Unit of Study: Start Date ________ End Date
|Unit of Study: Expository Text |
|Big Ideas: |Mentor Texts for Immersion/Stack |Anchor Charts |
|This unit explores the structure and features of |Time for Kids Exploring Nonfiction Kit |Patterns of Text Structure (Guiding Readers and Writers|
|expository text. Expository reading explains an idea; |National Geographic/Time For Kids/Storyworks Magazines |p. 402) |
|conveys information. Recognizing the structures of |Informational Text |Features of Information Text (Guiding Readers and |
|expository text, including cause and effect, problem |Reports |Writers p. 401) |
|and solution, chronological sequence, compare and |Essays |Elements of Nonfiction (Guiding Readers & Writers p. |
|contrast and description helps deepen comprehension. |Textbooks |400) |
|Readers must be able to distinguish the non-fiction |Newspapers |Determining Importance (Strategies That Work page 311) |
|text features of informative, descriptive, explanatory,|Seymour Simon & Gail Gibbons are good authors to use as|Synthesizing (Strategies That Work page 312) |
|and persuasive text to enhance comprehension. |mentors for this unit | |
| | | |
| |Source Book of Short Text (found in the Comprehension | |
| |Toolkit by Stephanie Harvey & Anne Goudvis) | |
| |Strategies that Work (2nd Edition) has a list of | |
| |magazines, newspapers, and web-sites full of expository| |
| |text. (Appendix B, p. 291) | |
|OVERVIEW OF UNIT: |Weeks 1-3 |Weeks 4-6 |
| |Focus 1: Understanding the Genre: The Patterns and |Focus 2: Comprehending the Genre: Determining |
|Topic: Expository Text |Structures of Expository Text |Importance, Inferring, and Summarizing Expository Text |
| | | |
|Teaching Points: based on unit TEKS |Possible Minilessons: |Possible Minilessons: |
| | |• Determining Important Ideas vs. Main Idea |
|Author’s Purpose |• Comparing genres: expository and fiction |• Understanding how different text features are |
|Summarize |(activating background knowledge) |useful and why the author included them in the text. |
|Analyze how the organizational pattern of the text |• Use text structure to preview text and identify the|• Using text features to preview text, locate |
|influences the meaning |correct genre based on the text structure |information, and gain deeper understanding of the |
|Text Features |• Understanding the purpose of expository text |author's message. |
|Connect ideas across genres |* Reader’s purpose: Why we read expository text |• Using text features such as titles, subtitles, |
|Determine and verify facts |* Author’s purpose: What the author is trying to tell |bold-face words, graphics, illustrations, etc. to |
|Procedural text |us |determine main ideas |
|Interpret information |• Looking closely at the organizational patterns of |• Use their background knowledge to interpret deeper|
| | Expository Text |meaning of text |
| | *Cause and Effect |• Critically analyze text and authors, considering |
|Students Will: | *Compare and Contrast |the author's intent |
|Identify and verify facts from texts | *Sequential Order |• Be reflective about what they are reading and |
|Summarize the main idea and supporting details that | *Logical Order |draw conclusions about the text they are reading |
|maintains logical order | *Classification Schemes (Descriptive) |• Readers of Non-Fiction sort out important facts, |
|Interpret information from expository text (procedural | *Problem and Solution |from insignificant facts |
|tasks, factual) |• Identify and discuss the way in which the author |• Readers summarize a text as they read. Readers |
|Analyze organizational patterns of texts (cause and |chooses to organize the information in the text (signal|can paraphrase a text’s main ideas |
|effect, compare and contrast, sequential order, logical|words, purpose, etc.) | |
|order, classification schemes) |• Determining how organizational patterns of text |Guided Practice |
|Determine how organizational patterns of text supports |supports the big idea/topic |Guide students to identify the important ideas in the |
|the big idea/topic | |text. |
|Gather and locate information by using multiple text |Guided Practice: |Students practice using text features to locate |
|features and graphics |Analyze and discuss the difference between expository |information and comprehend the text. |
|Make inferences about expository text using textual |text and fiction. |Discuss how schema helps the reader comprehend on a |
|support |Analyze the organizational structure (cause & effect, |deeper level. |
|Summarize information while reading expository text to |compare & contrast, sequential order, logical order, |Analyze the text structure and purpose to understand |
|maintain understanding |classification schemes/descriptive, and problem & |the author’s intent. |
|Draw conclusions about the author’s purpose and |solution) of the text. |Guide students to draw conclusions. |
|evaluate how well it was achieved |Use organizational structure to predict & determine |Practice summarizing as the text and ensure that |
|Synthesize similarities of ideas within and across |author’s purpose. |students are able to paraphrase the main ideas. |
|multiple genres |Discuss the ways that the text’s organizational |Independent Practice: |
| |patterns supports the main idea. |During independent reading, have students use sticky |
|Instructional Resources: |Analyze why the author chose to organize the |notes or think marks to record important facts. |
|Comprehension Language and Literacy Guide (CLLG), |information in the text in a certain way. |Students should be able to support their thinking by |
|Journeys, Gr. 5 |Independent Reading: |providing textual evidence in their responses. |
|Please refer to the Teaching Genre section of the CLLG |During independent reading, have students use sticky |Look for evidence of students drawing conclusions about|
|for further support in teaching specific genres as well|notes or think marks to record the text structure. |the text. |
|as correlations in Journeys resources that are tied |Students should be able to support their thinking by |Students can summarize the text using main ideas. |
|directly to the genre |providing textual evidence in their responses. |Students can reflect on how the organization and text |
|*Informational Text p.108 |During independent reading students can identify the |features helped them to comprehend the text. |
| |organizational structure and determine how the |Encourage students to make connections between texts. |
|Fountas, I. C., & Pinnell, G. S. (2001). Guiding |structure supports the main idea or topic. | |
|Readers and Writers, Grades 3-6: Teaching |Instructional Resources: |Instructional Resources: |
|Comprehension, Genre, and Content Literacy. Portsmouth,|Interactive Read Aloud (4th-5th grade) Section 5, page |The Comprehension Toolkit (Activate & Connect, Ask |
|NH: Heinemann. |257 |Questions, Infer Meaning, Determine Importance, and |
|Harvey, S., & Goudvis, A. (2005). The Comprehension |Guiding Readers and Writers pages 399-404 |Summarize & Synthesize) |
|Toolkit Grades 3-6: Language and Lessons for Active |Comprehensive Lanugage and Literacy Guide |Strategies That Work Chapter 10 |
|Literacy. Portsmouth, NH: Heinemann. |(CLLG-Journeys) | |
|Harvey, S., & Goudvis, A. (2007). Strategies That Work| | |
|(2nd Edition) Teaching Comprehenion for Understanding | | |
|and Engagement | | |
|Hoyt, Linda (2007). Interactive Read-Alouds: Linking | | |
|Standards, Fluency, and Comprehension | | |
|Time For Kids Exploring Nonfiction Kit Level 5 | | |
|Journeys Textbook | | |
| | | |
|Note: This is a flexible template. Number of days in | | |
|a cycle depend on skills taught; number of cycles | | |
|depend on length of time for the unit. | | |
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