Reading+Expository+&+Research+and+Writing+Expository+and+Procedural+Texts

=Unit Objective: = This unit will provide students the opportunity to continue their exploration of expository texts. The emphasis during this unit will be supporting students as they work to comprehend more complex expository texts. As students’ reading levels and familiarity with nonfiction text increases, so should the levels of language and features of expository text students use to create their own expository texts during writing workshop.

Students should also increase in their sophistication in the craft of creating procedural texts for real-life purposes.

8A – identify examples of goods and services in the home, school, and community 8B – identify ways people exchange goods and services
 * Social Studies:**

9A – sort and classify living and nonliving things based upon whether they have basic needs or produce offspring 9B – analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver 9C – gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter
 * Science:**

=Essential Questions: =
 * How are the main idea and the topic different in a text?
 * What facts or details did you read or hear in the text?
 * How do readers of informational text use the words and pictures/illustrations to help them retell?
 * How does using text features (title, table of contents, and pictures/illustrations) help the reader to locate information?
 * Why do readers ask questions while reading?
 * How does asking open-ended questions help the researcher?
 * How do researchers decide which sources of information can help them to answer their questions?
 * Why do researchers use multiple sources of information instead of just one source?
 * How do researchers record basic information about what they are learning?
 * Why do researchers revise their topics as a result of what they are learning?
 * How can readers use their background knowledge to monitor and adjust comprehension?
 * Why do readers of informational text go back and reread certain parts?
 * Why do readers ask relevant questions as they read?

=Required Lessons: =

=Vocabulary: = 1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (**verbs**) and words that name persons, places, or things (**nouns**); (C) determine what words mean from how they are used in a sentence, either heard or read;

=Weekly Pacing: = Teachers will review generating a list of topics for research; teacher will model how the main idea of reading selections should support the research topic; teachers can use passages from eLibrary using EBSCO Kidsearch, Infobits or others that would have articles on the students’ level; take time to look at supporting details to back up the main idea – this is done as a class.
 * Week 1:**
 * Reading – **

The class will decide on a topic to create a brief composition; students can choose a part of the topic to write about – information will be gathered from books; students will jot brief notes about what they discover.
 * Writing – **

Teachers will continue modeling strategies for understanding expository texts to assist students in using expository texts for research; time should be spent on retelling events, details, facts, and using illustrations to support their research; spend time reading about topics to research for their brief composition.
 * Week 2:**
 * Reading – **

Time will be spent on students taking notes about their topic based on what they remember from their reading instead of copying directly from text; the teacher will model how to take ideas from notes and transform them into brief comments.
 * Writing – **

Week 3: Reading –
 * Continued after Spring Break**
 * Teachers will show how to synthesize information from texts and media literacy to use with research topics; teacher will model**
 * revising a topic and explain that revising may or may not be relevant depending on the students’ topic/research; students continue to make brief comments on texts. **

Writing –
 * Students need to decide what visual formats (e.g. charts, picture graphs, diagrams) they will incorporate and record; the teacher can**
 * present various ways to relay information to an audience (such as procedural steps, timeline, etc.); students begin revising and editing. **

Week 4: Reading –
 * During this week students will continue to read expository texts; as students read expository texts they will practice reading to**
 * understand the main idea, details, sequence of events, and text features; students read expository texts with partners or small groups as they.**

Writing – ** Students will complete their brief compositions; students will publish and share; students will design or create a dramatization on a portion of their topic.

=Mini Lessons, Craftivities, Ideas, and Resources: =

//__Mini-Lesson Ideas__//

 * Reading to learn and build on existing background knowledge
 * Restating the main idea in texts
 * Naming the topics informational texts
 * Retelling the order of events from a text
 * Identify important details in a text
 * Ask questions and look for answers
 * Using picture clues and text clues to make inferences
 * Getting to know how a book works before reading and researching
 * Using text features to locate information and support understanding
 * Jotting short notes while you read and learn about your question(s)
 * Revising questions as you go through the research process and gain new knowledge (as needed)
 * Synthesizing information (connecting and putting it all together) and deciding what people need to know
 * Deciding how you will share this information with others
 * Creating a main idea for a “brief composition.” - Ideas
 * Finding details to support your main idea - Ideas; Organization
 * Studying way authors organize information in informational books (mentor texts) – Organization, Ideas
 * Deciding how to organize the information you want to share with others – Organization
 * Revising notes to better communicate idea - Word Choice,Conventions, Organization
 * Revising ideas by taking away things that do not belong or moving ideas to a better place in your composition – Ideas, Organization
 * Editing composition in order to create a grammatically correct composition - Conventions


 * Journeys**
 * A Butterfly Grows (Book 1.5, p. 134)
 * Measuring Weather (Book 1.6, p. 118)
 * Visiting Butterflies (Teacher’s Edition Read Aloud)