its inferred meaning. Refer to the chart in Independent Reading, Daily Lesson 2 Word Study. Students record the words, clues, and definitions in their own Word Study Notebook. 5. Repeat steps #1-4 with 1-2 more words. poetry and the structural elements of each. 5. Think Aloud and select the form of poetry that will be best for presenting the selected topic. 6. Reread poems in the selected form that have been read in Daily Lessons 1-6. Review the structural elements related to that particular form (especially rhyme, meter, and patterns of verse). 7. Think Aloud and begin planning the poem in the Teacher Writer s Notebook. Learning Applications 1. Students select a text from the collection or use their Independent Reading text. 2. Students record unfamiliar and/or multiple meaning words, context clues, and the meaning of the words in their Word Study Notebook. 1. Students work with a partner to discuss a story they have read recently in Shared Reading or a familiar story and how it would fit on the plot line. 1. Independently, students read a story they have previously read and create a plot line summarizing the sequence of events in their Reader s Notebook. 1. Students select a topic for their poem. Students can choose from an idea already recorded in their Writer s Notebook or choose a new idea. 2. Students create a web in their Writer s Notebook and record the topic in the middle circle. Students brainstorm ideas about the topic and record them page 11 of 36

Engage in Guided Reading and Guided Writing Instruction in circles around the topic. 3. Students reread poems from Daily Lessons 1-6. Students choose which form of poetry will suit their selected topic. 4. Students begin to plan their poems in their Writer s Notebook. 5. Monitor and assist students as needed. Closure 1. Ask: What can a reader do when they come to a word they do not know? Discuss responses. 1. Students share their partner discussion with the class. 2. Tell students that they will practice putting stories on a plot line and that they will be assessed in Daily Lesson 11 on using a plot line. 1. Ask: How does knowing the plot help you as a reader? Discuss responses. 1. Students share their topic and plan with a partner. page 12 of 36

Digging into Fiction Lesson Preparation Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4.2B,E 4.Fig19E 4.Fig19E 4.15A,B 4.6A 4.6A 4.16B 4.9A 4.18C 4.21Bii Key Understandings and Guiding Questions An extensive vocabulary enhances written and oral communication. - Why do readers and writers use a dictionary? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use writer s craft to engage and sustain the reader s interest. - How do authors develop engaging poems? Vocabulary of Instruction Plot Conflict Rising action Climax Falling action Resolution Plot Conflict Rising action Climax Falling action Resolution Materials Word Study Notebook (1 per Dictionary (class set) Grade-appropriate fictional short story (1) Reader s Notebook (1 per Collection of grade- Writer s Notebook (1 per Teacher Writer s Notebook (1) page 13 of 36

Daily Lesson #: 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING Collection of grade appropriate texts for student selection appropriate fictional short stories for student selection Grade-appropriate previously read poems for Daily Lessons 1-6 Attachments and Resources Advance Preparation 2. Students will need the text they read in Daily Lesson 7 Word Study. 2. Create a blank plot line on a chart. 3. Preview the short fiction story and think about how it will fit on the plot line. 2. Prepare to use the poems from Daily Lessons 1-6 as model texts for writing poetry. Background Information Refer to Daily Lesson 7 Shared Reading Teacher Notes This Daily Lesson will continue into Daily Lesson 9 Shared Reading. If students do not complete the whole plot line, finish it in Daily Lesson 9 Shared Reading or start a new story on Daily Lesson 9 Shared Reading. page 14 of 36

Instructional Routines Daily Lesson # 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: 25-30 min. Suggested Duration: 25-30 min. Suggested Duration: 20-25 min. Content Objective: Students use a Content Objective: Students Content Objective: Students Content Objective: Students write dictionary to determine the summarize and sequence the summarize and sequence the poems that have sensory detail meaning of words. plot s main events in order to plot s main events in order to and appropriate poetry improve comprehension. They improve comprehension. conventions. also determine how the events connect to one another and how the plot could affect future events Mini Lesson 1. Display the text used for modeling in Daily Lesson 7 Word Study. Review the unfamiliar words and context clues that were recorded on chart paper. 2. Tell students that readers can use a dictionary to confirm the definitions of words. 3. Model using the dictionary to look up the definitions of the words on the chart. Compare the dictionary definition to the inferred definition. If applicable, demonstrate how to choose the correct definition from multiple definitions by using the 1. Ask: What are the elements of plot? Students Think, Turn, Talk, then share with the class. 1. Read the short fictional story aloud and write the events as they happen on the plot line. 1. Tell students that they will be choosing a book or short story that they have not read. Students will create their own plot line in their Reader s Notebook. Remind students to write the title with appropriate conventions. Model writing a title with appropriate capital letters and underlining. 1. Review the topic and plan for the poem being modeled in the Teacher Writer s Notebook. 2. Review the structural elements of the poetry form being modeled. 3. In the Teacher Writer s Notebook, model drafting the poem. Think Aloud about sensory detail and poetry conventions included in the poem. page 15 of 36

context of the sentence. Learning Applications 1. Students review the text and the chart of unfamiliar words in their Word Study Notebook from Daily Lesson 7 Word Study. 2. Students use the dictionary to look up the actual definitions of the words they recorded in Daily Lesson 7 Word Study. 3. Students record the actual definition in their Word Study Notebook. 1. Using two events on the plot line created in the Mini Lesson, ask: How are these two events connected? How could these two events affect future events? Discuss responses. 2. Students turn to a partner and discuss the events and how they connect to each other and how they could affect future events. 1. Students begin reading and recording the events on a plotline in their Reader s Notebook. 1. Students reread poems that represent their selected form of poetry. 2. Students begin to draft their poems using sensory details and poetry conventions. 3. Monitor and assist students as needed. 4. Monitor and assist students as needed. Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: Why do readers and writers use a dictionary? Discuss responses. 1. Students share their thoughts on the events of the story. 2. Ask: How does knowing the plot of a story help a reader? Discuss responses. 1. Students share their plot lines with a partner. 1. Students share their draft with a partner. page 16 of 36

Digging into Fiction Lesson Preparation Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4.22Aiii 4.Fig19E 4.Fig19E 4.15B,C 4.6A 4.6A 4.16B 4.9A 4.18C 4.21Bii Key Understandings and Guiding Questions An extensive vocabulary enhances written and oral communication. - How does studying words help us as readers and writers? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use writer s craft to engage and sustain the reader s interest. - How do authors develop engaging poems? Vocabulary of Instruction Plot Conflict Rising action Climax Falling action Resolution Plot Conflict Rising action Climax Falling action Resolution Materials Word Study Notebook (1 per Grade-appropriate new fictional short story or the fictional short Reader s Notebook (1 per Writer s Notebook (1 per page 17 of 36

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Collection of grade-appropriate texts and environmental print for word hunting story read in Daily Lesson 8 (1) Collection of gradeappropriate fictional short stories for student selection Teacher Writer s Notebook (1) Grade-appropriate previously read poems for Daily Lessons 1-6 Advance Preparation 2. Create an Anchor Chart: Double Consonants in Words. Write the following words on the chart: rabbit, sudden, slipper, follow, pretty, butter, dollar, lesson, ladder, zipper, button, and yellow. 2. Prepare to use the poems from Daily Lessons 1-6 as model texts for writing poetry. 3. Create an Anchor Chart: Revision Checklist. Add a definition for revise (refer to Background Information). Add the following areas for revision to the checklist: Include sensory details to enhance the message Incorporate precise words that create visual images page 18 of 36

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Background Information When studying words with double consonants in the middle of the word, (little, middle, mirror, manner, hammer, offer, babble, giggle) there are several letters that are commonly doubled. Most of the time the letter is doubled due to the first vowel being short as in {middle, follow, gallon, pretty, suddenly, rattle}. When words have a long vowel the middle consonant is not typically doubled as in {ladle, table, motor, staple}. Spelling Principle: Some words have double consonant letters in the pattern. The vowel in the first syllable is usually short. Refer to Daily Lesson 7 Shared Reading for background information. This Instructional Routine partially assesses Performance Indicator 06. Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience Word choice - the author s thoughtful use of precise vocabulary to fully convey meaning to the reader. Teacher Notes This is not a time for students to be reading novels. Plot lines of novels are much more complicated for fourth graders to put into a graphic representation. In addition, we want the stories to be short so students will be able to complete at least one, hopefully two plot lines before they are assessed. page 19 of 36

Instructional Routines Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 20-25 min. Content Objective: Students spell Content Objective: Students Content Objective: Students Content Objective: Students write words with double consonants in summarize and sequence the summarize and sequence the and revise poems that have the middle of the word. plot s main events in order to plot s main events in order to sensory detail and appropriate improve comprehension. They improve comprehension. poetry conventions. determine how the events connect to one another and how the plot could affect future events Mini Lesson 1. Display the Anchor Chart: Double Consonants in Words. Ask: What do you notice about these words? Discuss responses. 2. Explain that when a word has double consonants, the word can be divided between the consonants to help you read the word. 3. With the students, read a few of the words and draw a line between the consonants. 4. Ask: What do you notice about the vowel in the first syllable? Discuss responses, 1. Review learning from Daily Lesson 8 Shared Reading. Ask students to discuss the elements of plot. 2. Read the short fictional story aloud and write the events as they happen on the plot line. 1. Review and discuss learning from Shared Reading. 2. Tell students that they will choose a book or short story that they have not read. They will create their own plot line in their Reader s Notebook. Remind them to write the title with appropriate conventions. Model writing a title with appropriate capital letters and underlining. 1. Reread the draft of the modeled poem in the Teacher Writer s Notebook. 2. Display the Anchor Chart: Revision Checklist. Discuss the definition of revise. Tell students that they are going to revise for sensory detail and precise word choice. 3. Think Aloud about how the poem in the Teacher Writer s Notebook could be revised for sensory details and/or precise word choice 4. Continue to model drafting and revising the poem page 20 of 36

including that the vowel is short. 5. Explain the Spelling Principle and write it on the Anchor Chart: Double Consonants in Words. Spelling Principle: Some words have double consonant letters in the pattern. The vowel in the first syllable is usually short because it is a closed syllable. using sensory detail and poetry conventions. 5. Refer to the model texts as needed. Learning Applications 1. Instruct students to find other words that follow the spelling principle. 2. Students use the collection of texts and environmental print to find other words that follow the same spelling principle. 3. Students record other words with middle double consonants in their Word Study Notebooks. 1. Using two events on the plot line created in the Mini Lesson, ask: How are these two events connected? How could these two events affect future events? Discuss responses. 2. Students Think, Turn, Talk. Students turn to each other and discuss the events, how they connect to each other, and how they could affect future events. 1. Students read and record the events on a plotline in their Reader s Notebook. 1. Students continue to draft and revise their poems using sensory detail and poetry conventions. 2. Students refer to the model texts as needed. Engage in Guided Reading and Guided Writing Instruction page 21 of 36

Closure 1. Students share the words they found. Record them on the Anchor Chart: Double Consonants in Words. 1. Students share their thoughts about the events of the story and how it helps them understand the story better. 1. Students share their plot line with a partner. 2. Collect Reader s Notebooks to assess how students are doing with plot lines. Be sure students are focusing only on the main events in order and summarizing, not giving every detail. 1. Students share their drafts and revisions with a partner. page 22 of 36

Digging into Fiction Lesson Preparation Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4.20Aii 4.Fig19E 4.Fig19E 4.15D 4.22Ai 4.6A 4.6A 4.16B 4.9A 4.22D 4.18C 4.21Bii Key Understandings and Guiding Questions An extensive vocabulary enhances written and oral communication. - How does studying words help us as readers and writers? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use writer s craft to engage and sustain the reader s interest. - How do authors develop engaging poems? Vocabulary of Instruction Plural Singular Noun Plot Conflict Rising action Climax Falling action Resolution Plot Conflict Rising action Climax Falling action Resolution Materials Word Study Notebook (1 per Scissors (1 per Grade-appropriate fictional story (1) Reader s Notebook (1 per Collection of grade- Word Study Notebook (1 per Writer s Notebook (1 per page 23 of 36

Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING appropriate fictional short fictional stories for student selection Teacher Writer s Notebook Dictionary (class set) Colored pen or pencil (1 per Attachments and Resources ÿ Handout: Singular and Plural Nouns (1 per Advance Preparation 2. Duplicate the Handout: Singular and Plural Nouns (1 per. 3. Optional: Cut the words into individual cards and place in envelopes or bags, or allow students to cut their own during class. 2. Create a blank plot line on a chart to display. 2. Ask for a student sample to model editing for spelling or create another poem with 5-6 spelling errors. Background Information The general rules are to add s to most nouns, add es to nouns Refer to Daily Lesson 7 Shared Reading that end in s, ss, sh, ch, x, z. Also, add es to words that end in o (heroes). Teacher Notes Word sorts engage students in analyzing words by sorting them into categories determined by the teacher or the students. These activities focus students This Instructional Routine assesses Performance Indicator 06. This Daily Lesson focuses on editing for spelling because poetry does not always follow the rules of capitalization and punctuation. If applicable, all three page 24 of 36

Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING attention on what they already know about words and encourage them to focus specifically on the similarities and/or differences of selected words. It provides students with multiple exposures to words and requires them to think about the words from a particular perspective. This approach to Word Study helps students develop in-depth knowledge of words and how they work. Use the Word Study Notebook to record patterns and rules learned and have students glue or write examples of each pattern/rule from the word sorts. elements of editing can be taught. page 25 of 36

Instructional Routines Daily Lesson # 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 20 min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students edit understand the function of plural summarize and sequence the summarize and sequence the their drafts for spelling and use nouns and the rules for spelling plot s main events in order to plot s main events in order to resources to check spelling. regular plural nouns. improve comprehension. They improve comprehension. determine how the events connect to one another and how the plot could affect future events. Mini Lesson 1. Ask: What does it mean if a word is singular or plural? Discuss responses and clarify any misconceptions. 2. Explain that students will conduct a word sort to determine the pattern or rule for making nouns plural. Set expectations for sorting. 1. Review learning from Daily Lesson 8 Shared Reading. Ask students to discuss the elements of plot. 2. Read the short fictional story aloud and write the events as they happen on the plot line. 1. Review and discuss learning from Shared Reading. 2. Tell students that they will be choosing a book or short story that they have not read. They will create their own plot line in their Reader s Notebook. Remind them to write the title with appropriate conventions. Model writing a title with appropriate capital letters and underlining. 1. Ask: What is editing? Discuss responses including making writing correct. 2. Ask: How is editing different from revising? Discuss responses including that revision is adding, changing, or deleting content to affect meaning. Editing only deals with whether something is correct or not and does not impact the overall message of the piece. 3. Display the student sample or another poem with spelling errors. page 26 of 36

4. Model editing for spelling. Check each word asking, Does it look right? If it does not look right, circle it or put a dot under the word with a colored pen or pencil. 5. Demonstrate how to use resources (e.g., Word Wall, Word Study Notebook, dictionary, etc.) to correct the words that are circled or have a dot under them. Learning Applications 1. Distribute the Handout: Singular and Plural Nouns. 2. Students cut the words into individual cards if it hasn t been done already. 3. Students match the singular and plural nouns. Then they sort them by whether they have s or es. 4. Students choose two pairs of words (the singular form and plural form). Write a sentence for each word (four sentences total) 1. Using two events on the plot line created in the Mini Lesson, ask: How are these two events connected? How could these two events affect future events? Discuss responses. 2. Students Think, Turn, Talk. Students turn to each other and discuss the events, how they connect to each other, and how they could affect future events. 1. Students read and record the events on a plotline in their Reader s Notebook. 1. Students edit their poems for spelling. Students look at each word and ask, Does it look right? If not, they circle the word or put a dot under it with a colored pen or pencil. 2. Students use resources to correct words that are circled or have a dot under them. page 27 of 36

using the noun correctly in the sentence. Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: What did you notice about the words that only have an s? Answers should include most of the words end with a consonant. 2. 2. Ask: What did you notice about the words that only have an es? Answers should include words that end in -s, -ss, - ch, -sh, -z, -x and words that end in f are turned to v and add es. 1. Students share their thoughts on the events of the story. 2. Ask: How does knowing the plot of a story help a reader? Discuss responses. 1. Students share their plot line with a partner. 2. Collect Reader s Notebooks to assess their entries. 1. Ask: Why is editing important? Discuss responses. 2. Collect Writer s Notebooks for teacher editing. 3. Ask: What other words fit the pattern/rule? Discuss responses. 4. Students record the pattern/rule with examples in their Word Study Notebook. page 28 of 36

Digging into Fiction Lesson Preparation Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING 4.22Aii 4.Fig19E 4.Fig19E 4.15E 4.6A 4.6A 4.16B 4.9A 4.21A 4.18C 4.21Bii Key Understandings and Guiding Questions An extensive vocabulary enhances written and oral communication. - How does studying words help us as readers and writers? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use plot to sequence events within a story. - How does knowing the plot of a story help a reader? Readers use strategies to support understanding of text. - What strategies do readers use to help them understand what they are reading? Authors use writer s craft to engage and sustain the reader s interest. - How do authors develop engaging poems? Vocabulary of Instruction Singular Plural Noun Plot Conflict Rising action Climax Falling action Resolution Plot Conflict Rising action Climax Falling action Resolution Materials Word Study Notebook (1 per Reader s Notebook (1 per Grade-appropriate fictional Writer s Notebook (1 per Teacher Writer s Notebook (1) page 29 of 36

Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources short story (class set) Publishing paper (1 per Advance Preparation 2. Create a list of singular nouns that are irregular when plural. See Background Information for some examples. Prepare to display. 2. Prepare to display completed plot lines from Daily Lessons 7-10 Shared Reading. 3. Using one of the previous plot lines, write a model paragraph explaining how the plot line helps the reader connect one event to another and how the plot could affect future events. This paragraph will serve as a model for the students during the Performance Indicator. 2. Choose a fictional short story for students to use to complete the Performance Indicator. Duplicate if necessary. 2. Teacher edit students poems so they are ready for publishing. 4. Prepare to display the paragraph. Background Information Noun - names a person, place, This Instructional Routine This Instructional Routine thing or idea assesses Performance Indicator assesses Performance Indicator Singular noun - names a single 01. 03. (one) person, place, or thing (e.g., page 30 of 36

Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING boy, house, cat) Plural noun - names more than one person, place, or thing (e.g., boys, houses, cats) Some nouns do not follow the rules and patterns for adding s and es. Examples of irregular plural nouns: Nouns that change vowel sounds: manmen, goose-geese, mouse-mice Nouns that don t change at all: sheep, fish, deer Nouns that are from Old English: childchildren, ox-oxen Others: person-people Teacher Notes The Mini Lesson in this Daily Lesson is short to allow time for students to complete the Performance Indicator. In this Daily Lesson, students will be assigned a story for reading. This way the teacher does not have to read 22 different stories in order to assess the Performance Indicator. Keep in mind the reading level of the students. If necessary, choose three stories at different page 31 of 36

Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING levels in order to differentiate for those who are not performing at grade-level and for those performing above grade-level. Decide if students will complete the Performance Indicator in their Reader s Notebook or on a separate piece of paper. page 32 of 36

Instructional Routines Daily Lesson # 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 20-25 min. Content Objective: Students spell Content Objective: Students Content Objective: Students Content Objective: Students words that are irregular when summarize and sequence the summarize and sequence the publish their poems for an plural. plot s main events in order to plot s main events in order to audience using legible improve comprehension. They improve comprehension. They handwriting. determine how the events connect demonstrate how the events to one another and how the plot connect to one another and how could affect future events. the plot could affect future events. Mini Lesson 1. Remind students of the patterns/rules they learned for plural words in Daily Lesson 10 Word Study. 2. Display the list of nouns that are irregular when plural. 3. Read the first word on the list. Ask: What does this word sound like when we make it plural (more than one)? If necessary, put the word in a sentence. For example, One man crossed the bridge. Four crossed the bridge. 1. Review the plot lines that have been completed. 2. Display and share the prepared paragraph that explains how the plot line helps the reader connect one event to another and how the plot could affect future events. 1. Assign the short story that students will read to complete the Performance Indicator. 2. Set expectations for work quality. Share the rubric with the students. 1. Reread the poem in the Teacher Writer s Notebook. Make any final revisions. 2. Demonstrate publishing a part of the poem with legible handwriting. 4. If needed, go through a page 33 of 36

couple more words on the list before letting students work with partners. Learning Applications 1. Students work in pairs, go through the rest of the list, and make each word plural. They record their answers in their Word Study Notebook. 2. Students choose two pairs of words (the singular form and plural form). Write a sentence for each word (four sentences total) using the noun correctly in the sentence. 1. Students discuss the paragraph. 1. Students read the story and complete the Performance Indicator (in their Reader s Notebook or on paper to be turned in to the teacher) by creating a plot line and explaining in a paragraph how the plot line helped him/her connect one event to another and how the plot could affect future events. 1. Distribute Writer s Notebooks to students with their teacher-edited poems. 2. Students publish their poems using legible handwriting. Engage in Guided Reading and Guided Writing Instruction Closure 1. Discuss the rest of the list and record the answers that students put in their Word Study Notebook. 2. Tell students to double check the spelling of each word in their Word Study Notebook and correct any words that are spelled incorrectly. 1. Share what needs to be included on the plot line and in the paragraph for the completion of the Performance Indicator in Independent Reading. 2. Clarify any student questions. 1. Ask: How does knowing the plot of a story help a reader? Discuss responses. 2. Collect students plot lines and their paragraphs to assess their knowledge of plot and how it connects with future events. 1. Students share their poems with the class or a small group depending on time. 2. Collect Writer s Notebooks and students published poems for assessment. 3. Remind students that they can use their Word Study page 34 of 36

Notebook in writing to help them spell words that need to be plural. Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency page 35 of 36

Singular and Plural Nouns Fourth Grade lights churches heroes box leaves light videos kite brush lunch weeds class weed knives kites taxes caves church brushes video hero wreath bus boxes wreaths cave leaf lunches knife tax classes buses 2011, TESCCC 06/08/12 Page 1 of 1