In this unit students will describe the connection between two individuals, events, ideas or pieces of information in a text and identify reasons an author gives to support points in a text.Students will identify basic similarities and differences between two texts on the same topic. By the end of this unit students will write an informative piece supplying facts about a topic and providing a sense of closure.
Structured Reading Protocol 90 Minutes Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
- How can making connections help you understand informational text?
- How do you describe the connection between two events?
- How does an author support what he/she says in the text?
- What are the similarities and differences between two texts?
Reading Learning Goals
Students will make connections between details in informational text, identify reasons authors use to support points and identify similarities and differences between two texts on the same topic.
RI.1.3 Scale RI.3.8 Scale RI.3.9 Scale / Writing Learning Goals
Students will understand how to write an informative piece that names and supplies facts on the topic.
W.1.2 Scale
Focus Reading Standard
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.1.RI.3.8 (DOK 2) Identify the reasons an author gives to support points in a text.
LAFS.1.RI.3.9 (DOK 3) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). / Focus Writing Standard
LAFS.1.W.1.2 (DOK 3) Write informative/explanatory texts in which the students, name a topic, supply some facts about the topic, and provide some sense of closure.
Recursive Standards
McGraw-Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar and Spelling
RF: 1.1, 2.2, 3.3, 4.4 / SL: 1.1, 1.2, 1.3, 2.4, 2.5, 2.6 / R: 1.1, 2.4, 4.10 / L: 1.1,1.2, 3.4, 3.5, 3.6 / W: 2.5, 3.7
Phonics
Digraph Blends:Tch, dge / High Frequency/Vocabulary
High Frequency Words
Down,Day,Did,Get ,Come, made, may, over, new,sound
Vocabulary
Hatch, peck, coops, wattle / Grammar/Language
Contractions
Mechanics: Capitalize/Underline Book Titles, Abbreviations, Capitalize I, and Days, Months, Holidays
Deconstructed ReadingStandards
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- Identify key details in an informational text.
- Associate details with an individual, event or idea.
- Describe the connection / relationship between the details within an informational text.
- Describe the connection between 2 pieces of information.
2nd: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
LAFS.1.RI.3.8 (DOK 2) Identify the reasons an author gives to support points in a text.
- Identify the reasons an author gives to support arguments or facts.
- Discern details which support (serve as evidence) as compared to details and which do not.
2nd: Describe how reasons support specific points the author makes in a text.
LAFS.1.RI.3.9 (DOK 3) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- Identify comparable points between two texts on the same topic.
- Identify basic similarities between two texts on the same topic.
- Identify differences between two texts on the same topic.
2nd: Compare and contrast the most important points presented by two texts on the same topic.
Deconstructed Writing Standard
Focus Writing Standard
LAFS.1.W.1.2 (DOK 3) Write informative text in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- Identify an informative/explanatory text.
- Select a topic for an informative/ explanatory writing.
- Determine supporting facts about a topic.
- Determine an appropriate closure.
- Write an informative/explanatory text, naming a topic.
- Write an informative/explanatory text, supplying facts.
- Write an informative/explanatory text, providing a sense of closure.
SuggestedLiterary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Paired Texts
- Rabbits: Animal Family Albums
- Chickens
- Healthy Snacks
- Healthy Snacks on my plate
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
Ebscohost
Under this link, use “Searchasarus” Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that sort the learning goal. / Literary Tasks(Teach and Model)
Choose at least 1 task per standardthat will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
LAFS.1.RI.1.3 (DOK 2) Part A:After readingRabbits and Chickens students will use a Thinking Map/ graphic organizer to compare and contrast (i.e. double bubble) two types of animals from the text. Students will then engage in a collaborative discussion to explain the relationship between the animals.
Part B: After the discussion, students will write a paragraph about the relationship of the details between two animals.
LAFS.1.RI.3.8 (DOK 2) Part A:After reading paired texts,using a Thinking Map/ graphic organizer (i.e. tree map) students will identify the main topic of each text, and supply reasons that support the main topic.
Part B: With a partner, discuss reasons the author uses to support the main topic and identify the similarities and difference between the two texts.
LAFS.1.RI.3.8 (DOK 2)After reading a pair of texts, students will work in a collaborative group and use a Thinking Map/graphic organizer (i.e. circle map) to identify the main idea of the text and locate text evidence to support the author’s points.
LAFS.1.RI.3.9 (DOK 3)Part A: After reading paired texts, such asHealthy Snacks and Healthy Snacks on my plate students will work in collaborative groups to create a
Thinking Map/ graphic organizer (i.e. double bubble) that depicts the similarities and differences between these two texts.
Part B: Using the information from the Thinking Maps/graphic organizer students will then write two paragraphson the similarities and differences of these two texts. Students will then read their paragraphs to their peers.
LAFS.1.RI.3.9 (DOK 3)After reading the practice paired tests, students will work with a partner to discuss the similarities and differences between the two texts.
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Published Product for Unit 13
*The purpose of the Published Product is to allow for students to go through the writing process with modeling. See Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading suggested pairedtexts, students will write an informative piece that explains the importance of eating healthy snacks. Students will use text evidence to support their thoughts and provide a sense of closure.
Product Examples starting on page 270.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
LAFS.1.RI.1.3 (DOK 2)
- How are ______and ______connected in this text?
- Were there any reasons why you think the author…?
- What in the writing made you think that?
- How and where did the author support his reasoning?
- What important points does the author make?
- Can you tell me how that picture is the same as this one?
- We read two books, what was different about them?
- We are going to compare these two books. How were they the same?
- We are going to fill in this chart; can you tell me how the two texts we read were different?
- What happened first? What happened next? Was this the same order as what we read in the other book?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing RubricInformative (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Draft Revised 03-09-15