Brenham ISD Unit Plan
Unit 1: Reading & Writing Workshop - (13 Days) | 5th Reading Language Arts | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
5.3B use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple‐meaning words 5.11Di edit drafts using standard English conventions, including: (i) complete simple and compound sentences with subject‐verb agreement and avoidance of splices, run‐ons, and fragments *** | 5.1A listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments 5.1B follow, restate, and give oral instructions that include multiple action steps 5.1D work collaboratively with others to develop a plan of shared responsibilities 5.2Aii decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables 5.2Aiii decoding words using advanced knowledge of syllable division patterns 5.2Av identifying and reading high-frequency words from a research-based list 5.2Bi spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables 5.2Biv spelling words using advanced knowledge of syllable division patterns 5.2C write legibly in cursive 5.3A use print or digital resources to determine meaning, syllabication, pronunciation, and word origin 5.4 use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text 5.5A self-select text and read independently for a sustained period of time 5.6A establish purpose for reading assigned and self-selected texts 5.6B generate questions about text before, during, and after reading to deepen understanding and gain information 5.6E make connections to personal experiences, ideas in other texts, and society 5.6I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down 5.7A describe personal connections to a variety of sources, including self-selected texts 5.7C use text evidence to support an appropriate response 5.7D retell, paraphrase, or summarize texts in ways that maintain meaning and logical order 5.7E interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating 5.7F respond using newly acquired vocabulary as appropriate 5.8A infer multiple themes within a text using text evidence 5.8B analyze the relationships of and conflicts among the characters 5.11A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping 5.11B develop drafts into a focused, structured, and coherent piece of writing 5.12A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential TEKS. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 5.3B
5.11Di
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage Multiple-meaning word - a word that has more than one meaning Text evidence - paraphrased or directly quoted detail(s) from a text that supports a reader’s claim, thought, inference, or analysis about the text Retell - to tell about something read or heard with attention to details and sequence Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Theme - the central or universal idea of a literary work that often relates to morals and/or values and speaks to the human experience/condition (Life lesson learned) Primary Theme - most important/main Text evidence - paraphrased or directly quoted detail(s) from a text that supports a reader’s claim, thought, inference, or analysis about the text Character - a person or thing who plays a role in a book, play, or movie Conflict - in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story Complete sentence - a group of words expressing a complete thought that contains a subject (who or what) and a predicate (verb or action) Run-on sentence - an incorrect sentence structure that occurs when two or more independent clauses are joined without any punctuation Fragment - an incorrect sentence structure that occurs when a sentence is incomplete because it is missing a subject or predicate | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: Students will be able to answer the following types of context clues questions- “Which words from paragraph _________ help the reader understand what the word _________ means?” “In paragraph ____, what does the word ______________ mean?” “According to this passage, what does ___________ mean?” Students will be able to identify and write a complete sentence correctly. Ex. Read each of the following sentences and circle complete or incomplete. The cat with the long tail. Complete Incomplete The dog ran through the yard. Complete Incomplete Ex. Make each of the following incomplete sentences into complete sentences. the little black kitten once the game was over | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
Day 8 | Complete Sentences Check
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Day 11 | Context Clues Check
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Notes: ***5.11 Di- compound sentences will be covered in a later unit | ||