Reading+Expository+&+Culture+and+History+and+Writing+Expository+and+Procedural+Texts

=Unit Objective:= This unit will cover Informational texts that are cultural, historical and contemporary in nature. Different authors have different purposes for writing informational texts. Students will write a brief composition on what they learned as they read their expository text. Students can use the books they are reading to gather their information for their composition they will be composing.

=Essential Questions:=
 * What kinds of purposes do authors have when they write?
 * How do readers use text evidence to determine the author’s purpose?
 * How are topics related to the author’s purpose?
 * What comprehension strategies do you use to help you understand texts?
 * How do we restate the main idea of a text?
 * What facts or details are important in this text?
 * What text features can help readers locate information in a text?
 * How does the writer’s audience influence the kind of writing he or she does?
 * How do writers revise their writing to ensure the writing sounds the way they hoped?
 * Why do writers need regular opportunities to share their writing with audiences?
 * Why do writers move through the writing process at their own pace?

=Required Lessons:=

=Vocabulary:=

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) determine the meaning of **compound words** using knowledge of the meaning of their individual component words (e.g., lunchtime); (C) determine what words mean from how they are used in a sentence, either heard or read;



Master copies of Cooking up Compounds in LA bucket.

=Weekly Pacing:= __**Week 1:**__ It will be important for the #|teacher to gather and read from a variety of informational texts, including texts with cultural, historical, and contemporary contexts; teacher will model and guide students to understand author’s purpose and topics of different texts; explore a variety of topics and talk about why the author(s) wrote them and if they had different reasons for writing them. During the first week, the teacher and students should create a brief composition as a group; the class can decide on what they want to write about and can connect it to a topic in science or social studies if possible; work on revising and editing as a class.
 * Reading – **
 * Writing – **

__**Week 2:**__ Students can work with a partner as they read about topics of interest; teacher models use of a reading comprehension strategy and students practice at partner reading or independent reading. During this week, students will use information they are reading about during reading workshop to write a brief composition over a topic of interest.
 * Reading – **
 * Writing – **

__**Week 3:**__ Students #|continue to read topics that interest them with a partner and discuss the purpose of the text; they can create their own graphic organizer to keep track of their information and reasons (teacher must model first); topics may come from their science or social studies units of study for this time; by the end of the unit students should be able to state the author’s purpose using text evidence Students will revise and edit their composition and #|complete the final draft by the week’s end **.**
 * Reading – **
 * Writing – **

Please click on the link below for a book list.

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

__//Mini-Lesson Ideas//__

 * Readers identify topics of informational texts in cultural, historical, and contemporary contexts
 * Readers distinguish the topic from the author’s purpose - See ELA Resource folder in Moodle -> Mini Lesson folder -> Reading Folder
 * understand that different authors can write about the same topic but have different purposes for doing so
 * Readers gain information from media
 * Readers understand how media uses graphics, images and sounds to impact meaning
 * Readers use text evidence to clarify, confirm, or revise the retelling
 * Readers identify and restate main idea from text that is read or heard
 * Readers include important facts and details of text when retelling


 * Master copies for activities are in LA bucket in unit folder.

Here are some informational and historical topics that you can focus on with mini lessons and activities: =Martin Luther King Jr.=



You can begin a study of famous African Americans to carry over for Black History Month. =George Washington Carver=

The students colored their peanut people and cut them out. Then, they wrote words that described George Washington Carver on the dark brown peanuts. Next, they wrote a paragraph about George Washington Carver on the lined paper and cut it out. Most students used both sheets. Finally, I stapled the writing behind the peanut person and the students glued their peanuts around it. You can see an example of the writing below. It is just the student's first page.




 * Template in LA bucket.

=Ruby Bridges= = = =Rosa Parks=

=Jackie Robinson=
 * some activities in LA bucket but for use in a higher level guided reading group or as enrichment**

Master copies in LA bucket.

=Other Winter Writing Projects:= Templates and directions for all are in LA bucket along with suggested read alouds for each.

The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students.
 * Textbook Resources

Sea Animals (author’s purpose) (Book 1.3 pg. 14) Lewis and Clark’s Big Trip (Book 1.4 pg. 86) Where Does Food Come From? <span style="font-family: Arial,Arial;">(Book 1.4 pg. 98) Neighborhoods <span style="font-family: Arial,Arial;">(Book 1.5 pg. 198) ||  ||
 * Journeys**
 * Senderos **