Block 5: Expository - Midland High School

[Pages:57]Block 5: Expository

1/5-2/11 6 weeks (27 days)

TEKS: 5.1A, 5.9A, 5.10A, 5.11, 5.11A-E, 5.13/Fig. 19D, 5.14/Fig. 19D, Fig. 19A - F

Week

1 2 3 4 5 6

Time Frame

1/5-1/9 1/12-1/16

1/20-1/23

1/26-1/30 2/2-2/6 2/9-2/11

Lessons

Focus

1-5 6-10

11-14

15-19 20-24 25-27

5.1A, 5.11, Fig. 19A-C 5.1A, 5.11D, 5.13/Fig. 19D, 5.14/Fig. 19D, 5.11/Fig. 19D, Fig. 19A-C 5.1A, 5.10A, 5.11A, 5.11/Fig. 19D, Fig. 19A-C

5.1A, 5.11/Fig. 19D, 5.11/Fig. 19E 5.1A, 5.11C, 5.11D, 5.11/Fig. 19D, Fig. 19F 5.1A, 5.13A

DISTRICT BENCHMARK GIVEN by 2/13.

4 Flex Days may be used anywhere within this block.

Lesson

1

2

3 4 5

Block 5: Expository

TEKS & Objective/Product TEKS: 5.11, Fig 19 A-C Obj: We will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. Product: I will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking by monitoring my comprehension. TEKS: 5.11, Fig 19 A-C Obj: We will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. Product: I will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking by activating and connecting to my background knowledge. TEKS: 5.11, Fig 19 A-C Obj: We will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. Product: I will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking by asking questions.

Procedure Focus: How to Read Expository Texts Whole Group Text(s): "Cave of the Crystals" (Unit 6 Journey's Student Magazine, pg. 28) Independent Text(s): Student Choice Approach: Interactive Read Aloud & Minilesson Resources/Materials: Expository Investigation Anchor Chart: Monitoring

Comprehension

Focus: How to Read Expository Texts Whole Group Text(s): "Preparing for Hurricanes" (Journeys, Unit 3, Lesson 11, pg. 292) Independent Text(s): Student Choice Approach: Interactive Read Aloud & Minilesson Resources/Materials: Expository Investigation Anchor Chart: Activate and

Connect To Background Knowledge

Focus: How to Read Expository Texts Whole Group Text(s): "From Tragedy to Triumph" (Journeys, Unit 1, Lesson 5, pg. 134) Independent Text(s): Student Choice Approach: Interactive Read Aloud & Minilesson Resources/Materials: Expository Investigation Anchor Chart: Ask

Questions

TEKS: 5.11, Fig 19 A-C Obj: We will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. Product: I will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. TEKS: 5.11, Fig 19 A-C Obj: We will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking. Product: I will analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their thinking.

Focus: How to Read Expository Texts Whole Group Text(s): None Independent Text(s): Teacher Choice Approach: Small Group/Partner Practice Resources/Materials: Expository Investigation Handout

Focus: How to Read Expository Texts Whole Group Text(s): None Independent Text(s): Student Choice Approach: Independent Practice Resources/Materials: Expository Investigation Handout

Lesson 1

Expository Investigation ? Monitoring Comprehension Lesson Overview: 5.11, Fig. 19A, Fig. 19B, Fig. 19C Text: "Cave of the Crystals" (Unit 6 - Journey's Student Magazine, pg. 28) Approach: Interactive Read Aloud & Minilesson Focus: Monitoring Comprehension

BEFORE THE LESSON 1. Create the Anchor Chart: Expository Investigation ? Monitoring Comprehension.

2. Gather a variety of informational/expository texts. You will want to have a wide range of reading levels and topics of interest that will appeal to your students. Students will use these texts during the Independent Practice and/or Reading Workshop. You could create basket(s) and display them in your classroom, so they are accessible to your students during this block of instruction.

Some suggestions: your Journeys guided readers ask your science teacher if you could borrow the leveled readers that came with the new

science adoption Time for Kids if you have a Scholastic Storyworks subscription or know someone that does, the nonfiction

articles are awesome! your campus library...your librarian will be happy to pull a variety of informational texts

for you to use for the duration of the Block Scholastic News tell your kids to check out one expository text and one book of their choice when you go to

the library during your scheduled time 3. Plan an introduction for the Interactive Read Aloud using the handout How to Approach

Reading Expository Texts. Model YOUR thinking for your students when introducing the text. 4. Plan for Stopping Points ? During the reading, you still want to stop to discuss AND MODEL the following by tracking your thinking on a sticky note DURING the read aloud. o After the 3rd paragraph, say: I am thinking that it is disappointing that it's so hot in the

cave, they can't even study it for very long! I guess that means people cannot visit the caves to see the beautiful, giant crystals. o After the first paragraph on the second page, say: I am confused by this part. There were some words I had never seen before and some science explanation. Just so I make sure I understand that part, I'm going to go back and reread that paragraph, maybe even a little more slowly this time. o After the last paragraph, say: I think it would be cool if the owners stopped pumping the water for a while, but I can see from the caption on the bottom of this page that it took 1000s of years for the crystals to get that big. So, I'm thinking it would take a LONG time for them to grow even larger. Would anyone living now even get to see them grow if they let water back into the cave?

Interactive Read Aloud: Cave of Crystals

1. Introduce Text. "Today, we are going to start reading and learning about expository texts! Expository texts give us facts and information about topics. They are SO much fun because we get read and learn about new, interesting things. We are going to read an article called "Cave of the Crystals." Use the handout How to Approach Reading Expository Texts to model for your students.

2. Stopping Points ? During the reading, you still want to stop to discuss AND MODEL

the following by tracking your thinking on a sticky note DURING the read aloud. o After the 3rd paragraph, say: I am thinking that it is disappointing that it's so hot in the

cave, they can't even study it for very long! I guess that means people cannot visit the caves to see the beautiful, giant crystals. (Track this thought by writing it on a sticky note and attach it to the article.) o After the first paragraph on the second page, say: I am confused by this part. There were some words I had never seen before and some science explanation. Just so I make sure I understand that part, I'm going to go back and reread that paragraph, maybe even a little more slowly this time. (Track this thought by writing it on a sticky note and attach it to the article.) o After the last paragraph, say: I think it would be cool if the owners stopped pumping the water for a while, but I can see from the caption on the bottom of this page that it took hundreds of thousands of years for the crystals to get that big. So, I'm thinking it would take a LONG time for them to grow even larger. Would anyone living now even get to see them grow if they let water back into the cave? (Track this thought by writing it on a sticky note and attach it to the article.) Minilesson - Monitoring Comprehension:

1. Attach the article with your sticky notes that track your thinking to the bottom part of the Expository Investigation ? Monitoring Comprehension Anchor Chart.

2. Use the Expository Investigation ? Monitoring Comprehension Anchor Chart to explain that good readers should be doing all these things all the time so that we can make sense of what we read.

3. Use your modeled thinking from "Cave of Crystals" to show an example of each Monitoring Comprehension behavior.

4. Emphasize that tracking our thinking is SO important when we read expository texts because it helps us notice when our meaning breaks down, but it also helps us keep "track" of what we are learning and interesting facts about the article.

Independent Practice: Have students use the Expository Investigation ? Monitoring

Comprehension Anchor Chart as a guide for them to read an expository text of their choice and practice tracking their thinking on sticky notes, noticing when meaning breaks down, and using fix-up strategies to construct meaning. Have students return to a Group Share, so they can share an example of something they did today to monitor their own comprehension.

Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading.

How to Approach Reading Expository Text (For Teachers)

Fountas and Pinnell say: All nonfiction texts have one thing in common: they are based on documentable facts.

Nonfiction offers readers the opportunity to extend, refine, and revise their knowledge. Nonfiction poses some special demands that require experience over time.

Use the following steps to model how to approach reading expository texts with your students and to plan introductions for Interactive Read Alouds.

Read the text and graphic features and think, "What will the text probably say?" ? Ask yourself, "How is this text organized? What are the different parts of it?" Use the text features to answer those question.

Think, "What do I already know about this topic?" We let the answer help us build expectations for what the text will say.

Expository investigation

Monitor Comprehension

Stop and notice new information & track thinking by jotting notes

Listen to inner conversation & notice when meaning breaks down

Use fix-up strategies: reread for clarification read on to construction meaning use context to break down unfamiliar words

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