Unit 2: Reading the Weather, Read the World
Lucy Learning Progressions for Bend III:
- Main idea and supporting details/ summary
- Analyzing parts of a text in relation to the whole
- Analyzing author's craft
- Cross-text synthesis
- Students will be finishing up their presentations about their subtopics of extreme weather and completing a 3-2-1 analysis from their classmates' research.
- A 3-2-1 analysis entails the following:
- 3 new things learned from the research by synthesizing what they heard and creating their own thoughts and ideas about the topics presented.
- 2 facts about a subtopic
- 1 question they still have about extreme weather
- Then, students will respond to a short answer question to summarize their learning across the entire unit.
- As a class, we will be reviewing the learning progressions for this unit (see above) to prepare for an assessment on Tuesday, December 20.
- When time allows, we will also review roots and affixes, word work, independent reading, and remediating or extending on learned skills thus far this year.
- Teachers are also having to administer the reading benchmark assessment during this time as well in order to check on students' reading progress from the beginning of the year.
- Students will be reviewing the skills of using punctuation for effect and prepostions as well as prepositional phrases.
We will be starting Unit 3 in our Lucy Calkins Units of Study. This Unit is called "Bringing History to Life" and will focus on writing an Informational Book. It will focus first on the general topic of "all about the American Revolution". Then as the unit progresses the students will dive deeper into a more focused subtopic. The expectation is that students will be bringing with them all they know about information writing from previous years and that their work in this portion of the unit will meet the big requirements of the Common Core State Standards. We will be scaffolding the students throughout this unit to help them select strong topics and rely on research to guide their writing.
This unit will incorporate numerous Writing, Reading, Speaking and Listening, and Language Standards. Below are all of the writing standards that will be covered:
W.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6- With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.7- Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8- Recall relevant information from experiences or gather relevant information from print and digital sources; take notes an categorize information, and provide a list of sources.
W.4.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.4.10- Write routinely over extended time frames ad shorter time frames for a range of discipline-specific tasks, purpose, and audience.