Grade K ELAR. Unit 5 Overview

Transcription

1 Grade K ELAR Unit 5 Overview Title Non-Fiction/Expository In this unit, students will research information from nonfiction and expository texts on topics of interest. Teachers will continue meeting with guided reading groups and making changes in grouping as necessary. Writer s workshop should be continued on a daily basis with mini-lessons, teacher conferencing, and students writing and sharing. 5 th Six Weeks 34 Days Suggested Time Frame Students should be exposed to all types of genres (poetry, fiction, nonfiction, etc.) through a variety of reading, regardless of when it is explicitly taught. Students should be writing (with adult assistance in the beginning) daily. Big Ideas/Enduring Understandings Reading Readers notice details in a story to help them understand it better. Expository text teaches us about true things. Authors research and learn about a subject then organize their information in clear order to teach about the concept. Writing Writing for readers--writers write so a reader can read and learn from that they have written. Sentences are written beginning with capital letters, spaces between words, and end punctuation. Expository writing is nonfiction and teaches the reader about a topic. Guiding Questions Reading What details in the story did the author include to help me understand the story better? How does retelling help me understand the story better? Did I choose a topic that fits me? Where can I gather information and learn about this? What does the author include to help me understand the information in the book? Writing Did I use capital and lowercase letters correctly? Did I write legibly? Did I stretch out all the sounds I head to form words? Does my writing make sense? Did I teach the reader about my topic in a clear and organized manner?

2 Reading and Writing Connections Reading TEKS K.5 Reading/Vocabulary Development K.5D (picture dictionary) K.9 Reading/Comprehension of Informational Text/Culture and History. K.9A (identifying topics in informational text) K.10 Reading/Comprehension of Informational Text/Expository Text K.10A (identifying topics in expository texts) K.10B (retell facts) K.10C (how authors group info. in text) K.10D (Predictions) K.11AB ( Informational/Procedural text ) K.12AB (Media Literacy) K.Fig.19 Reading/Comprehension Skills. K.Fig.19A-F Word Study/Phonics TEKS 3B (CVCC) 3D High Frequency Words: Review 50 words previously taught. Writing TEKS K.14 Writing/Literary Texts. K.14B (poems) K.19 Research/Research Plan K.19A (ask questions) K.19B (answering questions) K.20 Research/Gathering Sources K.20A (gather evidence) K.20B (illustrate research) The Writing Academy Conventions TEKS K.16 Oral and Written Conventions/Conventions K.16A (v) (pronouns) Listening & Speaking TEKS K.21A (listen and ask) K.21B (follow short directions) K.22 (speak clearly) K.23 (follow conversational rules) Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* ELAR Vertical Alignment Document

3 Sample Assessment Question K.9A What was the topic of this article? K.10 What is this text about according to this information? Which words tell you about story details? When you look at this picture, what the story is about? Why? Tell an important event or fact from the story. Why? How did the author tell you about _? How did the author tell you about _? Did the author tell you more than one thing about? K.11 What are the ingredients in this recipe? What equipment do we need for this science experiment? What is the first step in the directions for making _? What does this sign tell you to do? What does this sign warn you about? What information does this sign give you? K.12 How did _ advertise his/her program? Locate ads in this newspaper. Name different ways businesses can advertise How is music used in advertisement? Identify the movements in the advertisement The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS: Fig. 19 ALL TEKS after initial introduction. Reading Bundle

4 Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: K.5D use a picture dictionary to find words. Find the picture that shows this word Dictionary Word Alphabet peer interaction Pocket charts Word walls Children s Literature: Various books - Create picture dictionaries with your students based on unit of study. For example, create a Texas picture dictionary with students by listing and illustrating a Texas word for every letter in the alphabet. Student illustrations or clipart may be used for pictures. m/free-early-literacy-printables-chil dren/picture-dictionaries/ Lessons: Background/Extra Information: 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 George Washington and his contributions, Christopher Columbus and his discoveries, etc. Teacher observation Journal writing Discussion: What was the topic of this article? Topic Informational Text Fiction whole group/peer interaction Children s Literature: Various trade books -Cross curricular activities with social studies

5 provide evidence from the text to support their understanding. Students are expected to: identify the topic of an informational text heard. K.9A identify the topic of an informational text heard. (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: (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations (B) retell important facts in a text, heard or read; (C) discuss the ways authors group information in text (D) use titles and illustrations to make predictions about text. (11) Reading/Comprehension of Informational Text/Procedural Texts. What is this text about according to this information? Which words tell you about story details? When you look at this picture, what the story is about? Why? Tell an important event or fact from the story. Why? How did the author tell you about _? Did the author tell you more than one thing about? Let s read the title and decide what we think this information is about. Look at the picture and predict what the article is about What are the ingredients in this recipe? What equipment do we need for this science experiment? identify topic main idea words illustration facts details Retell important text facts predict title; illustration facts; details retell topic/main idea predict title illustration directions recipe first/next/last sequence word bank visuals peer interaction Workstation chart Diagrams Graphs Lessons: Children s Literature: Various trade books cle/how-teach-expository-text-stru cture-facilitate-reading-comprehen sion cle/reading-and-scaffolding-exposit ory-texts Lessons: Literature: Various LIterature

6 Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow pictorial directions (e.g., recipes, science experiments) (B) identify the meaning of specific signs (e.g., traffic signs, warning signs (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to (A) identify different forms of media (e.g., advertisements, newspapers, radio programs) (B) identify techniques used in media (e.g., sound, movement What is the first step in the directions for making _? What does this sign tell you to do? What does this sign warn you about? What information does this sign give you? How did _ advertise his/her program? Locate ads in this newspaper. Name different ways businesses can advertise How is music used in advertisement? Identify the movements in the advertisement charts graphs label photographs illustrate newspaper radio TV media advertisement sound movement peer interaction (ELPS) School/Classroom Tour: searching for signs Literature: Various forms of media ot.com/2012/09/media-literacy.ht ml Word Study/Phonics Bundle

7 Ongoing TEKS: 3 (A) identify the common sounds that letters represent- ALL TEKS after initial introduction. Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (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: (B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words) (D) identify and read at least 25 sight words from a commonly used list. ISIP Various sight word assessments- What is this word? letter(s) sound consonant vowel Sight word High Frequency word Spelling alphabet charts student of the day name activities word walls Sight word of the week Use big alphabet cards to form sight words as a class Children s Literature: Various trade books Leveled Readers Fountas and Pinnell: Phonics Lessons Letter/Sound Relationships starting pg. 309 High Frequency Words starting pg y.htm?f stomake/games_to_make.htm ays-to-learn-sight-words-through.html (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: Students use pronouns correctly in writing assignments pronoun teacher models practice in writing Various trade books oun-reference/lesson-1

8 (v) pronouns (e.g., I, me) Writing Bundle Ongoing TEKS: 13E-Sharing with others Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion (B) develop drafts by sequencing the action or details in the story (C) revise drafts by adding details or sentences (D) edit drafts by leaving spaces between letters and words What are you going to write about today? writing samples sharing individual writing out loud observations draft ideas list share Action details revise/change edit spacing letter word sentence punctuation After brainstorming, have students draw pictures of their ideas. Divide a large paper into thirds and have students cut their pictures out and put them in an order. Write sentences under each picture in order to create a sequence of events in the story morning message (ELPS) graphic organizers The Writing Academy Block 8 Teacher Led Expository Writing Start Block 9-Teacher Led Research

9 peer interaction(elps) Have students work in pairs. They will decide where a space is needed and use a yellow crayon to draw a line where it should be. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: dictate or write information for lists, captions, or invitations K.19 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: K.19A writing samples teacher observations Consider this a class project. Research a topic of interest together. Students can write and/or illustrate the researched topic as abilities allow. list caption invitation Topic Resources morning message picture caption The Writing Academy Block 8 Teacher Led Expository Writing The Writing Academy After Block 8 is finished Start Block 9-Teacher Led Research

10 ask questions about topics of class-wide interest; and K.19B decide what sources or people in the classroom, school, library, or home can answer these questions. K.20 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: K.20A gather evidence from provided text sources; and K.20B use pictures in conjunction with writing when documenting research. teacher observation group work writing samples gather evidence text sources pictures document research graphic organizers visuals for academic concepts and vocabulary The Writing Academy After Block 8 is finished Start Block 9-Teacher Led Research