Students will create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.

Students will read a text passage, looking for and highlighting key words that indicate the appropriate organizational pattern of the text.

Students will participate in stations with board games that reinforce rhyming, onset, and rimes, and blending.

Students will work in cooperative learning groups that foster empathy to make inferences from pictures and text. They will discuss the differences between inferences made from pictures and inferences made from text.

Students will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.

Students will make inferences using evidence gathered from a collection of objects and a text.

Using previous knowledge of the story elements: characters, setting, problem, and solution, students will determine the key events of a story and logically sequence those events in order to create a retelling.

Students will use alphabet cards to create consonant-vowel-consonant (CVC) words and encode and decode given CVC words.

Students participate in a set of stations about the work done in different areas of a hospital. During each station, students revise paragraphs based on word choice, clarity, and transitions while also looking at introductions and adding or deleting sentences.

Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.

Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.

Students will engage in activities that allow them to take a book walk and use criteria to choose a good-fit book, use strategies to self-monitor their own comprehension while independently reading, and use partner talk criteria to reflect on their strategies collaboratively. 

Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.

Students will collaborate and examine a reading passage to determine the topic and main idea of the passage.

Students will apply knowledge of text features to locate information in specific text to help better understand what they are reading.

Students will create their own version of "The Three Little Pigs" using story elements on a Beginning, Middle, End (BME) story map. First, students will draft their story map with detailed pictures in sequential order, and then go back and add their words later. Once their story is completed, students will be able to retell their story to peers and their teacher.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.