| Language
Arts is a complicated discipline that involves a
spiraling curriculum. The second nine weeks provides the
opportunity to re-examine and augment concepts learned
in unit one. In addition, the second unit also includes
exemplary lessons and Big 6 research using science
topics. An emphasis on higher level questioning,
thinking, and responding is the expectation for all
students from this point forward. Unit Two Scope and
Sequence provides the teacher lessons and strategies to
produce summaries of text selections, to locate and
support interpretations and conclusions with examples
drawn from text, and to recognize the distinguishing
features of familiar genres including fiction and
nonfiction texts. The science topics in Science Units
III and IV provide an excellent opportunity for students
to learn and apply research skills using the Big6. The
Big6 is an information literacy model. It has been
called a metacognitive scaffold, or an information
problem solving strategy. The Big6 is the most
widely-known and widely-used approach to teaching
information and technology skills in the world.
Exemplary Lessons for TAKS objectives and TEKS
Student Expectations are 3.9F (make and explain
inferences from text), 3.9H (produce summaries of text
selections), 3.10C (support interpretations or
conclusions with examples from text), and 3.11C
(recognize the distinguishing features of familiar
genres) are taught during Unit Two. These lessons were
created following a C-FBISD format. Once introduced, the
objectives and techniques learned should be reinforced
and practiced in all subject areas.
Critical Questions:
How is a summary different from main ideas and
details?
What does a summary look like?
What strategy would you use to identify the most
complete summary from among several options?
What are the six questions in the Big6 information
literacy model?
How would you use a graphic organizer to recall,
inform, and organize ideas to create a report?
What is the literary definition of a genre?
What are the attributes of each of the genres
studied?
How do you distinguish between fiction and
nonfiction texts?
Suggested Time Frame: Nine Weeks
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Student Performance Expectations |
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Key
Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective
is aligned to.
Information in
the brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to. |
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Unit II at a Glance |
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Balanced Literacy Lesson Plan Template |
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Benchmark Blueprints 2005-2006 |
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Best Practices in Language Arts - District Document
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Listening and
Speaking |
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Listen critically to determine the purpose(s) in different
contexts to get information, to solve problems, and to enjoy and
appreciate. (3.1 A) ESL |
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Respond appropriately and courteously to directions and
questions. (3.1 B) |
Participate in rhymes, songs, conversations, and discussions
(K-3);
Identify the musical elements of literary language,
including its rhymes, repeated sounds, or instances of
onomatopoeia (2-3) (3.1 C, F) |
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Listen responsively and critically to interpret and evaluate
stories and other texts read aloud, including selections from
classic and contemporary works. (3.1 D, E) ESL |
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Choose and adapt verbal and non-verbal language to
communicate effectively for a variety of purposes to a variety
of audiences. (3.3 A,B) ESL |
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and answer relevant questions to contribute to
large/small group discussions. (3.3 C) |
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Clarify and support a spoken message by using
examples, props, objects, and/or charts to describe ideas,
feelings, and experiences. (3.3 D) (3.4 B) (3.9 I) |
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Speak with increasing control of grammar. (3.3E)
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Retell a spoken message by summarizing the major points.
(3.4 C) |
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Distinguish and produce sounds and intonation
patterns of English (3.1G) |
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Infer meaning by making associations of utterances with
actions, visuals, and the context of the situation. (3.1H)
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Reading
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On-Level Guidelines for Reading |
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Unit II Reading Focus Lessons |
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Reading/fluency The student reads with fluency and
understanding in texts at appropriate difficulty levels. (3.6 A,
B, C, D, and E) |
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word identification strategies appropriately and automatically
when encountering an unknown word. (3.5 A - F) |
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Recognize regular and high frequency words/irregular words
through frequent opportunities to read and reread texts. (3.5 C,
F) ESL |
Use
knowledge of word order (syntax) and context to support word
identification and confirm word meaning (3.5 E)
Use prior knowledge to anticipate meaning and make sense
of texts(3.9A) |
Use
resources and references to build word meanings and to confirm
pronunciations of words
(3.8 C) |
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Establish purposes for reading such as to be informed, to
follow directions, and to be entertained. (3.9 B) |
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Monitor his/her own comprehension and act purposefully when
comprehension breaks down using strategies such as rereading,
searching for context clues, and asking for help. (3.9 D)
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Draw and discuss visual images based on text
descriptions (3.9 E)
Respond to stories and poems in ways that reflect
understanding and interpretation in discussion, in writing, and
through movement, music, art, and drama (3.10 A) |
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Make and explain inferences from texts such as
determining important ideas, causes and effects, making
predictions, and drawing conclusions(3.9 F) |
Identify similarities and differences across texts such as
in topics, characters, and themes (3.9 G)
Connect ideas and themes across texts (3.10 D)
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Produce summaries of text selections.(3.9 H) |
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Practice different kinds of questions and tasks, including
test-like comprehension questions. (3.9 K) |
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Support interpretations or conclusions with examples drawn
from text (2-3); (3.10C) |
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Distinguish different forms of texts; including lists,
newsletters, and signs and the functions they serve. (3.11 A)
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Recognize the distinguishing features of familiar genres,
including stories, poems, and informational texts.(3.11 C) |
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Understand and identify literary terms, such as
title, author, and illustrator across a variety of texts. (3.11
E) |
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Understand literary forms by recognizing and distinguishing
among such types of texts as stories, poems, myths, fables, tall
tales, plays, biographis, and autobiographies (3-7) (3.11F)
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Analyze characters, including their traits, feelings,
relationships, and changes (3.11 H) |
Identify the importance of the setting to a story's meaning
(3.11 I)
Recognize the story problem(s) or plot (3.11J)
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Interpret important information from charts or graphs. (3.12
E) |
| ESL
Use English content area vocabulary in context.
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Writing |
Writing Focus Lessons
Edit for appropriate grammar, spelling, punctuation and
features of polished writing (3.18D) |
Writing Process
Evidence of writing progress should be seen at this point in the
school year. Writer's Workshop is an on-going practice in
literacy development. |
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Spelling and Phonics - District Document |
| Unit
II Spelling |
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Compare language, oral tradition, and experiences that
reflect customs, regions, and cultures. (3.2 A, B) |
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Write with increasingly accurate spelling using the
classroom spelling word wall and other resources to find correct
spellings, synonyms, homonyms, contractions and replacement
words. (3.8 C, D) (3.16 A - H) |
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Demonstrate knowledge of synonyms, antonyms, and
multi-meaning words (3.8 D) |
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multiple sources such as print, technology, library media
center, and experts to gather information. (3.12 D, E, F)
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Write in different forms (lists, letters, stories, poems,
etc.) to record ideas and reflections, to develop and refine
ideas, and to communicate with a variety of audiences. (3.14 A,
B, C, D) |
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Write using correct grade level appropriate capitalization,
punctuation, and grammar. (3.15 B) (3.17 A, B) ESL |
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Proofread and edit drafts by making developmentally
appropriate corrections to the spelling, capitalization, and
punctuation. (3.17 E) (3.18 D) |
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Generate ideas for writing by using prewriting techniques
such as drawing and listing key thoughts. (3.18 A) |
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Develop and revise selected drafts for varied
purposes, including to achieve a sense of audience, precise word
choices, and vivid images (3.18 B, C) |
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available technology to support the writing process. (3.18 E)
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Publish selected pieces for various audiences. (3.18 F)
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Identify the most effective features of a piece of writing
using criteria generated by a class and teacher. (3.19 A)
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Respond constructively to the writing of others. (3.19 B)
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the work of published authors as a model for their own writing.
(3.19 D) |
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Gain increasing control over penmanship by refining
manuscript writing and developing skills in cursive handwriting.
(3.15 A) |
