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

Students will use a graphic organizer to draft the introduction paragraph of their expository essays.

Students used organizational patterns (compare and contrast, argumentative, cause and effect, problem and solution, chronological) to create anchor charts. Students then worked in groups to analyze text and plan a composition, using the anchor charts to complete the tasks. Ultimately, students created a plan from a self-generated topic to demonstrate an understanding of the use of organizational patterns. 

This research lesson encourages students to become better illustrators and authors. Students will work in collaborative groups and independently to develop drafts.

In learning stations, students collaboratively generate inferences and make predictions about expository text.

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.

The teacher will model how to recognize rhyming words by hearing them, seeing them, reading them, and writing them. Then the students will practice hearing, seeing, reading, and writing “at” word family words. 

Texas Essential Knowledge and Skills (TEKS) Related to the Unit

This unit connects to the Texas Essential Knowledge and Skills (TEKS) by fostering a continuance in the area of phonological awareness as begun in previous lessons and introducing the exploration of nursery rhymes, poetry, and lullabies through literature and language play.

Click below to learn about the TEKS related to this unit. 

Students will revise a simple sentence by copying it on a series of sticky notes and adding new words using glitter pens and star-shaped sticky notes. 

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson.

Students will work with partners, as well as independently, to create and evaluate summaries of expository text.

Students will identify and apply characteristics of an alphabetical letter (mystery letter Hh) through various hands-on activities and cooperative group work.

Students will be able to identify characters, their traits, and the reason for their actions.

In learning stations, students use textual evidence and personal schema to generate inferences, make generalizations, and draw conclusions to support understanding about expository text.

Students will be able to determine the meaning of words using Greek, Latin, or other linguistic roots and affixes.

Students will practice using a protocol to create a summary of an expository text.

Students will read a text, identify its organizational pattern, highlight signal words, create a visual representation/graphic organizer, and present to the class.

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 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.