G3+Reading+Unit+2


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * Grade 3 Reading Unit Begins Oct 1st - Nov 21st, 2012 **
 * Unit 2: Analyzing Facts and Ideas in Non-Fiction and Fiction Texts to Formulate Opinions with Supporting Evidence and Reasoning **

** Essential Question: ** How do readers analyze facts and ideas about fiction and non-fiction texts to formulate opinions? OR How do readers find evidence to support their opinions about non-fiction and fiction texts? ** Enduring Understanding: ** Readers analyze facts and ideas in non-fiction and fiction texts to formulate opinions with supporting evidence and reasoning. ** Common Core Learning Standards: ** 3.RL/RI.1 - Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers. 3.RL.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,     emphasize aspects of a character or setting). 3.RI.2 - Determine the main idea of a text; recount the key details and explain how they support the how it is supported by key details; summarize the main idea. 3.RI.4 - Determine the meaning of general academic and domain-specific words and phrases in a text and domain-specific words or phrases in a text relevant to a grade 3 topic or subject area. 3.RI.5 Use text features and search tools (e.g., key to locate information comparison, cause/effect, problem/solution) of relevant to a given topic efficiently. 3.RI.7 Use information gained from illustrations (e.g., (e.g., in charts, graphs, diagrams, demonstrate understanding of the text (e.g., time lines, animations, or interactive elements where, when, why, and how key events occur). 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3.RF.4 Read with sufficient accuracy and fluency to support comprehension. 3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.  a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 3.SL.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). B. THE DYNAMICS OF SYSTEMS & CHANGE - A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. C. SUSTAINABLE ECONOMICS - The evolving theories and practices of economics and the shift towards integrating our economic, natural and social systems, to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. F. NATURAL LAWS AND ECOLOGICAL PRINCIPLES - The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities and the places in which they live. I. A SENSE OF PLACE - The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health. <span style="font-family: 'Lucida Grande','serif';">Other chapter book read alouds: Evangeline Mudd and the Golden-Haired Apes of the Ikkinasti Jungle & Evangeline Mudd and the Great Mink Escapade by David Elliott Tie-In ||  Resources  || Oct 1 || <span style="font-family: 'Lucida Grande','serif';">Readers gain information from text features such as illustrations, graphics, etc. || <span style="font-family: 'Lucida Grande','serif';">-Teacher shows covers from various non-fiction texts (from math, science, SS, etc.) <span style="font-family: 'Lucida Grande','serif';">-Teacher models examination of a non-fiction text, taking note of the types of text features and information found in them. <span style="font-family: 'Lucida Grande','serif';">-In partnership, students examine various non-fiction texts and create a table of the types of text features and information gained from the text features. <span style="font-family: 'Lucida Grande','serif';">-Students will read non-fiction for independent reading and practice this skill. ||  || <span style="font-family: 'Lucida Grande','serif';">Various non-fiction texts <span style="font-family: 'Lucida Grande','serif';">Chart: text features || Oct 2 || <span style="font-family: 'Lucida Grande','serif';">Students identify the main idea/topic sentence of a non-fiction passage. || <span style="font-family: 'Lucida Grande','serif';">-Partners are given various non-fiction text (Science/SS) and are told to that they are trying to determine the main idea from a short paragraph or section of a text. <span style="font-family: 'Lucida Grande','serif';">-Teacher chooses some partnerships to share on ELMO how they determined what they think the main idea of the text is that they read. <span style="font-family: 'Lucida Grande','serif';">-Based on student responses, teacher will model additional ways to identify the main idea (whether through topic sentence, title, etc.) <span style="font-family: 'Lucida Grande','serif';">-During independent reading students will determine the main idea in non-fiction text. <span style="font-family: 'Lucida Grande','serif';">Option: Teacher models first, depends on group ||  || <span style="font-family: 'Lucida Grande','serif';">Baskets of various non-fiction text <span style="font-family: 'Lucida Grande','serif';">teach.clarkschools.net || Oct 3 <span style="font-family: 'Lucida Grande','serif';">-Partners are to read the strips of information and determine which is the main idea and which are the supporting details. <span style="font-family: 'Lucida Grande','serif';">-Partnerships will share and then share strategies for determining which was which. ||  || <span style="font-family: 'Lucida Grande','serif';">PREP: copy parts of non-fiction text and cut apart main idea from details for partnerships || Oct 4 || <span style="font-family: 'Lucida Grande','serif';">Readers identify that all stories have elements such as a setting, problem/solution, etc. || <span style="font-family: 'Lucida Grande','serif';">-SMART board categories OR titles for the story elements are up on board <span style="font-family: 'Lucida Grande','serif';">-Teacher models with a sample of story elements in envelope - sort out pieces according story elements <span style="font-family: 'Lucida Grande','serif';">-Partners get envelope with elements, read through each together and sort. <span style="font-family: 'lucida grande','serif';">- Place parts on charts/wall <span style="font-family: 'lucida grande','serif';">- Independent reading - students read their independent level fiction books and chart their story elements in their notebooks ||  || <span style="font-family: 'Lucida Grande','serif';">PREP: SMART board or large titles of story elements (characters, problem/solution, setting) <span style="font-family: 'Lucida Grande','serif';">-cut short story into parts <span style="font-family: 'Lucida Grande','serif';">Charts: story elements <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 7-9, p. 11 || Oct 5 || <span style="font-family: 'Lucida Grande','serif';">Readers learn that fiction and non-fiction text have different purposes. || <span style="font-family: 'Lucida Grande','serif';">- Teacher asks students why authors write. Partners discuss then share. <span style="font-family: 'Lucida Grande','serif';">- Teacher models reading a couple different types of texts and think out loud about the purpose of each text, writing on chart <span style="font-family: 'Lucida Grande','serif';">-During independent reading, students think about the purpose of the text they are reading and write this as their response (explaining how they know the purpose). ||  || <span style="font-family: 'Lucida Grande','serif';">Various fiction, literary non-fiction and non-fiction texts <span style="font-family: 'Lucida Grande','serif';">Chart: T-chart of fiction/non-fiction purposes || Oct 9 || <span style="font-family: 'Lucida Grande','serif';">Readers learn that fiction and non-fiction texts have structures such as Q&A, problem/solution, etc and identify them in various texts. || <span style="font-family: 'Lucida Grande','serif';">- Groups are given baskets of various texts and in partnership, make a list of what they notice about the different structures of books (ie. the layout). Partners share. <span style="font-family: 'Lucida Grande','serif';">-Teacher charts some of the noticings of students and adds more to the list after showing more examples of books under the ELMO <span style="font-family: 'Lucida Grande','serif';">-After independent reading, students write about the structures of the texts they are reading. ||  || <span style="font-family: 'Lucida Grande','serif';">Various fiction literary non-fiction and non-fiction texts <span style="font-family: 'Lucida Grande','serif';">Chart: T-chart different structures of fiction & non-fiction with titles || Oct 10 || <span style="font-family: 'Lucida Grande','serif';">Readers learn that fiction and non-fiction texts have structures such as Q&A, problem/solution, etc and identify them in various texts. || <span style="font-family: 'Lucida Grande','serif';">-Examine more texts with various structures and continue to chart structures and titles ||  || <span style="font-family: 'Lucida Grande','serif';">Continue chart || Oct 11 || <span style="font-family: 'Lucida Grande','serif';">Readers use clues within the context of a fiction or non-fiction text to determine the meaning of specific vocabulary in a reading. || <span style="font-family: 'Lucida Grande','serif';">-Teacher displays a paragraph containing difficult vocabulary (do 2 examples - 1 fiction, 1 non-fiction) <span style="font-family: 'Lucida Grande','serif';">- After teacher reads the paragraphs, partners discuss what they think the chosen difficult words mean. <span style="font-family: 'Lucida Grande','serif';">-Students share their ideas and strategies for discovering the meaning of the unfamiliar words as teacher charts. <span style="font-family: 'Lucida Grande','serif';">- Teacher models additional strategies for finding the meaning of unfamiliar words based on student responses. <span style="font-family: 'Lucida Grande','serif';">-During independent reading, students flag and list the words they do not know the meanings of, and try to write a definition for those words after using strategies. ||  || <span style="font-family: 'Lucida Grande','serif';">Chart: how to solve the meaning of systems || Oct 12 || <span style="font-family: 'Lucida Grande','serif';">Readers “merge” their background knowledge with clues in a text to make meaning. || <span style="font-family: 'Lucida Grande','serif';">- Refer to lesson 11, pages 14 - 25 <span style="font-family: 'Lucida Grande','serif';">- Partners discuss what they know about the Titanic, class share and chart <span style="font-family: 'Lucida Grande','serif';">- Distribute different short articles about Titanic including materials in lesson <span style="font-family: 'Lucida Grande','serif';">- Partners read short text, underlining new information learned about Titanic <span style="font-family: 'Lucida Grande','serif';">- Teacher adds new knowledge to chart and tells students that sometimes we need to use what we know to read new information then build on our knowledge <span style="font-family: 'Lucida Grande','serif';">- Now after reading some of this information students can begin making inferences based on facts learned from text - Teacher models (p. 17) then with focus question “Could the tragedy have been avoided?” ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 11 “Infer with Text Clues” <span style="font-family: 'Calibri','sans-serif';">Copies of articles from TK Source Book: Short articles on Titanic pages 20-35 || Oct 15 || Cont’d TK 11 || <span style="font-family: 'Lucida Grande','serif';">Lesson continues from yesterday giving students time to finish chart, discuss and share. <span style="font-family: 'Lucida Grande','serif';">- If time - extend activities to 9/11 or Pearl Harbor <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students create the same T-chart in notebook and make inferences from facts learned ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 11 “Infer with Text Clues” <span style="font-family: 'Lucida Grande','serif';">Potential additional texts: short articles on 9/11 and Pearl Harbor || Oct 16 || <span style="font-family: 'Lucida Grande','serif';">Readers think about what they know about a topic before they read, then use their prior knowledge to help them make meaning of the non-fiction text they are reading. || <span style="font-family: 'Lucida Grande','serif';">-Teacher asks students what they already know about ___ (whatever the non-fiction book is that will be used to model with). <span style="font-family: 'Lucida Grande','serif';">- Teacher jots information she already knows about the topic and then begins to read the text. As teacher reads, she thinks out loud and distinguishes between information she already knows and new information. As teacher reads information that is new, she jots notes in her notebook. <span style="font-family: 'Lucida Grande','serif';">- Before reading independently, students choose their non-fiction book and write what they already know about the topic. As students read they place a post-it in the book to mark new information. Students will write what they learned after their sustained reading time. ||  || <span style="font-family: 'Lucida Grande','serif';">Non-fiction texts || Oct 17 || <span style="font-family: 'Lucida Grande','serif';">Readers ask questions before, during and after reading. || <span style="font-family: 'Lucida Grande','serif';">-Teacher asks when we ask questions when we are reading. <span style="font-family: 'Lucida Grande','serif';">- After student responses, teacher models how we ask questions before reading a non-fiction text. Students then ask/write questions during and after the reading as teacher has modeled. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students write questions they have before they read, during and after their reading. (Teacher set the timer to stop students during independent reading to jot questions, then will continue reading). ||  || <span style="font-family: 'Lucida Grande','serif';">Chart: types of questions <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Questioning (for questioning lessons not related to Comprehension Toolkit Lessons) <span style="font-family: 'Lucida Grande','serif';">Suggested short typed-text: Spiders by Gail Gibbons (p. 18 in Questioning unit) || Oct 18 || <span style="font-family: 'Lucida Grande','serif';">Readers use post-its to write to “Question the text”. || <span style="font-family: 'Lucida Grande','serif';">- Refer to lesson 7 pages 2 - 11 <span style="font-family: 'Lucida Grande','serif';">- Teacher reads The Mary Celeste - students jot wonderings or questions in on post-its to place on chart paper later, just as teacher does/models (reminding students that sometimes questions are answered as we read and others are not) <span style="font-family: 'Lucida Grande','serif';">- At pausing points - partners share wondering and questions (can also write/share unfamiliar words) <span style="font-family: 'Lucida Grande','serif';">- If a question or wondering is answered - write an A on the post-it <span style="font-family: 'Lucida Grande','serif';">- Students place post-its on chart paper after read aloud - placing answered questions on opposite side of questions not answered <span style="font-family: 'Lucida Grande','serif';">- Unanswered questions will be revisited tomorrow <span style="font-family: 'Lucida Grande','serif';">- Using same strategy for independent reading, if time. ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 7 “Question the Text” & The Mary Celeste: AN Unsolved Mystery from History by Jane Yolen & additional picture of boat with labels <span style="font-family: 'Lucida Grande','serif';">Chart paper to place post-its || Oct 19 || Cont’d TK 7 || <span style="font-family: 'Lucida Grande','serif';">-Continue yesterday’s lesson beginning with any unanswered that might be able to be answered with dictionary, pictures, asking friends, doing additional research, etc. <span style="font-family: 'Lucida Grande','serif';">- Same strategy for independent reading ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 7 “Question the Text” & The Mary Celeste: AN Unsolved Mystery from History by Jane Yolen & additional picture of boat with labels <span style="font-family: 'Lucida Grande','serif';">Chart paper to place post-its || Oct 22 || <span style="font-family: 'Lucida Grande','serif';">Readers ask questions about the text and notice that one question stimulates another. || <span style="font-family: 'Lucida Grande','serif';">-Teacher tells students to go back to the questions they wrote last day. Some students read their questions, teachers listening for connections between questions. <span style="font-family: 'Lucida Grande','serif';">- If there are connections between questions, teacher tunes into those questions that stimulate other questions. <span style="font-family: 'Lucida Grande','serif';">- If there are no connections in student example, teacher will go back to her questions or use student examples and choose a question that can easily stimulate another so students can see that one question can lead to a string of related questions. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students write a question before reading, then will pause at timer to write another related question, then continuing to read and write questions stimulated from the first ones. ||  || Continue chart || Oct 23 || <span style="font-family: 'Lucida Grande','serif';">Readers ask questions about the text and notice that one question stimulates another. || <span style="font-family: 'Lucida Grande','serif';">Continue yesterday’s lesson with other texts. ||  || <span style="font-family: 'Lucida Grande','serif';">Continue chart || Oct 24 || <span style="font-family: 'Lucida Grande','serif';">Readers formulate specific types of questions as they read such as **why** questions. || <span style="font-family: 'Lucida Grande','serif';">-Teacher asks students a “why” question from a non-fiction text previously read. <span style="font-family: 'Lucida Grande','serif';">-Partners discuss what they think the answer to the “why” question is. <span style="font-family: 'Lucida Grande','serif';">-Class discusses what its like to answer a “why” question. <span style="font-family: 'Lucida Grande','serif';">-Teacher reads aloud a short non-fiction text, asking “why” questions along the way. <span style="font-family: 'Lucida Grande','serif';">-During independent reading, students write why questions before, during and after reading. ||  ||   || Oct 25 || <span style="font-family: 'Lucida Grande','serif';">Readers formulate specific types of questions as they read such as **how** questions. || <span style="font-family: 'Lucida Grande','serif';">-Teacher asks students a “why” question from a non-fiction text previously read. <span style="font-family: 'Lucida Grande','serif';">-Partners discuss what they think the answer to the “why” question is. <span style="font-family: 'Lucida Grande','serif';">-Class discusses what its like to answer a “why” question. <span style="font-family: 'Lucida Grande','serif';">-Teacher reads aloud a short non-fiction text, asking “why” questions along the way. <span style="font-family: 'Lucida Grande','serif';">-During independent reading, students write why questions before, during and after reading. ||  || <span style="font-family: 'Lucida Grande','serif';">Continue chart || Oct 26 || <span style="font-family: 'Lucida Grande','serif';">Readers “ask questions to their expand thinking”. || <span style="font-family: 'Lucida Grande','serif';">- Refer to lesson 9 pages 26-39 <span style="font-family: 'Lucida Grande','serif';">- Introduce who Ruby Bridges is - Partners share what they know about her or segregation <span style="font-family: 'Lucida Grande','serif';">- Pre-read aloud discussion about equality (some students may mention Martin Luther King) and when this took place <span style="font-family: 'Lucida Grande','serif';">- Teacher models thinking aloud and builds chart - refer to p. 29 <span style="font-family: 'Lucida Grande','serif';">- Students write their questions on post-its as teacher reads and pauses (guide p. 30) <span style="font-family: 'Lucida Grande','serif';">- Teacher adds students learnings and wonderings to chart after reading (again - answered questions can be marked with an A as in Lesson 7) ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 9 “Ask Questions to Expand Thinking” & The Story of Ruby Bridges <span style="font-family: 'Lucida Grande','serif';">Create timeline to show when this story took place <span style="font-family: 'Lucida Grande','serif';">Collection of other books or articles on same topic (suggested) || Oct 29 || Cont’d TK 9 || <span style="font-family: 'Lucida Grande','serif';">- Continue yesterday’s lesson starting with the Collaborate on p. 33 <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students continue with the same strategy - may use book with similar topic if students are starting new books ||  || <span style="font-family: 'Lucida Grande','serif';">Collection of other books or articles on same topic (suggested) || Oct 30 || <span style="font-family: 'Lucida Grande','serif';">Readers form opinions about non-fiction text they read and provide evidence to support thinking. || <span style="font-family: 'Lucida Grande','serif';">-Teacher asks what an opinion is. <span style="font-family: 'Lucida Grande','serif';">- Students offer opinions on different topics. <span style="font-family: 'Lucida Grande','serif';">- Teacher reads a short section of a non-fiction text and gives an opinion about the topic. <span style="font-family: 'Lucida Grande','serif';">- Students tell partners opinions about topic. <span style="font-family: 'Lucida Grande','serif';">- Teacher reads more until students are comfortable with forming opinions. <span style="font-family: 'Lucida Grande','serif';">- Teacher provides evidence for opinion and students do the same as the teacher keeps reading. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students write opinions about the non-fiction text they are reading. ||  || <span style="font-family: 'Lucida Grande','serif';">Chart: Opinion/evidence for non-fiction || Oct 31 || <span style="font-family: 'Lucida Grande','serif';">Readers develop opinions about characters’ actions and traits in (literary non-) fiction texts they read. || <span style="font-family: 'Lucida Grande','serif';">- Students write an opinion on a post-it about a character they have already read about. Share. <span style="font-family: 'Lucida Grande','serif';">- Teacher asks students why they gave this opinion about the character (how did they decide?). <span style="font-family: 'Lucida Grande','serif';">- Teacher reads a part of a familiar fiction text in order for students to create more opinions about characters. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students form one or more opinions about the main character in their fiction text. ||  || <span style="font-family: 'Lucida Grande','serif';">Continue chart <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 8, p. 11 || Nov 1 || <span style="font-family: 'Lucida Grande','serif';">Readers develop opinions about characters’ actions and traits in (literary non-) fiction texts they read. || <span style="font-family: 'Lucida Grande','serif';">Continue yesterday’s lesson with other texts. ||  || Continue chart || Nov 2 || <span style="font-family: 'Lucida Grande','serif';">Readers develop opinions about characters’ actions and traits in (literary non-) fiction texts they read and give evidence to support their opinions. || <span style="font-family: 'Lucida Grande','serif';">- Continue building on previous lesson. <span style="font-family: 'Lucida Grande','serif';">- Teacher reads a part of a familiar fiction text in order for students to find evidence from character actions to support their opinion about the character. Teacher creates T-chart of opinion/evidence <span style="font-family: 'Lucida Grande','serif';">-During independent reading, students form one or more opinions about the main character in their fiction text. They provide evidence with page numbers to support their opinions. ||  || <span style="font-family: 'Lucida Grande','serif';">Chart: opinion/evidence || Nov 5 || <span style="font-family: 'Lucida Grande','serif';">Readers notice the setting and time period in a fiction text to provide a context for understanding (transitional phrases). || <span style="font-family: 'Lucida Grande','serif';">-Small chart papers are posted for students to write any time and location words or phrases that they have read or used in writing. Review as class. <span style="font-family: 'Lucida Grande','serif';">- Teacher refers back to Mufaro’s Beautiful Daughters or other text to refresh students of the variety of phrases. <span style="font-family: 'Lucida Grande','serif';">- Partners choose a fiction text from a basket and locate time and location phrases and add them to their chart in their notebooks. <span style="font-family: 'lucida grande','serif';">- Students add more phrases to their charts as they read independently. - ||  || <span style="font-family: 'Lucida Grande','serif';">Text: Look to the the North by Jean Craighead George <span style="font-family: 'Lucida Grande','serif';">Chart: transitional words for time and location <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 9, p. 11 || Nov 7 || <span style="font-family: 'Lucida Grande','serif';">Readers notice the setting and time period in a fiction text to provide a context for understanding (transitional phrases). || <span style="font-family: 'Lucida Grande','serif';">Continue yesterday’s lesson with other texts. ||  || <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 9 p. 11 || Nov 8 || <span style="font-family: 'Lucida Grande','serif';">Readers make predictions about events or characters in a literary non-fiction text. || <span style="font-family: 'Lucida Grande','serif';">- Teacher holds up Owl Moon (or other text if Owl Moon has already been read) for students to make predictions based on the cover. Students confer with a partner. <span style="font-family: 'Lucida Grande','serif';">- As teacher reads the story, students write predictions on post-its at points teacher stops at. <span style="font-family: 'Lucida Grande','serif';">- After story, make prediction for what will could happen after the story is over. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students write predictions before, 1 during and after reading. ||  || <span style="font-family: 'Lucida Grande','serif';">Suggested Texts: <span style="font-family: 'Lucida Grande','serif';">Owl Moon by Jane Yolen <span style="font-family: 'Lucida Grande','serif';">Fishing in the Air by Sharon Creech <span style="font-family: 'Lucida Grande','serif';">Every Living Thing by Cynthia Rylant <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day || Nov 9 || <span style="font-family: 'Lucida Grande','serif';">Readers use the __ strategy to retell a non-fiction text. || <span style="font-family: 'Lucida Grande','serif';">- Teacher holds up/places on ELMO previously read non-fiction text. <span style="font-family: 'Lucida Grande','serif';">- Partners retell each other what they recall from this text, share. <span style="font-family: 'Lucida Grande','serif';">- Teacher models how to use graphic organizer to retell non-fiction. <span style="font-family: 'Lucida Grande','serif';">- Partners read a short non-fiction text and retell using graphic organizer. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students read non-fiction text and retell using graphic organizer. ||  || <span style="font-family: 'Lucida Grande','serif';">Graphic Organizer for retelling non-fiction || Nov 13 || <span style="font-family: 'Lucida Grande','serif';">Readers use the __ strategy to retell a (literary non-) fiction text. || <span style="font-family: 'Lucida Grande','serif';">- See above lesson - but use fiction text <span style="font-family: 'Lucida Grande','serif';">- Teacher makes sure retelling included problem and solution (from short text previously read). ||  || <span style="font-family: 'Lucida Grande','serif';">Graphic Organizer for retelling fiction || Nov 14 || <span style="font-family: 'Lucida Grande','serif';">Readers learn that (literary non-)fiction texts can have problem/solution structures. || <span style="font-family: 'Lucida Grande','serif';">- Students go back to retelling fiction graphic organizers. <span style="font-family: 'Lucida Grande','serif';">-Teacher reviews modeled g.o. and student sample g.o.’s and focuses on the problem and solution part of the retelling. <span style="font-family: 'Lucida Grande','serif';">- Partners receive typed short texts and highlight the problem/solution. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students write the problem in the story and the solution. ||  || <span style="font-family: 'Lucida Grande','serif';">Short typed texts for partner work. || Nov 15 || <span style="font-family: 'Lucida Grande','serif';">Readers identify and compare themes in (literary non-) fiction texts. || <span style="font-family: 'Lucida Grande','serif';">- Teacher refers to the Read Aloud chart list, or lists all texts that have been read aloud so far. <span style="font-family: 'Lucida Grande','serif';">- Teacher asks if some texts share a common theme or idea, adding to chart. <span style="font-family: 'Lucida Grande','serif';">- Partners read various short typed-texts and determine the theme in each. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students focus on the theme in the books they are reading. ||  || <span style="font-family: 'Lucida Grande','serif';">Suggested Texts: <span style="font-family: 'Lucida Grande','serif';">Somewhere in the World Right Now by Stacey Schuett <span style="font-family: 'Lucida Grande','serif';">Welcome to the Green House by Jane Yolen <span style="font-family: 'Lucida Grande','serif';">Various short typed-texts <span style="font-family: 'Lucida Grande','serif';">Charts: Continue theme chart <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 3 p.9 || Nov 16 || <span style="font-family: 'Lucida Grande','serif';">Readers “Wrap their mind around big ideas”. || <span style="font-family: 'Lucida Grande','serif';">- Refer to lesson 15 pages 56-67 <span style="font-family: 'Lucida Grande','serif';">- Review themes from yesterday - Students will infer theme of Cheyenne Again using background knowledge - refer back to an example from yesterday to discuss the theme from a previously read text (distinguishing between theme and plot if necessary) <span style="font-family: 'Lucida Grande','serif';">- Teacher reads Cheyenne Again aloud - starting with Afterward to give students some background & discussion about why the book was chosen (p. 60) <span style="font-family: 'Lucida Grande','serif';">- Model with table on p. 61 <span style="font-family: 'Lucida Grande','serif';">- Small group practice - p. 61 during read aloud, teacher adds to chart throughout read aloud <span style="font-family: 'Lucida Grande','serif';">- If time - student do the same chart in notebook as they read their independent books ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 15 “Wrap Your Mind Around the Big Ideas” & Cheyenne Again by Eve Bunting || Nov 19 || Cont’d TK 15 || <span style="font-family: 'Lucida Grande','serif';">- Continue yesterday’s lesson - starting with a short recap and Share the Learning p. 63 <span style="font-family: 'Lucida Grande','serif';">- Students do the same activity with another short text with a partner and share <span style="font-family: 'Lucida Grande','serif';">- Same activity during independent reading ||  || <span style="font-family: 'Lucida Grande','serif';">Comprehension Toolkit Lesson 15 “Wrap Your Mind Around the Big Ideas” & Cheyenne Again by Eve Bunting <span style="font-family: 'Lucida Grande','serif';">Other short typed texts || Nov 20 || <span style="font-family: 'Lucida Grande','serif';">Readers refocus on how the purpose of non-fiction text is different from fiction texts. || <span style="font-family: 'Lucida Grande','serif';">- Teacher brings out all texts read this unit. <span style="font-family: 'Lucida Grande','serif';">- Students take turns going up to sort the books into fiction, (literary non-fiction) and non-fiction. <span style="font-family: 'Lucida Grande','serif';">- Groups discuss and decide how the groups of books are different. Groups create charts of differences, including the genres, purposes, structures, features. ||  || <span style="font-family: 'Lucida Grande','serif';">Chart paper for groups || Nov 21 || <span style="font-family: 'Lucida Grande','serif';">Readers learn that fiction and non-fiction text has a purpose and a perspective from the author and identify the purpose and perspective for various texts. (Revisited) || <span style="font-family: 'Lucida Grande','serif';">- Continue yesterday’s lesson, and add author’s perspective. <span style="font-family: 'Lucida Grande','serif';">- During independent reading, students take note of the genre, purpose, perspective, structure, features of the text they are reading as a review. <span style="font-family: 'Lucida Grande','serif';">- Students fill in a g.o. displaying all this information. ||  || <span style="font-family: 'Lucida Grande','serif';">Graphic Organizer to display book information <span style="font-family: 'Lucida Grande','serif';">A.L.L. unit: Determining Importance Day 10 p. 12 ||
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
 * 2) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * 3) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Explain their own ideas and understanding in light of the discussion.
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
 * 2) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">EfS: **
 * <span style="font-family: 'Lucida Grande','serif';">***Read either Winn Dixie or Matilda **<span style="font-family: 'Lucida Grande','serif';"> - whichever has not yet been read yet
 * <span style="font-family: 'Lucida Grande','serif'; font-size: 19px;">Although this is unit is taught along side the Non-Fiction writing unit, some lessons are review fiction lessons - suggested texts are literary non-fiction texts whenever possible. **
 * <span style="font-family: 'Lucida Grande','serif';">Lesson/Date  ||  Objective/KBAD  ||  Activity  ||  Environmental
 * Lesson 1
 * Lesson 2
 * Lesson 3
 * come back to this one || <span style="font-family: 'Lucida Grande','serif';">Students recount important details that support the main idea. || <span style="font-family: 'Lucida Grande','serif';">-Partners are given envelopes with non-fiction text that has been cut apart.
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * <span style="font-family: 'Lucida Grande','serif';">Overview: **
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * <span style="font-family: 'Lucida Grande','serif';">Overview: **
 * Lesson 14
 * Lesson 15
 * Lesson 16
 * Lesson 17
 * Lesson 18
 * Lesson 19
 * <span style="font-family: 'Lucida Grande','serif';">Overview: **
 * Lesson 20
 * Lesson 21
 * Lesson 22
 * Lesson 23
 * Lesson 24
 * Lesson 25
 * Lesson 26
 * Lesson 27
 * Lesson 28
 * Lesson 29
 * Lesson 30
 * Lesson 31
 * Lesson 32
 * <span style="font-family: 'Lucida Grande','serif';">Overview: **
 * Lesson 33
 * Lesson 34
 * Lesson 35