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Coming Together Reading Across Genres to Understand Reading Across Genres to Understand Reading Across Genres to Understand Reading Across Genres to Understand Analyze the Author's Use of Reading Across Genres to Understand How Reading and Reading Across Genres to to Create a the Explain the Author’s Purpose and and Explain How the Author's Use of How the Author's Use of Imagery, Print and Graphic Features to Achieve Specific Purposes. the Author's Use of Language and Word Writing in the Understand, Explain the

Community of Message Within A Text and to Apply Text Structure and Organization Literal & Figurative Language, & TEKS 4.10C* Choice Contributes to Voice and to Apply Testing Genre Use of Anecdote.

Readers and Similar Craft Moves to Our Personal Contributes to the Author's Purpose Sound Devices Help Them to Achieve Similar Craft Moves to Our Writing All TEKS TEKS 4.10G Writers Narratives and to Apply Similar Craft Moves to a Specific Purpose, and to Apply TEKS 4.10(F)

Big Big Idea TEKS 4.10A Our Expository Essays Similar Craft Moves as We Write TEKS 4.10(B)* Poetry TEKS 4.10(D)

Launching Literary Across Genres Narrative Across Genres Literary Literary Expository Expository Expository Literary Across Genres: Students will Read Literary Readers' Genre Study: Author's Nonfiction (expository) Drama: Poetry: Students Argument and Informational Inquiry and Fiction Focus Author's and Write in the Genre Study: Low Fantasy: Workshop: Traditional Purpose: Genre Study: Author's Students read, read and interact Opinion: Students and Expository: Students Research: Genre Study: Purpose: Testing Genre: Students will deep dive into Students self- Literature: Folktales Purpose Biography: Purpose: respond with poetry across read and interact read and interact with a Students engage Contemporary Language and Students will focus an exploration of low select text based and Tall Tales: &message: Students read and structure & to/write about, a variety of poetic with a variety of variety of non-narrative, in inquiry and Realistic Fiction: Word Choice: on identifying the fantasy, including animal on interest, Students will deep Students interact with a organization: and discuss forms. Students argumentative informational texts, research. Students access a Students survey genre type for stories and stories that take purpose, and dive into an examine how variety of Students read multiple explain author’s texts. Students including multimodal and Students variety of fictional texts. and examine each passage and place in the real world but readability. exploration of authors biographical texts, and interact dramatic texts purpose, recognize digital texts. Students generate They read, respond, and multiple genres will draw upon involve unreal Students reflect on folktales, including compose texts including with a variety of while employing audience, genre characteristics and examine author’s purpose, questions for discuss their of text, focusing what they have elements. Students will modern rewritings and audience, genre understanding of text by how their choices, to deliver a multimodal and informational strategies to characteristics, structures of inquiry as they on the author’s learned about that engage with taking animals, representing multiple characteristics, and author’s employing previously behaviors, and variety of digital texts. texts, including support and analyze argumentative develop and use of language genre. They will toys, and dolls, explore cultures. Students will craft to develop a deeper learned reading preferences messages for a Students examine multimodal and comprehension author’s craft in text, including follow their and devices, learn that when elements of magic, and read, respond, and variety of understanding of this genre. strategies that support impact their author’s purpose, digital texts. such as order to interpret identifying the research plan. including reading in the analyze the conflicts discuss their purposes. This includes recognizing comprehension. growth as readers. audience, genre Students interacting with and comprehend author’s For the purpose imagery, testing genre between good and evil. understanding of Students learn central ideas, text/print and Through exposure to By establishing a folktales by employing how to characteristics, and examine the text through many different claim/position on a graphic features, and of research, rich fictional texts, figurative readers, identify Students will read, respond, classroom culture previously learned interpret the author’s craft to author’s annotating and poems, including topic/issue, organizational patterns. students identify students recognize the language, and the genre of each and discuss their that celebrates reading techniques that develop a deeper purpose, notetaking. inferring theme. explaining how the Students respond to and and gather essential literary sound devices. passage, read the understanding of fantasy by independent comprehension authors use in understanding of audience, genre Students Students also author uses interact with texts, including relevant primary elements of the fiction Students discuss passage closely to employing previously reading over strategies. Through their craft to genre. This includes characteristics, explore and explain the poet’s supporting summarizing and and secondary genre, including how the determine the learned reading sustained periods exposure to rich, deliver their recognizing central and author’s discuss the use of sound evidence, and paraphrasing texts as part of sources which interactions and changes language used in purpose and big comprehension strategies. of time, students multicultural texts, message and ideas, text/print craft to develop elements of devices such as identifying the the comprehension process. they will cite among characters, the text contributes idea of the Through exposure to rich, learn to set goals students recognize the how that and graphic a deeper drama, alliteration and author’s intended Students apply their appropriately plot arc (rising action, to the author’s passage, pay extra multicultural texts, students and work towards essential literary message is features, and understanding including assonance and audience. Students knowledge of through a works climax, falling action voice. Students attention to any recognize the essential

increased stamina. elements of the fiction received and organizational of this genre. characters, figurative also analyze informational texts as they cited page. and resolution), and the describe how the graphical or literary elements of the

As they monitor genre, including impacts the patterns. Students This includes dialogue, language such as author’s craft in conduct brief research Through this impact the setting can language and nonstandard print fiction genre, including interactions and regarding an informational have on the story. They their reader. respond to and recognizing setting, acts, simile, metaphor, developing process, students voice supports in each passage to interactions and changes changes among Students topic. Students engage in the use these literary

Reading comprehension, interact with texts, central ideas, scenes, stage and argumentative text demonstrate an the author's determine if the among characters, the plot characters, the plot arc, research process by reading elements, as well as text students practice establish a including text/print and directions, etc. personification to including the use understanding of purpose and images extend an arc (rising action, climax, and the impact the purpose for a variety of digital and print evidence to support asking questions summarizing and graphic Students also achieve specific of persuasive information as message. idea from the falling action and setting can have on the reading, sources to gather and their inferences, identify and making paraphrasing texts features, and examine literary purposes, devices and they answer their Students passage or if they resolution), and the impact story. They use these generate synthesize information in theme, and summarize personal literary elements, as questions as as part of the organizational elements (e.g., including to create techniques such as order to learn about a topic. generated texts. Students also interpret the present additional the setting can have on the connections. They well they read, and comprehension patterns. theme, images. Students anecdotes. questions of carefully examine words and information, story. They use these discuss ideas in as text evidence to monitor process. Students Students character, plot, continue to utilize Students use the inquiry. fictional texts for phrases the finally students literary elements, as well as text and reflect to support their comprehension apply their respond to and setting, etc.) text evidence to research process to Additionally, author’s purpose and author selected will read questions text evidence, to support make meaning. inferences, identify . Students learn knowledge of interact with and devices support their find information students craft, including the use in order to help closely ascertain their inferences, identify Students learn the theme, and summarize to annotate a informational texts texts, including (e.g., point of inferences and that supports their continue to of literary language and them create what each themes, and summarize expectations for texts. Students also text and find as they conduct summarizing view, imagery, comprehension. own position on a incorporate devices. Students study mental images question is asking texts. Students also and different ways carefully examine text evidence brief research on a and figurative particular ongoing reading how author’s use that improve before returning carefully examine fantasy of responding to fictional texts for to support their subject with the paraphrasing language, etc.) topic/issue. strategies when imagery, figurative understanding. to the passage to texts for author’s purpose reading through author’s purpose and understanding purpose of writing a texts as part of as well as Students present necessary in language, sound Students find the answer to and craft, including the use written responses craft, including the use biographical text. the author’s their supporting order to improve devices, and point of continue to each question and of literary language and of literary language view to establish voice, and for using text Students engage in comprehension purpose and evidence as they comprehension. practice other tagging the text devices. Students study how and devices. Students engage the reader, and evidence to the research process. craft. Students orally debate their comprehension evidence to author’s use imagery, study how author’s use enhance the message support the ideas imagery, figurative process by reading also utilize text classmates on a being conveyed. strategies (e.g., support that figurative language, sound in their responses. language, sound a variety of digital evidence to particular asking questions, answer. devices, and point of view Students learn devices, and point of and print sources to support their topic/issue. inferring, making to establish voice, engage how to record view to establish gather and ideas and connections etc.) the reader, and enhance the information and voice, engage the synthesize inferences. while analyzing message being conveyed. responses into a reader, and enhance information in the impact of Reader’s the message being order to learn specific word Notebook. conveyed. about said person.

choices on meaning.

* All Texas Essential Knowledge and Skills (TEKS) are embedded and spiraled across each unit throughout the year.

Decoding Decoding Encoding Decoding Encoding Decoding Encoding Decoding Encoding Decoding Encoding Decoding Encoding Decoding Encodin TEKS 4.2Avi read TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS TEKS 4.3C g high-frequency 4.2Aii open/closed, 4.2Bi 4.2Aii vowel teams, 4.2Bi vowel 4.2Aii r- 4.2Bi r-controlled 4.2Aiii advanced syllable 4.2Biv advanced syllable division 4.2iv 4.2Bv Spelling 4.2Av 4.2Bvi meaning TEKS words from a Vce open/closed, diagraph(s) & teams, controlled & & final stable division pattern such as VV patterns Decoding using using knowledge knowledge knowledg of affixes 4.2Bii research-based list Vce diphthongs diagraph(s) final stable syllable knowledge of prefixes of prefixes of suffixes, e of Spelling & syllable including suffixes, Homoph diphthongs how they including ones Word Work Work Word change how they base change words base words Launching Writers' Compose Personal Narratives: In this Craft Moves Matter – In this unit, Poems Pack a Punch– This I Believe – In this unit, students will choose a current event, topic, Minds Made for Story – In this unit, Raising the Level Magic Is All Around Us, Workshop – In this unit, students will build on what they students will write drafts in the genre During this unit, students will write or issue that holds personal significance for them. Students will spend students will focus on bringing a writerly of Readers' Writing Low Fantasy – unit, students will know about personal narratives and of their choice. The unit's focus will be poems in the style of their choice. The time reflecting on why this issue is important to them and will develop a consciousness to the literary texts they are Response - In this Students will apply all that dive deeper into learn to elaborate more. Students will on the author's craft, specifically text focus will be on creating emotion and personal belief statement about this issue. Students will also spend time reading and using the same craft moves they unit, students will they know about writing the work of living a learn that narrative writers use detail structure and organization. Students connection through the skilled use of reading expository articles and books about this topic and, in doing so, see published authors make. As they write build on all that narrative fiction to the writer's life inside and description, grounding their writing will apply the skills they learn in these language and poetic devices. will deepen their understanding of the topic. Students will learn various their fiction stories, they will focus on they have learned fantasy genre in this unit. the pages of a in their message with specificity and lessons to the drafts they write during Students will publish a collection of strategies for collecting and organizing evidence to support their claim. crafting a story arc that clarifies their stories' thus far as they Writers will decide if they writer's notebook. elaboration. Writers are expected to use this unit. Students should write in poetry, or poetry anthology, as the Finally, students will craft an argumentative/opinion essay in which they rising and falling action. Students will write readers' will ground their story in the They will review various narrative techniques to develop various genres during this unit as they final product of this unit. These share what they believe and why. Students should strive to publish this accomplish this by really focusing on responses in the real world with elements of the procedures the characters in their personal strive to create multiple drafts. Toward collections could be shared in the essay by the end of the unit. characters' needs and motivations. The goal testing genre. magic or instead create an and routines of the narratives, make their message clear to the end of the unit, students will classroom library. is to draft one or two complete stories and Students will learn entirely new and magical workshop as they the reader, and grow in their ability to choose one draft to revise for each then choose one to take through the writing to read a passage world in which to set their focus on daily time manage the pacing of events. Students craft move. This piece will be edited process to publication. closely, pay tale. Students will focus on to write. Students will move through the entire writing and published. attention to the the impact of their setting

should be adding process, ultimately publishing a piece by author's craft, and and character motivations lists and drafts to the end of the unit. then respond to a on the plot of their stories. their notebooks prompt asking The final versions of these Writing daily during this them to identify stories will be published and unit. and discuss the shared with the classroom author's craft community. move. This is an abbreviated literary essay or an elaborated short answer response. Students will practice writing these types of on- demand responses a minimum of three times during this unit. * All Texas Essential Knowledge and Skills (TEKS) are embedded and spiraled across each unit throughout the year.

Verbs and Nouns Complete Sentences Adjectives and Adverbs Punctuation Conjunctions Prepositions and Pronouns Capitalization Year-End Application TEKS TEKS TEKS TEKS TEKS TEKS 4.11Dvi, 4.11Dvii TEKS 4.11Dix Review All Covered TEKS

4.11Dii 4.11Diii 4.11Di 4.11Div 4.11Dv 4.11Dx 4.11Dviii Grammar