NAME OF UNIT: The Reading and Writing Connection ESTIMATED # OF DAYS: 24 days Components Unit Name ELA The Reading and Writing Connection Weeks 1-4 Unit Overview Generalizations / Enduring Understandings Concepts Guiding/ Essential Questions INTRODUCE AND MODEL: inferring, determining importance, synthesizing, author s message, summarizing, theme, main idea CONTINUE AND BRING TO A DEEPER LEVEL: literary plot structure, metacognition, schema, questioning, author s purpose, text evidence, literary texts, informational texts, making connections, monitor comprehension, 1. How can I use the patterns, features, and structures of a text help me identify the text genre and deepen my understanding? 2. How does the author s use of similes, metaphors and figurative language help create imaginary and lead to deeper comprehension in literary texts? 3. How can I locate and use text evidence that support my inferences in reading? 4. What strategies can I use to help me ask literal, interpretive, and evaluative questions of literary and expository texts that will further my understanding in reading? 5. How can I evidence from the author to help identify and understand the author s lesson or message of a work of fiction as its theme? 6. How can I use characterization to compare and contrast characters adventures in literature? 7. How can I use a plot summary to help explain, understand, and predict future events? 8. How can I use characterization strategies to explain and understand changes that characters undergo in a piece of fiction? 9. How can I use clues from a story to understand whether it is written in first person or third person? 10. How can I paraphrase my reading in a meaningful, logical order? 11. How will I sustain stamina, fluency, accuracy in reading/writing? 1
12. How will I continue to build and self-monitor their reading fluency? 13. In what ways does fluency improve my understanding of what I read? 14. How do readers apply reading strategies to improve reading fluency? 15. How can I improve my speed, accuracy, and expression when I read? 16. How does fluency affect comprehension? 17. What can I do to help understand the meaning(s) of words? 18. How do I build and understand words using affixes, root words, and words derived from Latin, Greek, or other linguistic roots and affixes? 19. What strategies can I use to recognize figurative language and understand how that deepens the meaning in a piece of writing? 20. What strategies can I use to recognize synonyms, antonyms, analogies, and how can I understand their deeper meaning in a piece of writing? 21. What are the components of good narrative writing? 22. How can I use what I know and how I ve written in the past to help me to become a better writer? 23. How can I increase the length of time and amount I write? 24. How does sharing my ideas with others help me grow my ideas and improve my writing? 25. Why is the correct usage of the rules of grammar important? 26. How does incorrect punctuation interfere with written communication? 27. Why is subject-verb agreement important? 28. Why is it important to use the parts of speech correctly? 29. Why is it important to use the correct verb tense when speaking and writing? 30. Why does spelling matter? 31. How do essential components of the writing process guide writers in the communication of ideas? 32. How does the selection of resources impact the quality and validity of the research process and product? 33. How do regular, varied writing opportunities make you a stronger writer? Reading Writing 2
Learning Targets Comprehension: a.) The student is expected to recognize, read, and examine a variety of text genres, including text structures and features. Literary Nonfiction (Supporting) Hybrid Texts Informational Expository (Readiness) Literary Fiction (Readiness) Poetry (Supporting) b.) The student will examine the author s use of sensory language used to produce imagery, such as, similes and metaphors in literary texts. c.) The student will use text evidence to make inferences and draw conclusions from literary nonfiction texts. d.) The student will be able to ask self-directed literal, interpretive, and evaluative questions of literary and expository texts. Thick vs. Thin Questions Questioning Before/During/After Reading Questioning in Personal and Academic Life Answering Questions through Text Coding: T: Clues in Text OS: Outside Source I: Inferring Apply Feedback e.) The student is expected to summarize and explain the lesson or message of a work of fiction as its theme f.) The student is expected to compare and Conventions: a.) The student is expected to use and understand reflexive pronouns in reading and writing. b.) The student is expected to use and understand correlative conjunctions in reading and writing c.) The student is expected to identify complex subject and simple predicate; identify and write complete sentences d.) The student is expected identify and write complex and compound sentences. e.) The student is expected to use and identify appropriate use of subject-verb agreement in simple and compound sentences f.) The student is expected to identify and use previously learned comma skills from including commas in a series, date, g.) The student is expected to identify and use commas in compound sentences. h.) The student is expected to write and correctly punctuate a letter (e.g. date, salutation, closing) i.) Nouns (Singular, Plural, Comparative, Superlative) j.) Conjunctions k.) Homophones l.) Editing/Proofreading m.) Self-Evaluating 3
contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature g.) The student is expected sequence and summarize the plot s main events and explain their influence on future events h.) The student is expected to describe the interaction of characters including their relationships and the changes they undergo i.) The student is expected to identify whether the narrator or speaker of a story is first or third person j.) Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order k.) The student is expected to explain the difference between a stated and implied purpose for an expository text l.) The student is expected to summarize the main idea and supporting details in text in ways that maintain meaning m.) The student is expected to use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information Fluency: a) The student is expected to demonstrate characteristics of fluent and effective reading. b) The student is expected to read and selfmonitor accuracy, expression and n.) Peer Conferencing o.) Teacher-Student Conferencing p.) Apply Feedback Writing Process: a) The student is expected 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 b) The student is expected to develop drafts by categorizing ideas and organizing them into paragraphs Narrative: a) Students are expected to write about important personal experiences. b) The student is expected to reread to check for clarity and purpose; add detail or examples to make the piece clear and more interesting; add descriptive words and details (e.g., thought shots, snapshots, show don t tell, figurative language, vary word choice, sensory language, delete unnecessary information) c) The student is expected craft memories by studying mentor texts, understand that personal narratives have characteristics of fiction including: setting, problem, characters, 4
appropriate phrasing. Vocabulary: (new) a) The student is expected to recognize and use synonyms, antonyms, and analogies b) The student is expected to recognize and use metaphors called idioms that have become traditional saying in which the comparisons are not evident (e.g., It s raining cats and dogs.) c) The student is expected to use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words d) The student is expected to determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (Review) e) The student is expected to use word parts to derive meaning of a word; recognize base words and remove prefixes and suffixes to break down and solve meaning. f) The student is expected to use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word (e.g. in-sentence example, in-sentence definition, dialogue, and problem/resolution, share the term memoir as another way to describe this type of writing d) The student is expected to create meaningful leads and conclusions that tie in with the heart of the narrative. e) The student is expected to write texts to express their ideas and feelings about real or imagined people, events, and ideas. f) The student is expected to write imaginative stories that build the plot to a climax and contain details about the characters and setting; Expository: a) The student is expected to write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. b) The student is expected to establish a meaningful central idea in a topic sentence that is supported throughout the whole paper. c) The student is expected to write a purposeful and engaging lead to their expository piece. 5
use new vocabulary in personal writing) g) The student is expected to use the pronunciation guide in a dictionary. h) The student is expected to identify and discuss new complex words that must be derived from context and may require teacher explanation, words with connotative meanings essential to understanding the text. i) To student is expected to use personal schema and context to determine word meaning. d) The student is expected to support their ideas and the central idea with facts, details, examples and explanations from multiple sources. e) The student is expect to end an informational piece with a thoughtful or enlightening conclusion that adds to the central idea and brings a piece to closure with a concluding statement q.) The student is expected to apply the previous standards with greater complexity. r.) The students is expected to use the following parts of speech in context of reading, writing, and speaking. s.) Adverbs t.) Prepositions and prepositional phrases u.) The student is expected to identify and apply proper grammar and mechanics of language evidenced within personal writing context. v.) Apostrophes in Contractions w.) Transitions- (Time Order Words) Continue to work on the following skills x.) Simple subject/predicate y.) Complete sentences 6
z.) Fragments aa.) Run-ons bb.) Capitalization cc.) Ending Punctuation dd.) The student is expected in to participate in peer editing where they identify the individual skills listed above. ee.) The student is expected to edit drafts for taught grammar skills based on a teacher developed rubric. Writing Process: ff.) The students are expected to understand the components of the writing process (planning, drafting revising, editing, and publishing). gg.) The student is expected to 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) Narrative: a) The student is expected to write about their own personal experiences. b) The student is expected to brainstorm and develop ideas for narrative writing pieces. hh.) The students is expected to develop and strong concise introductions and conclusions in narrative writing. ii.) The student is expected to reread their drafts 7
and revise their writing by inserting pertinent details to the main action of their narrative. jj.) The student is expected to share their writing with their peers and teacher. kk.) The student is expected to provide positive and constructive feedback to their peers and teacher about their writing. Expository: ll.) The student is expected to write expository and procedural or work related texts to communicate ideas and information to specific audience for specific purposes. mm.) The student is expected to write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. Spelling: nn.) The student should held accountable for high frequency words, patterns, and rules from prior grade levels. oo.) They student is expected to spell words with more advanced orthographic patterns and rules (plural rules adding es and s). pp.) The student is held accountable for Highland Park ISD grade level, nonnegotiable words, found on the curriculum website, by using resources in the classroom. qq.) For words not explicitly taught students are expected to use classroom 8
resources to determine the correct spelling. Formative Assessments (FOR learning) Summative Assessments (OF learning) TEKS Specifications Research: rr.) The student is expected to ask open-ended research questions and develop a plan for answering them. ss.) The student is expected generate research topics from personal interests or by brainstorm with others. tt.) The student is expected to narrow to one topic and formulate open-ended questions about the research topic. uu.) The students are expected to generate a research plan for gathering relevant information about the research question (appropriate online research resources.) vv.) The student is expected to located relevant sources that address their research question and record the information they gather. Teacher Observations, Guided Reading Groups, Teacher-Student Conferencing, Reading Response Notebook, Reader s Workshop, Reading Log, Participation, Students Self-Assessment, Book Talks, Partner Shares, Class Read Aloud Discussions, Writing Conference Notes, Writing Notebook Entries, Drafts, Final Copies, Checklists, Rubrics, Students Self- Assessments, Partner Shares Fountas & Pinnell Benchmark Assessment Beginning of the Year MAP Data Beginning of the Year Writing Assessment Figure 19 RC) 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: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension (B) ask literal, interpretive, and evaluative questions of text 9
(C) monitor and adjust comprehension (e.g. use background knowledge, create sensory images, re-read a portion aloud, generate questions) (D) make inferences about text and use textual evidence to support understanding (E) summarize information in text, maintaining meaning and logical order (F) make connections (e.g. thematic links and author analysis) between literary and informational texts with similar ideas and provide textual evidence. Processes and Skills Topics Students will engage in literacy rich opportunities to build their repertoire of language related to their understanding of a variety of text genres. Students will engage in conversations about literature using metacognitive thinking and text evidence to support their thinking. Plot Structure, Main Idea, Summarizing, Literary Texts, Information/Expository Texts, Author s Message, Theme, Self- Monitoring, Making Connections Narrative, Expository, The Writing Process, Building a Writing Life, Writing Workshop, Research Topic, Peer Editing and Revising Facts Language of Instruction State Assessment Connections Theme, Plot Structure, Rising action, Climax, Falling Action, Resolution, Main Idea, Summary, Author s Purpose, Literary Text, Informational Text, Expository Text, Literal questions, Interpretive questions, Evaluative questions, Metacognition Reporting Category 1 -make connections between literary and informational Texts with similar ideas and provide textual evidence. Reporting Category 2 -summarize and explain the lesson or message of a work of fiction as its theme. -compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. -sequence and summarize the plot s Narrative, Expository, The Writing Process Reporting Category 1 The student will demonstrate an ability to compose a variety of written texts with a clear, central ideas; coherent organization; sufficient development; and effective use of language and conventions. Reporting Category 2 The student will demonstrate an ability to revise a variety of written texts. Reporting Category 3 The student will demonstrate an ability to edit a variety of text. 10
National Assessment Connections Resources Textbook Correlation main events and explain their influence on future -describe the interaction of characters including their relationships and the changes they undergo -summarize information in text, maintaining meaning and logical order. Reporting Category 3 -summarize the main idea and supporting details in text in ways that maintain meaning STAAR, MAPS, Lucy Calkins Units of Study for Teaching Reading, Comprehension Connections, Genre Connections, Genre Study: Teaching with Fiction and Nonfiction Books, Comprehension Toolkit, The Continuum of Literacy Learning: A Guide to Teaching, The Reading Zone, Mentoring Minds STAAR flipchart A plethora of varied, rich, authentic literature. Too many resources to list. Journeys Textbook Adoption STAAR, MAPS Lucy Calkins Units of Study for Teaching Writing, ACTS of Teaching Writing, Mentoring Minds STAAR flipchart A plethora of varied, rick authentic writing opportunities for different purposes. Lucy Calkins writing and Abyodos writing. Write Source Textbook adoption. 11