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

In this lesson, students analyze, rate, and revise questions generated in response to their reading of a short story. They use the questions in student-led conversations and activities, helping them understand the connection between strong questioning, inferring, and communicating during reading.

Students assume roles of paragraph parts, including the main idea and supporting details, in order to reassemble a text that has been divided into pieces based on textual purpose.

Students participate in an activity where they must solve a crime. Students visit different stations that include surveillance tape, tips, eyewitness statements, and a crime scene. Each station is formatted as a different organizational pattern allowing students to practice creating summaries reflecting the structure used.

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 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 explore and analyze how the author can achieve a specific purpose by using a variety of organizational patterns.

Students will create compound and complex sentences with proper comma usage and present their explanations to the class. 

Students will apply their analytical skills to different types of poems by reviewing the devices used in poetry, reading and analyzing two poems, and creating a poster to demonstrate their learning. 

Students describe a restaurant in restaurant review form using simple phrases and sentences. As they write, students focus on noun-adjective agreement and sentence structure.

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

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.

This lesson is designed to teach students to synthesize and make connections between ideas within a text and with previous texts students have read.

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.