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

During this lesson, students will view video clips and read texts that have character foils examples. Students will complete a graphic organizer with evidence that supports their identification of foil characters. Once complete, students will use the information from the graphic organizer to discuss character foils. 

In this lesson, students will learn how to make complex inferences and draw conclusions about a work of literary fiction using a combination of text evidence and background knowledge. Using a graphic organizer and a short story, students will record both text evidence and their prior knowledge, and combine these elements to make an inference about the character. 
 

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.

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. 

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 learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.

Students will make inferences about themes from the play, use textual evidence from the play to support their inferences using the CASE model, and will make a praise and criticism for peer answers.

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.

The students will identify characteristics of characters from Shakespeare's Romeo and Juliet, explain why the characters are foils to each other, and use text evidence to support their understanding.

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.

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 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.

Students rotate to four posters which contain a single stanza from a common poem (“Digging” by Seamus Heaney), marking key literary elements (imagery, diction, figurative language) before rotating to explain the connotation of the words and phrases selected by the previous group. After text marking, students regroup to discuss the inferential connections between literary terms and their connotative meaning to theorize thematic meaning within the poem.

The class will review previous learning about how authors describe characters using speech, thoughts, effects on others, actions, and looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a short-answer response on chart paper with evidence and inference for the focus question