Unit I
reading includes setting up procedures and routines for
reading workshop. Students will conduct interviews of
classmates, create skits based on good character traits,
and read several stories to find similarities and
differences. Students will focus on context clues, main
idea and figurative language.
During Unit 1, students will also use journals, letters,
and narratives to express, develop, and reflect on
ideas. They will generate ideas and use appropriate
prewriting strategies to plan writing. Students will
develop skills to add coherence and focus to their
writing. They will use oral language to develop spelling
and grammar skills.
Critical Questions:
- Am I able to read multiple texts and compare them?
- Am able to choose appropriate graphic organizers
in my work?
- Am I able to understand and follow the rules for
reader's and writer's workshop?
- Am I able to write the main idea for a story?
- Am I able to write with a purpose?
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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. |
Unit I at a Glance
Includes Spelling |
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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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Focus Lessons - Unit I
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The Differentiated Classroom
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Beginning the Year: Engaging With
Literature |
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Listening and
Speaking |
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Listen to proficient models
of oral reading from classic and contemporary works to
appreciate language and to increase vocabulary. (5.3 A, B) (5.9
A) |
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Monitor his/her own
understanding of a speaker's message and seek clarification as
needed. (5.2 D) |
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Reading
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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). (5.12 C, D, G) |
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Understand and identify
literary terms such as title, author, illustrator, playwright,
theater, stage, act, dialogue, and scene across a variety of
literary forms and texts. (5.12 F) |
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Use context, syntax, phonics,
and structural cues (affixes and base words) to identify unknown
words. (5.6 A, B) (5.9 B, D) |
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Comprehend on a literal level
by recognizing and recalling stated main ideas,
details, sequence of events, and cause and effect. (5.10 E, F) |
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Paraphrase and summarize
text to recall, inform, or organize ideas. (5.10
G) |
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Interpret the meaning of
figurative language, multiple meaning words, and content area
vocabulary. (5.9 B, E) |
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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. (5.12
H, I) |
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Use text organizers,
including headings, graphic features, and tables of contents, to
locate and organize information. (5.13 B) |
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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. (5.8 A, B, C) (5.10 B) (5.12 C) |
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Understand and identify
literary terms such as title, author, illustrator, playwright,
theater, stage, act, dialogue, and scene across a variety of
literary forms. (5.12 F) |
Draw on experiences to bring
meanings to words in context such as interpreting figurative
language and multiple-meaning words. (5.9 B)
Study word meanings systematically such as across
curricular content areas and through current events. (5.9 E)
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Summarize and organize
ideas gained from multiple sources in useful ways such as
outlines, conceptual maps, learning logs, and timelines. (5.21
D) |
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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. (5.10 C) |
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Read instructional level
(90-94% accuracy) materials regularly in teacher supported
guided reading groups. (5.7 B) |
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Summarize and draw
conclusions from information gathered from print and electronic
sources. (5.13 E, 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. (5.10 I) (5.11 D) (5.12 B,E)
(5.14 C) |
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Present texts, plays and
personal experiences that reflect understanding and engage
an audience. (5.5 C) (5.7 E) |
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Select, organize, or
produce visuals to complement and extend meanings. (5.25
A) |
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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. (5.11 A) (5.12 A) |
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Writing |
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Spelling and Phonics -
District Document |
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Analyze published examples as
models for writing. (5.20 D) |
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Generate ideas and plans for
writing by using such prewriting strategies as brainstorming,
graphic organizers, notes, and logs. (5.19 A) |
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Write to express,
discover, record, develop, reflect on ideas, and to problem
solve using journals, letters, reviews, narratives, poems, and
instructions to suit own purposes. (5.15 A, F) |
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Write stories or poems to
entertain using literary devices such as dialogue,
figurative language, and suspense. (5.15 D, E, G) |
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Employ standard English usage
in writing for all audiences, including subject-verb agreement,
pronoun referents, and parts of speech. (5.18C) |
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Develop drafts by
categorizing ideas, organizing them into paragraphs,
and blending paragraphs within larger units of text. (5.19 B) |
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Revise drafts by adding,
elaborating, deleting, combining and rearranging text for
coherence, progression and logical support of ideas. (5.19 C, D) |
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Write legibly by selecting
cursive or manuscript as appropriate. (5.16 A) |
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Write with increasingly
accurate spelling using the classroom spelling word wall and
other resources. (5.17 A, B, C, D) |
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Write with increasing
accuracy when using apostrophes in contractions such as it's and
possessives such as Jan's. (5.18 G) |
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Refine selected pieces
frequently to "publish" for general and specific audiences.
(5.19 G) |
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Collaborate with other
writers to compose, organize, and revise various
types of texts, including letters, news, records, and forms.
(5.22 A) |
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Evaluate how well his/her own
writing achieves its purposes. (5.20 C) |
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Produce communications using
technology or appropriate media such as developing a class
newspaper, multimedia reports, or video reports. (5.25 B) |
