Expository+&+Procedural+Text

=Unit Objective:=

=Essential Questions:=

=Required Lessons:=

=Word Study Alternative:=

=Weekly Pacing:= __**Week 1:**__
 * Reading – **


 * Writing – **

Please click on the link below for a book list.



=Writers Workshop=

Week 1: Expository
A variety of informational texts will be available in the classroom for students to use as mentor texts for their writing; teacher will model reading informational texts and writing brief comments on #|sticky notes from information they glean on the topic while reading; students will write their brief comments from topics they are learning.

Lesson
> **topic.**
 * Define expository writing for class:**Expository texts are any texts written for the purpose of explaining information on a particular**
 * Read aloud a mentor author text that is an expository piece. Ask students to tell you what they noticed, what they saw, etc. about the text. Use the metacognition poster to guide your class discussion.
 * Explain that you will be teaching them how to write an expository piece over something that they are an "expert" at.
 * For your write-to's during the week, model brainstorming topics you have a lot of information about, drawing a picture plan as you think a loud of all the facts and information you know on that particular topic, and then finally writing your text. You may want to emphasize the definition of a fact in your expository piece. **Here is a mini-lesson you can teach if your students cannot grasp the concept of fact. Student copies have been sent off to PS but colored "posters" need to be printed by teachers:**
 * Here is an example of what your write to can resemble:



= ** If you have a Writing Genres board, add EXPOSITORY TEXT as a choice for independent writing. ** =

=Reading Mini-Lesson=

Week 1: Expository
The focus for this week could be on reading and thinking about main ideas and details; teacher will model and think aloud for students demonstrating how she/he thinks about the main idea and details in text (possibly use a big book), students turn and talk with partners about the main idea, details, and retell the information given; students will then apply to what they are reading during independent time and with the teacher during guided reading time, teacher may also begin modeling how readers ask questions.

Lesson
Introduce main idea to the class by doing a read aloud of an informational book and making an anchor chart highlighting the main idea and the supporting details. Here are some examples of main idea charts to make. Be sure to discuss the differences between a fact and a detail in both fiction and non fiction books.

Teacher chooses an expository book per table group that have easily identifiable topics and main ideas. Student will work to identify the main idea of the book and write it on the kite. Next, the students will each write a supporting detail on a kite ribbon to make main idea kites with supporting details. Each group will present their book's main idea and share the supporting details that they found in the text.


 * Template:** [[file:Main Idea Kite.docx]]




 * Here are some activities that you can put in your Reading Workshop for independent practice:**









=Writers Workshop= = = = Week 2: Expository continued = = = Writing – Students will continue to respond to informational text by recording information they are gleaning through brief comments; teacher will begin modeling creating a sentence to write from a brief comment taken; students will formulate sentences to communicate information they gleaned about the topic; students will revise their sentences and share out with a partner or the class. = =

Lessons

 * Review expository writing for class.
 * Review how you will be writing another expository writing, first picking a topic.
 * Model your write-to making sure to emphasize your sentence that represents your main idea as well as the facts in your piece.
 * You can also incorporate these parts of speech lessons (NOUNS and VERBS) into your writing mini-lessons while focusing on editing in the writing process.

= Nouns and Verbs Lessons =

Read alouds:









__**Introduction to Nouns:**__

Create a noun anchor chart (you can laminate and use dry erase to write on it so it may be used each year). Discuss and model how a noun is a person, place, or thing. Brainstorm with class of various people, places, and things and record the ideas on these charts.



After making a noun anchor chart, students can individually (or with a partner) make a noun foldable with person, place, and things they can draw and label underneath.

Here is an example:



Have students do a **noun scavenger** **hunt** using a noun poster to categorize each item as a person, place, or thing.

This website has some cute ides of ways to teach nouns.

[]

__**Introduction to Verbs:**__

Create a verb anchor chart (you can laminate and use dry erase to write on it so it may be used each year). Discuss and model how a verb is an action word. Brainstorm with class of various action words and record the ideas on these charts.











//**Additional Activity Idea:**//







=Reading Mini-Lesson=

Week 2: Expository continued
Teacher models for students how she uses text features to locate information, over the week, create an anchor chart over text features

that readers use; in partnerships, students may read expository texts (if appropriate to their level) and discuss the text features they use as they read; teacher may continue to model for students how readers ask questions as they read.

Lesson
Discuss the kinds of pictures, words, elements, and the reason for reading both genres. Make an anchor chart to help show the differences. With all these differences in mind, have class sort through a variety of non fiction and fiction animal books. Each table can chose several books to look through and deposit into two different groups, fiction and non fiction. Have students report on what they found and how they decided what type of book it was. This will lay the foundation for the upcoming research lessons.
 * Fiction/Non Fiction Book**



Introduce students to the title, table of contents, and illustrations of a non fiction book of your choice. Make an anchor chart illustrating these parts of a book. Next, have student break into table groups. each with a non fiction book at their table. Give students sticky notes to go on a hunt to find the title, table of contents, and illustrations. To extend upon this lesson, you may also want to introduce students to captions, headers, bold print, map, and diagrams in non fiction texts.
 * Text features: title, tables of contents, illustrations**







=Writers Workshop=

Week 3: Procedural
After students have had a couple of days of immersion in procedural text, model drafting a procedural text for the students by choosing a topic (Ideas) and drawing pictures of the procedure itself; as a class facilitate brainstorming several topics that students could use for crafting a procedural text of their own; students can start to draft their pictures for their procedure in preparation to write the sentences that will match them.

The teacher will #|continue to model the procedural text by adding steps or directions to the pictures, or use mentor texts for similar purposes; students then complete the same task; students may use time order words and adverbs to create coherent sentences that flow one to the next; final drafts can be published in areas of the campus where they may belong; students should be writing personal experiences all the time.

Lesson #1
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 * Read alouds: **
 * How to Love a Grandpa" by Jean Reagan **

Scholastic publishes several these books that fit right into this unit:
 * 1) [|//Tomatoes to Ketchup//] By Inez SnyderThis is a fun one that you could use in the classroom to make ketchup as a follow-up activity.
 * 2) [|//Milk to Ice Cream//] By Inez SnyderThis is a fun one that you could use in the classroom to make ice cream as a follow-up activity.
 * 3) [|//Wax to Crayons//] By Inez SnyderThis is a fun one that you could use in the classroom to make crayons as a follow-up activity.
 * 4) //Fruit Salad// By Helen DepreeThis is a great book for the kids. Short and direct, this writers guides the readerto put a certain number of foods into the salad.
 * 5) //A Monster Sandwich// By Joy Cowley
 * 6) [|//Pancakes for Breakfast//] By Tomie De Paola
 * 7) //Maisy Makes Gingerbread// By Lucy CousinsEveryone loves Maisy!!! What a mouse and this one is just as fun as the rest. This book has great illustrations and wonderfully descriptive language.
 * 8) [|//Benny Bakes A Cake//] By Eve Rice
 * 9) [|//Building A House//] By Byron BartonStep by step these builders get the job done.
 * 10) //Building a House// By Paul SticklandThis text displays what labeled pictures look like.
 * 11) [|//Bruno, the Tailor//] By Lars KlintingThis text uses exact sequence language (first, second, next). It is a great example of how organized and precise a writer's language needs to be in order to properly inform and guide a reader.
 * 12) //Chop, Simmer, Season// By Alexa BrandenbergThis text gets five stars from us and not just because we love good food. Brandenberg offers one action word per page to describe how to cook up this fantastic menu.
 * 13) [|//Beans to Chocolate//] By Inez SnyderWe love the language in this book. It is a great one to read prior to any writing lessons. It may be hard to do this activity but fun to read about.


 * Ask the students to tell you what they noticed about the text you read aloud.
 * An option is to create this chart and have the students retell the steps in the book using the transitional words. You can have pre-printed pictures or fill in whole group. [[file:Narrative Story Board.pdf]]




 * Introduce this type of writing as PROCEDURAL TEXT and discuss what the author's purpose is when an author chooses to write this type of text.

Lesson #2

 * Read aloud another procedural text and ask students to tell you what kind of text you read.
 * When they tell you procedural, ask them to tell you how they knew it was a procedural text (you can make an anchor chart based on their responses)
 * On this same anchor chart, have students brainstorm types of texts that they read to that them how to do something (recipes, directions, instructions, game directions, etc.)
 * You may even want to have copies of these types of texts to have the students explore beforehand and that you can add to your chart as reference.
 * Conclude your meeting by discussing that sometimes writers write to teach someone how to do something or how to be something

Lesson #3

 * Review what a procedural text is and how we know if something is a procedural text.
 * Model brainstorming what you know how to do/what you're an expert at and could write about. You can have the students help you.
 * [[image:http://media-cache-ec4.pinterest.com/upload/225039312600265946_dDYmcsfn_c.jpg caption="How to anchor chart"]]
 * Have students brainstorm what things that know how to do/what they're an expert at and could teach someone to do/be through their writing.
 * Click below to see the various planning sheets you can use.









Lesson #4

 * Review what a procedural text is and how we know if something is a procedural text.
 * Review your list of possible topics.
 * Model choosing one topic and draw pictures of the procedure itself.
 * You can click on the packet above for writing paper with title, picture boxes, and lines for writing OR you can use the following format such as this paper template: [[file:Paper.docx]]
 * Have students choose their topic and begin to draw the pictures for their procedure in preparation to write the sentences that will match them.

Lesson #5

 * Review procedural text and the features of text.
 * Read aloud a procedural text, emphasizing the transitional words and how procedural text must be in order.
 * An idea is to write a short procedural text on a chart, leaving a blank where the transitional word would be.
 * Provide the words written on sentence strips and have the students help you place these words back in the text and discuss their reasons for placing these words where they did.
 * [[file:Transistional Words.docx]]


 * Return to your procedural text and model writing the steps or directions, emphasizing use of transitional words.
 * Have students then do the same thing - adding the steps or directions to their pieces.

=** If you have a Writing Genres board, add PROCEDURAL TEXT as a choice for independent writing. **=

=Reading Mini-Lesson=

Week 3: Procedural
In mini-lessons the teacher demonstrates how readers use words and illustrations to make meaning in text; mini-lessons may transition to procedural text in which students are immersed in reading/hearing/seeing a variety of procedural texts – recipes, science experiments, flow charts, etc.; teachers can create an anchor chart of the distinguishing features of procedural texts; media can be incorporated through the use of cooking videos, experiment videos, etc.; students can read from a variety of genres during this independent reading time as there are not many procedural texts on the 1st grade level; during shared reading teacher models “tracking your thinking” with sticky notes (i.e., warnings on recipes, tips on origami directions, connections) to monitor comprehension

In mini-lessons teacher will demonstrate (guide students toward independence) reading procedural texts for understanding by paying close attention to the steps and illustrations, in other mini-lessons the teacher will demonstrate how readers of procedural texts use specific signs and symbols to make meaning; mini-lessons on questioning or rereading to clarify understanding may continue this week; during shared reading “tracking your thinking” with sticky notes may continue.

Lesson
Make an anchor chart labeled "Entertain: fiction" "Inform: non fiction" and "Persuade". Make copies of several book covers that fall into these categories. Explore the actual books as a group and decide where to place the photo of the book on the chart, is it to entertain the reader? Inform the reader? Or persuade the reader?
 * Author's p****urpose**





Independent Practice/Response Sheet

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