Unit 6: Reading – Procedural Text; Writing – Writing Process; Open Choice /
Suggested Time Frame: ≈ 2 weeks
Introduction / The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ___9____ Instructional Days and ____1____ Days to re-teach and/or extend Instruction.
The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.
Description / Procedural Texts
During this two week unit, students will focus on learning to read various kinds of procedural texts. Students will learn how the structure and format of Procedural texts differ from other forms of expository texts and fictional texts in that it is written with the intent to explain the steps in a procedure, such as a recipe or process. In addition to procedural texts, students should read from a variety of genres throughout this unit.
Open Choice
Students are expected to continue to write on a daily basis for a variety of purposes. “Open choice” writing allows students to self-select topics and formats of writing that they find appealing. Teachers need to model each day. Mini-lessons should be based on observations of student writing. What are students showing evidence of being ready to use/attempt in their writing?
Assured Experiences
Throughout the unit, students:
· experience daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills; and
· read for a minimum of 20 minutes per day in both independent and instructional level text.
Pacing Suggestions
Week 1:
Week 2:
Reading Workshop / Writing Workshop
TEKS/SE taught during this period and eligible for testing on district assessments / Reading TEKS/SEs
Daily: Reading
Figure 19 (A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events,
settings, actions, and to enjoy language)
(B) ask and respond to questions about text
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) / Writing TEKS/SEs
Daily: Writing Process
K.13(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; and
(E)share writing with others
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS) / Unit: Procedural
KSS K.11 – understand how to glean and use information in procedural texts and documents
K.11(A) follow pictorial directions (e.g., recipes, science experiments)
K.11(B) identify the meaning of specific signs (e.g., traffic signs, warning signs)
Fig. 19 (D) make inferences based on the cover, title, illustrations, and plot / Unit: Open Choice Writing
Students may write using any style they wish, about any topics they wish, including letters, stories, nonfiction writing, diary/journal entries, etc.
Bold TEKS/SE are assessed on TAKS / Print Awareness
K.1(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping)
K.1(G) identify different parts of a book (e.g., front and back covers, title page)
Phonological Awareness
K.2(G) blend spoken phonemes to form one-syllable words
K.2(I) segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/ /o/ /g/) (Introduce and continue)
Spanish:
K.2G isolate the initial syllabic sound in spoken words (e.g. /pa/ta, /la/ta, /ra/ta)
Phonics
K.3(B) use knowledge of letter-sound relationships to decode regular words in text and independent of context (e.g., CVC)
Spanish :
K.3(B) decode syllables
K.3(D) decode the written “y” when used as a conjunction, as in “mamá y papá”
K.3(H) use knowledge of consonant/vowel sound relationships to decode syllables and words in texts and independent of content [ focus on CV, VC, CVC AND CVCV words, introduce and continue] / Oral and Written Conventions
K.17(B) capitalize the first letter of a sentence
K.17(C) use punctuation at the end of a sentence
Generaliza-tions / Procedural Texts
· Procedural texts are designed so that readers can quickly and easily get information.
· Procedural texts often contain a list of numbered steps or bulleted steps to complete.
· Procedural texts often have a list of needed supplies that are listed in a different location from the steps or directions.
· Procedural texts are designed to help the reader learn how to do something.
· Sometimes the order of the steps matter and sometimes the order of the steps do not matter (dependent upon whether or not the steps are numbered).
· Procedural texts can include: recipes, science experiments, directions for building something (e.g., bird house, pond, bird feeder, bicycle), directions for fixing something (e.g., broken window, juice spilled on carpet, computer), etc. / Writing
· There are different purposes for writing procedural text, expository text, and stories.
· Procedural text, expository text, and stories all have different text features.
· Writers have different ways of starting stories and other kinds of writing.
· Writers write the best when they know a lot about what they are writing (personal or expository).
· Writers who want to spell longer words have specific strategies for doing so (clap words into syllables; say word parts slowly; think about words you know that sound like and look like the word you are trying to write).
Essential Questions / · What features of procedural text allow the reader to locate information quickly and efficiently?
· Why are some pictorial directions easier to follow than others?
· Why are signs and symbols used in Procedural text either in place of words or in addition to words? / · Why do people write stories? Why do people write Procedural text? Why do people write Expository text?
· How do different types of text (stories, expository, procedural, etc.) look different from one another?
· What are the different ways writers can start stories? Procedural text? Expository text?
· How do writers get to know their topic well? What do writers need to know if they are writing about their own experiences?
· Why do writers need different strategies for spelling unfamiliar words?
Core Components / College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related TEKS/SEs]
Writing
4. Recognize the importance of revision as the key to effective writing. Each draft should refine key ideas and organize them more logically and fluidly, use language more precisely and effectively, and draw the reader to the author’s purpose.
Foundational Skills
A.1. Use effective prereading strategies.
A. 4. Identify the key information and supporting details.
B.1. Write clearly and coherently using standard writing conventions.
B.2. Write in a variety of forms for various audiences and purposes.
B.3. Compose and revise drafts.
Core Components / TEKS/SEs Clarification: / TEKS/SEs Clarification:
Core Components / Vocabulary
The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.
A-I / J-Z
digital media
Electronic media that work on digital codes (as opposed to analog media). Examples include e-mail, digital video, e-book, Internet, video game, and interactive media.
drawing conclusions
A form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.
fluency
Reading text at an appropriate rate, and with accuracy, expression, and appropriate phrasing; not hurried reading. Accuracy is reading words in text with no errors. Oral reading accuracy is the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly.
genre
The type or class of a work, usually categorized by form, technique, or content. Some examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction.
high-frequency words
A small group of words (300–500) that account for a large percentage of words in print; can be regular or irregular words. Often, they are referred to as “sight words” because automatic recognition of these words is required for fluent reading. / procedural text
A type of informational text that is written with the intent to explain the steps in a procedure, as in a recipe.
purpose
The intended goal of a piece of writing; the reason a person writes.
Curricular Connections / · Media Literacy, although not a primary focus for this unit, is easily embedded within a unit on Procedural text. Examples of media literacy that would help Kindergarten students include websites with instructions for simple arts & crafts, simple recipes, or simple Science experiments. Students learn to examine the features of websites to understand now symbols and graphics help the reader to know what to do and in what order.
Required Lessons
Recommend-ed Lessons
Differentia-tion: / English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)
Instructional Resources / Websites
· Pearson Successnet - Leveled Readers for Science and Social Studies content
· Think Central – Leveled readers associated with the Journeys and Senderos textbooks
· Read-Write-Think – Model lessons
Textbook Resources
Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students.
Journeys / Senderos
· / ·
Books
· Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)
· Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)
Assessment Resources
© Round Rock I.S.D. 1