Recommended Instruction Timeline s2

Instructional Timeline – Kindergarten Elementary Language Arts – 4th Nine Weeks

Unit 14: Reading – Research; Writing – Writing Process; Expository & Procedural Texts

Suggested Time Frame: ≈ 2 weeks

Introduction The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.

The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.

Description Research During this unit of study, students will be exploring topics of interest as a class and, when appropriate, in partners or as individuals. Students should be immersed in the reading of nonfiction text so they can explore their topic. Once students have completed background reading on their topic, they will need to pose questions they are interested in answering. Using the research processes outline in the TEKS/SEs, listed below, students, with support as needed, will complete a cycle of inquiry on chosen topics of interest. Students should read from a variety of genres throughout the course of the unit.

Expository & Procedural Texts Students will focus on writing notes as they are immersed in the research process. Students will also write what they are learning, incorporating the requirements of the TEKS/SEs listed below.

Assured Experiences Throughout the unit, students:  experience daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;  read for a minimum of 20 minutes per day in both independent and instructional level text;

Pacing Suggestions Week 1: Week 2:

Reading Workshop Writing Workshop

TEKS/SE Reading TEKS/SEs Writing TEKS/SEs taught during Daily: Independent & Guided Reading Daily: Writing Process: this period K.13(A-E) and eligible Unit: Research for testing on K.19(A) ask questions about topics of class-wide interest (with adult Unit: Expository and Procedural Texts district assistance) K. 15(A) dictate or write information for lists, captions, or invitations assessments Figure 19 (A) discuss the purposes for reading and listening to various

texts (e.g., to become involved in real and imagined events, Oral and Written Conventions Bold and settings, actions, and to enjoy language) K.17(A) form upper- and lower-case letters legibly using the basic underlined (B) ask and respond to questions about text conventions of print (left-to-right and top-to-bottom progression); TEKS/SE are (C) monitor and adjust comprehension (e.g., using background K.17(B) capitalize the first letter in a sentence high stakes knowledge, creating sensory images, rereading a portion aloud) K.17(C) use punctuation at the end of a sentence for our K.19(B) decide what sources or people in the classroom, school, library, or K.18(B) use letter-sound correspondences to spell consonant-vowel- district (less home can answer these questions (with adult assistance) consonant (CVC) words (e.g., "cut") than ___% K.20(A) gather evidence from provided text sources (with adult assistance) mastery on K.20(B) use pictures in conjunction with writing when documenting TAKS) research (with adult assistance) Bold TEKS/SE are assessed on TAKS

Generaliza- Research Expository & Procedural Texts tions  Researchers ask questions about topics they want to know more  Lists can be sentences or words. about.  Writing in a list is an easy way to record information quickly.  Researchers ask better questions when they already know something  Lists help people keep track of what they are learning or tasks they about the topic. need to finish.  Researchers choose different sources of information to help them  Lists may include steps to follow or a list of materials or ingredients. answer questions.  Captions are used to explain information about a picture,  Researchers ask interview questions of people who know a lot about photograph, or illustration the reader might not understand. the topic they are learning about.  Captions are sentences that provide interesting information and tell  Researchers also read nonfiction texts to learn information on their why pictures, photographs, and illustrations are important. topic.  Invitations are written to ask people to come to a meeting or event.  Researchers record information they learn as they interview people  Invitations always include certain kinds of information and read books. o Date  Sometimes the information is recorded using words and other times o Time information is recorded using pictures. o Location  Researchers use the internet carefully to research information on o Purpose topics of interest. o RSVP Information o Map  Computers provide powerful tools to use when making lists, writing captions to accompany photographs/graphics, and creating invitations.

Essential Research Expository & Procedural Texts

Questions  Why do researchers ask questions when they want to learn about a  Why do people write lists? topic?  How are lists written?  Why is it easier to ask good questions when a person already knows  How are lists helpful for people? something about a topic than when a person knows very little?  Why are some lists numbered while other lists are simply written in  What are the different ways researchers learn information about their lines or bulleted? topics?  Why do people write captions?  Why should researchers interview people while they are trying to learn  What kinds of information are included in captions? more about a topic?  Why do people write invitations?  Why do researchers keep reading new information about their topics?  What kinds of information needs to be included in invitations?  How do researchers keep track of new information they are learning  Why is the computer a powerful tool for creating lists, captions for from Expository text? graphics, and invitations?  Why do researchers use both words and pictures to record new information they are learning?  Why is it important for researchers to know how to use the internet to research information?

Core College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related Components TEKS/SEs]

Foundational Skills A.1. Use effective pre-reading strategies. A. 4. Identify the key information and supporting details. B.1. Write clearly and coherently using standard writing conventions. B.2. Write in a variety of forms for various audiences and purposes. B.3. Compose and revise drafts. C.1. Understand which topics or questions are to be investigated. C.2. Explore a research topic.

Core TEKS/SEs Clarification: TEKS/SEs Clarification: Components Research Procedural & Expository Texts As mentioned in previous timelines, research is really meant to help The important characteristic of procedural and expository texts is that these children begin to ask questions and collect information about topics of texts are written in order to complete tasks. Lists help us keep track of interest. Although teachers are certainly encouraged to guide inquiry research resources as well as research questions. Lists help us stay on projects where the teacher and students work together to learn about track. Lists can be part of recipes and experiments. Some lists are topics, it is also important that students have opportunities to research numbered because the order matters. Other lists are bulleted or written in simple topics for which they already have background knowledge. To lines because the order does not matter. encourage research skills, students should be encouraged to research people or animals close to their lives. Children can research parents, Invitations can be written to invite a guest speaker to the classroom as part grandparents, or other relatives. Children can research hobbies they of a project. Invitations can also be written to invite families to come and already enjoy. Research is a much easier task when the researcher hear/see culminating projects. © Round Rock I.S.D. 3 Instructional Timeline – Kindergarten Elementary Language Arts – 4th Nine Weeks

already has background knowledge. Children can learn to interview others, they can take simples notes by writing words or drawing Lists can be part of recipes as well as science experiments. pictures. The goal is to create a passion for asking questions, and for thinking about how to find answers. Below in the resources section, Captions are a really important part of research projects. Students can select you will find links to research resources on every RRISD library photographs and other images that might add information to their projects website. These resources usually are in both Spanish and English. and write simple captions to explain the importance of the images. Captions Most of them have video clips and often read text to the student. should be studied in nonfiction texts and on websites so that students can These are friendly for younger children. see the kinds of information captions provide for the reader.

Core Vocabulary Components The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish. A-I J-Z automaticity multimedia Reading fluently and without difficulty or attention to decoding. The use of several different media (i.e., text, audio, graphics, video, and/or animation) integrated to convey a single message. digital media Electronic media that work on digital codes (as opposed to analog open-ended research question media). Examples include e-mail, digital video, e-book, Internet, video A type of question used to encourage many possible responses game, and interactive media. rather than a single directed one (e.g., What are the effects of watching TV while studying?). drawing conclusions A form of inference in which the reader gathers information, considers the paraphrase general thoughts or ideas that emerge from the information, and comes To restate the meaning of something in different words. to a decision. The conclusion is generally based on more than one piece Paraphrasing alters the exact wording of the source and transmits its of information. ideas or information without evaluation or interpretation.

informational text procedural text Text that presents information, including expository, persuasive, and A type of informational text that is written with the intent to explain procedural text. the steps in a procedure, as in a recipe.

purpose The intended goal of a piece of writing; the reason a person writes.

Curricular Science Connections Unit 8: (continued) Organisms and Environments - Basic Needs (within, Unit 9: Organisms and Environments - Structure & Function, Traits & Behavior, Life Cycles between, and among Social Studies disciplines) Technology Causes Change

K.13A identify examples of technology used in the home and school K.13B describe how technology helps accomplish specific tasks. K.14A describe how his or her life might be different without modern technology K.14B list ways in which technology meets people's needs Thinking Like a Geographer K.4A use terms to describe relative location: over, under, near, far, left, and right K.4B locate places on the school campus and describe their relative K.5A identify the physical characteristics of places: landforms, bodies of water, natural resources, and weather K.5B identify the human characteristics of places: types of houses and ways of earning a living

Required Lessons

Recommend- Mini-Lesson Ideas ed Lessons  Using graphic organizers to read and analyze text (scroll down to informational/expository texts section)

Differentia- English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the tion: Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)

Instructional Websites Resources  The Big 6  Pearson Success net - Leveled Readers for Science and Social Studies content  Think Central – Leveled readers from the Journeys and Senderos textbook adoptions  Read-Write-Think – Model Lessons  PebbleGo (see library webpage for your campus)  World Book Online (see library webpage for your campus)

Textbook Resources Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students. Journeys Senderos

Books  Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)  Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)

Assessment Resources