Required Materials |
Reimers, Fernando; Chopra, Vidur; Chung, Connie; Higdon, Julia; O'Donnell, E. (2016-07-28). Empowering Global Citizens: A World Course. Kindle Edition.
Project Read Scope and Sequence Project Read Volume I Project Read Volume 2 Informational Writing Prompt Informational Writing Rubric |
Required Texts |
Do Polar Bears Snooze in Hollow Trees by Laura Salas
Hibernation by Kira Freed Eat Like a Bear Teachers will read non-fiction books during their language arts instruction about how animals survive in winter prior to the assessment. They will also introduce various graphic organizers, such as the top hat, during instruction and prior to the assessment. |
Daily |
Continue to reinforce rituals, routines, and social-emotional expectations through the integration of Responsive Classroom. This can be in conjunction with the mindfulness curriculum.
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Foundational Reading and Skills DailyFinal consonant blends: (-sk,-st,-sp,-nt,-nd, -mp)
(-ld, -lk, -lp, -lt, -ft, -pt, -ct) Consonant clusters str, scr, spr, spl |
Using the workshop model, students work on foundational reading skills as outlined by the Project Read Lesson Structure, literary reading using grade-level independent and read aloud trade-books, and narrative writing using Lucy Calkins as the foundation.
Handwriting lessons from Project Read |
Lesson 1 (4 Weeks) |
Comparing and Contrasting Habitats
Use Under the Snow by Melissa Stewart to compare and contrast |
Lesson 2 (3-5 Days) |
Through whole group and small group instruction, teacher will model how to ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Teacher will also provide opportunities in small group and/or whole group to have students engage in exercises that will allow them to try asking questions using independent books and then sharing what questions they had as a reader. Remind students how asking questions will allow them to better comprehend what they are reading and be able to describe key ideas. Complete this lesson from Read Works about animal hearing to develop strategies for determining the main idea. Have students create their own question and answer books through research using this lesson from Read Write Think. Investigating and researching animals |
Lesson 3 (2 Weeks) |
Teacher will provide opportunities for students to practice using various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or identify the main purpose of a text, including what the author wants to answer, explain, or describe information in a text efficiently. Teacher will also share with students various graphic organizers as tools to collect information as a reader.
Informational Texts from Reading A-Z are a great resource to teach these text features. Complete Lesson for Eat Like a Bear Use Science Stemscope Parts of Animals |
Lesson 4 (2 Weeks) |
Students will be able to compare and contrast the most important points presented by two texts on the same topic. Teacher will expose students to multiple texts and websites with information on the same overall topic. Teacher will use a top hat graphic organizer to have children to expand on this process.
Use Eat Like a Bear and National Geographic Kids Polar Bears "What's For Dinner" pages 14-19 to compare and contrast. Comparing, Identifying and Writing About Informational Text Use Science Stemscope Animal Survival |
Lesson 5 (4 Weeks) |
Complete the second half of World Course Unit 2
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Lesson 6 (3 weeks) |
Complete the Lucy Calkins unit on informational writing prior to having students complete the informational writing prompt.
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Suggested Text |
Animals in Winter 380L
Lost in the Snow 790L Possible resources for research throughout Unit 2.2
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Vocabulary
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Reading
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Foundational Reading
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Writing
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Speaking and Listening
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Language
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Question
Complete sentence Key details Main idea/topic Details Retell Cause and effect Comparison Connection Clarification Heading Table of contents Glossary Text features Illustrations Text Reasons Compare/contrast Different/alike Similar Non-‐fiction/informational text |
Blend
Syllable Consonant Vowel Beginning sound Ending sound Sound/phoneme Word Consonant Long vowel Short vowel Sight words Accurately Smoothly With expression Strategy Reading for meaning Setting a purpose |
Non-‐fiction/informational text
Explanatory Topic Closure Revise Edit Details Publish Produce Collaborate Digital Tools Research Opinions Fact Recall Sources Background knowledge |
Turn-‐taking
Listening to speaker Eye contact Think-‐pair-‐share Clarification Ask questions Answer questions Describe Details Events Familiar Illustration Visual display Provide Additional Audibly Express Complete sentences Appropriate volume |
Uppercase/lowercase Plural
Naming words Action words Complete sentences Question words Capitalization Punctuation Period Question mark Exclamation mark/point Phonetic spelling Comma Clarification Word endings (suffix) Word beginnings (prefix) Complete sentences Relationships |
Fry Words |
Sight Words |
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do,
many, some, two, come, or, one, had, by, words, but, not, all, we, when, can, said, use, an, each, which, she, how, their, if |
were
two, do, many, any |
