During
Unit II students will continue to participate in readers
and writers workshop and in guided reading groups.
Newspapers are included to improve students' critical
listening and reading comprehension skills. They will
read to discern point of view and to distinguish between
fact and opinion. Students will find similarities and
differences in ideas expressed by authors. They will
write to persuade and to compose letters. Within
historical narratives readers and listeners will analyze
story plot, setting, and problem resolution in Exemplary
Lesson 4.12 I.They will paraphraseand summarize text to
recall, inform, or organize their ideas in Exemplary
Lesson 4.10 G. They will learn various methods for
taking notes and developing study skills. They will
continue to hone their editing and revising skills
through Exemplary Lessons 4.19 E, and 4.18 G. They will
use PowerPoint to present their ideas.
Critical Questions:
What is the point
of view of this author?
Is the author expressing an opion or stating a fact?
How do I know this?
What ideas do these two authors have in common?
How do they differ?
How do I organize my thoughts to persuade others to
accept my point of view?
How can I use a letter format to express my point of
view?
How are historical novels organized?
How can I use paraphrasing and summary to help me
learn and remember?
How do I take notes for research?
How can PowerPoint presentations be used to convey
my ideas and research?
When editing drafts to ensure standard usage, how
does appropriate word choice impact my writing?
As I increase in mastery of standard English usage,
how does my understanding of punctuation add to the
clarity of my writing?
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 |
| Unit
II Spelling List |
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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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Focus on a speaker to determine his/her purpose and point of
view. (4.1 A, B, C) (4.2 B) |
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Listen to proficient models of oral reading from classic and
contemporary works to appreciate language and to increase
vocabulary. (4.3A,B) (4.9A) |
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Distinguish between a speaker's opinion and verifiable fact.
(4.2 C) |
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Assess speakers' messages (both verbal and non-verbal) to
determine how language choice and delivery affect the meaning.
(4.2 A) (4.3 C) |
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Monitor his/her own understanding of a speaker's message and
seek clarification as needed. (4.2 D) |
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Give precise instructions and directions and elaborate with
examples. (4.5 E, F) |
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Demonstrate effective communications skills that reflect
such demands as interviewing, reporting, requesting, and
providing information. (4.5 B) |
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Adapt word choice, diction, and usage to the audience,
purpose, and occasion; use effective rate, volume, pitch,
and tone for the audience and setting. (4.5 A, D) |
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Reading |
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Focus Lessons - Reading - Unit II |
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Read from a variety of self-selected and assigned genres,
including classic and contemporary works, for pleasure, to
acquire information, to appreciate the writer's craft,
and to discover models for his/her own writing. (4.8A-C)
(4.10B) (4.12C) |
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context, syntax, phonics, and structural cues (affixes and base
words) to identify unknown words. (4.6A,B) (4.9D) |
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Interpret the meaning of figurative language, multiple
meaning words, and content area vocabulary. (4.9B,E)
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multiple reference aids (dictionary, thesaurus, and technology)
to locate or clarify meanings. (4.6C) (4.9C) |
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Read regularly in teacher supported guided reading groups in
instructional level (90-94% accuracy) materials. (4.7B)
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Read daily for longer periods of time in materials at an
independent level (90-100% accuracy) to build fluency and
promote comprehension. (4.7A,C,D,F) |
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Monitor his/her own comprehension and make modifications
when understanding breaks down such as by rereading a portion
aloud, using reference aids, searching for clues, and asking
questions. (4.10C) |
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Comprehend on a literal level by recognizing and
recalling stated main ideas, details, and sequence of
events. (4.10E,F) |
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Comprehend on a critical level by distinguishing fact from
opinion and by describing how the author's purpose or point of
view affects the text. (4.10J; 12J) |
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Comprehend on an inferential level and support with evidence
from the text by inferring the main idea and cause/effect
relationships, by drawing logical conclusions, and by making
generalizations. (4.10E,F,H) (4.13G) |
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Draw inferences such as conclusions or generalizations and
support them with evidence. (4.10 H) |
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Recognize the distinguishing genres (including biography and
autobiography, historical fiction, informational texts, and
poetry) and literary forms (such as stories, poems, myths,
fables, tall tales, limericks, and plays). (4.12 C, D, G)
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Recognize similarities and differences in texts in order to
compare and contrast organization, themes, and treatments across
literary versions and across issues and cultures. (4.10I)
(4.11D) (4.12B,E) (4.14C) |
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Understand and identify literary terms such as title,
author, illustration, playwright, theater, stage, act, dialogue,
and scene across a variety of literary forms and texts. (4.12F)
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Recognize and analyze story plot, setting, and
problem resolution (4.12 I) |
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Paraphrase and summarize text to recall, inform,
or organize ideas. (4.10G) |
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Paraphrase and summarize text to recall, inform,
or organize ideas. (4.10 G) |
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Supports responses by referring to relevant aspects
of text and his/her own experiences. (4.11 C) |
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Analyze characters, including their traits, motivations,
conflicts, points of view, relationships, and changes they
undergo; recognize and analyze story plot, setting, and
problem resolution. (4.12 H,I) |
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Determine distinctive and common characteristics of cultures
through wide reading. (4.14B) |
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Respond to text in different ways to demonstrate
understanding such as by offering observations, making
connections, judging the internal logic, interpreting, and
raising questions. (4.11A) (4.12A) |
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Present texts, plays, and personal experiences that reflect
understanding and engage an audience. (4.5 C) (4.7 E)
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Answer different types and levels of questions such as
open-ended, literal, and interpretative as well as test-like
questions such as multiple choice, true-false, and short answer.
(4.10K) |
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knowledge and experience to comprehend, to support responses,
and to make personal connections. (4.10A) (4.11C) (4.14A)
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Interpret information and ideas in print, visual, graphic,
and electronic formats. (4.13D) (4.23 B) |
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Interpret/represent information and ideas from text in
different ways; i.e., through discussion, enactment, writing,
graphic organizers, and descriptions. (4.10D,L) (4.11B)
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Compare/contrast information and points of view across a
variety of visual and electronic meda. (4.23 C) (4.24 A, B)
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Describe how an illustrator's choice of style, elements, and
media help to represent or extend the text's meaning. (4.23 A)
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Select, organize, or produce visuals to complement and
extend meanings. (4.25 A) |
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Writing
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Spelling and Phonics - District Document |
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Focus Lessons - Writing - Unit II |
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Focus Lessons - Writing Answer Keys - Unit II |
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Analyze published examples as models for writing. (4.20 D) |
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Choose appropriate form for his/her own purpose for writing,
including journals, letters, reviews, narratives, poems, and
instructions. (4.15F) |
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Generate ideas and plans for writing by using such
prewriting strategies as brainstorming, graphic organizers,
notes, and logs. (4.19 A) |
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Write to inform such as to explain, describe, report,
and narrate. (4.15 C) |
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Write stories or poems to entertain using literacy devices
such as dialogue figurative language, suspense. (4.15 D, E)
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Write to influence such as to persuade, argue, and request.
(4.15 B) |
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Write to express, discover, record, develop, reflect
on ideas, and to problem solve. (4.15A) |
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Develop drafts by categorizing ideas, organizing them into
paragraphs, and blending paragraphs within larger units of text.
(4.19 B) |
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Develop drafts by categorizing ideas, organizing
them into paragraphs and blending paragraphs within larger units
of text. (4.19 B) |
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Revise drafts to improve clarity and effectiveness. (4.19 C,
D) |
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Write with increasingly accurate sophisticated
capitalization, punctuation, grammar and sentence constructions.
(4.16 B) (4.18 A-H) |
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Write with increasingly accurate spelling using the
classroom spelling word wall and other resources. (4.17 A-D)
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Write legibly by selecting cursive or manuscript as
appropriate. (4.16A) |
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Write in complete sentences, varying the types such as
compound and complex to match meanings and purposes. Should vary
simple, compound, and complex sentences as well as statements,
questions, and exclamations. (4.18 B) |
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Write with increasing accuracy when using apostrophes
in contractions such as it's and possessives such as Jan's.
(4.18G) |
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Write with increasing accuracy when using apostrophes
in contractions such as it's and possessives such as Jan's.
(4.18 G) |
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Proofread and edit drafts for spelling, sentence structure,
conventions and usage in drafts. (4.19 E, H) |
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Edit drafts for specific purposes such as to ensure standard
usage, varied sentence structure, and appropriate word choice.
(4.19 E) |
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Apply criteria to evaluate writing. (4.20 A)
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Respond constructively to the writing of others. (4.20 B)
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Collaborate with other writers to compose,
organize, and revise various types of texts,
including letters, news, records, and forms. (4.22 A)
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Review a collection of his/her own writing to monitor growth
as a writer and set goals for improvement. (4.20 E)
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Evaluate one's own writing for effectiveness and suitability
for purposes and audience. (4.20 C) |
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Refine selected pieces frequently to "publish" for general
and specific audiences. (4.19 G) |
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Produce communications such as a class newspaper, report,
and presentation using technology or appropriate media. (4.25
B) |
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Raise, evaluate, and revise questions for
investigations related to personal interests or units of study.
(4.13A,H) (4.21A,F) |
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Take notes from relevant and authoritative sources such as
guest speakers, periodicals, and on-line searches. (4.21 C)
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Locate, organize, and interpret information using parts of a
book, text features (headings, tables, graph, etc.) and
electronic sources. (4.13 B, C ,D) (4.21 D) + |
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Summarize and draw conclusions from information
gathered from print and electronic sources. (4.10G,H) (4.13E,G)
(4.21D) |
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Present information in various forms using available
technology. (4.25B) |
