110.6.b.1.A - Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate

110.6.b.1.B -  Eliminate barriers to effective listening.

110.6.b.9.A -  Develop vocabulary by listening to selections read aloud.

110.6.b.9.B -  Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words.

L3 - Facts and Opinions in Commercials 

L5 - Folktales, Fairy Tales, and Fables

LG - Making Inferences and Summarizing: Miss Alaineus

     - You Can Do Better: Owl Moon

*Select literature to support the curriculum from a variety of genres.

*Select literature that is suitable for reading aloud.

*Set purposes for listening to enable students to connect what they already know and what they hear to the curriculum.

*Enrich students’ understanding of multiple meaning words by reading books such as How Much Can A Bare Bear Bear? By Brian P. Cleary.

*Point out the use of figurative language (such as alliteration) in books read aloud

*Establish a purpose for listening.

*After reading a selection aloud, ask questions that require critical thought.

*Encourage participation by valuing thoughtful responses to questions.

*Share nonfiction alphabet books related to the curriculum to introduce vocabulary. For eg. The Desert Alphabet Book by Jerry Pallotta and Arches to Zigzags: An Architecture ABC by Crosbieoud. Good examples of alliteration can be found in Pamela Duncan Edward’s books. Eg. Four Famished Foxes and Fosdyke and Rosie’s Roses.

110.6.b.7.A - Read regularly in independent level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader.

110.6.b.7.B - Read regularly in instructional-level materials that are challenging but manageable (text in which no more than approx. 1 in 10 words is difficult for the reader)

L4 - Apples to Oranges:  Similarities and Differences

*Encourage students to select books on appropriate reading levels using the five finger rule.

*Sponsor reading incentive programs such as “Bluebonnet,” Book’It,” and “Six Hour Reading Club” to encourage independent reading. *Encourage students to select both fiction and nonfiction titles to read independently.

110.6.b.4.C - Identify how language use, such as labels and sayings, reflects regions and cultures.

110.4.14.B - Determine distinctive and common characteristics of cultures through wide reading

110.4.14.C - Articulate and discuss themes and connections that cross cultures

113.6.b.20.B - Identify customs, celebrations, and traditions of various culture groups in Texas

L3 - Six Flags Over Texas: A Cultural Feast

LG - Headlines, Headlines

*Read folktales like Kibitzers and Fools by Simms Tabak. Yiddish words and phrases incorporated in the text are explained in English.

*Study the works of authors who focus their writing on particular regions and cultures such as Paul Goble – Plains Indians: Eric Kimmel - Jewish culture and customs; Robert San Souci, Patricia McKissack, and Jerry Pinkney – African American tales)

*Share information about, and discuss, broad themes such as literature, holidays, food, transportation, communication, and education that are important in every culture.

110.6.b.7.A - Read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (4)

110.6.b.8.C -  Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8)

L4 - The Big Texas Scramble

L5 - Doing Our Part for the Environment

*Share stories from a variety of genres.

*Identify the authors' purposes for stories read.

*Read and discuss stories that illustrate the six traits of writing.

L5 - Doing Our Part for the Environment

*See above

see above

LG - Ranger Rick: Peering Through Periodicals

*See above

L4 - The Big Texas Scramble

*See above

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.4.A - Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

*Read aloud to students with appropriate rate and expression for text choice.

*Incorporate Readers' Theatre and role play to enhance enjoyment and understanding of text.

*Provide opportunities for choral reading. For example, share stories from the You Read to Me, I'll Read to You books by Hoberman or Joyful Noise: Poems for Two Voices by Paul Fleischman.

*Create a KWL chart. Access prior knowledge and ask questions before reading. After reading, revisit the chart to see if questions were answered and to find out what else students learned from reading.

*Introduce students to classic and contemporary fairytales. (Read The Story of The Three Pigs by Stephen Kellog, Paul Galdone, and David Wiesner). Discuss the characteristics of fairytales and compare and contrast the different versions.

*Explore Caldecotts, Newberys, and Bluebonnet Award winners. Play games such as Caldecott and Newbery Bingo to stimulate interest in reading the books.

*Present book talks to generate interest in a variety of literary forms.

*Read selections from a variety of genres aloud.

*Identify the author and illustrator of each book to read aloud.

*Expose students to plays and to the appropriate terminology for that literary form.

NA

NA

NA

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.4.A -   Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

see above

see above

LG - Biography

     - Robert Ballard

*See 4.A.6a

see above

LG - Biography

     - Robert Ballard

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.4.A -   Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.4.B - Compare oral traditions across regions and cultures

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

110.6.b.14.B - Determine distinctive and common characteristics of cultures through wide reading (4-8)

L5 - Folktales, Fairytales, & Fables

*A book such as Throw Your Tooth On the Roof: Tooth Traditions from Around the World by Beeler provides facts about teeth and explains what children around the world do with a tooth that falls out.

*Books in the We Are Still Here series such as Ininatig's Gift or Sugar: Traditional Native Sugarmaking by Wittstock provde good examples of oral stories that have been recorded.

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.4.A - Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.4.B - Compare oral traditions across regions and cultures

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

110.6.b.14.B - Determine distinctive and common characteristics of cultures through wide reading (4-8)

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.4.A -   Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.4.B - Compare oral traditions across regions and cultures

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

110.6.b.14.B - Determine distinctive and common characteristics of cultures through wide reading (4-8)

110.6.b.4.A  Connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening

110.6.b.8.A - Read classic and contemporary works

110.6.b.12.F -Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

110.6.b.3.A - Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

110.6.b.12.G -  Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

110.6.b.5.C -  Present dramatic interpretations of experiences, stories, poems, or plays to communicate

110.6.b.12.E - Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts)

110.6.b.12.G -  Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

LG - Books

*Connections

LG - Books

*Connections

110.6.b.8.A - Read classic and contemporary works

110.6.b.23.A - Describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings

110.6.b.24.A - Interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5)

L5 - Picture Book Art

Link to Caldecott Winners: Award winners list

L6 - The Changing Picture

110.6.b.8.A -  Read classic and contemporary works

110.6.b.12.D Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry

110.6.b.12.F - Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms

110.6.b.12.G - Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

Link to Texas Bluebonnet Award: Home Page

Link to Bluebonnet bookmark: 2007-2008

110.6.b.8.A -  Read classic and contemporary works

110.6.b.12.D Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry

LG - Newbery Award Winners

Link to Newbery Award:  Home Page

110.6.b.8.A - Read classic and contemporary works

110.6.b.4.B - Compare oral traditions across regions and cultures

110.6.b.12.D Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry

110.6.b.12.F - Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms

110.6.b.14.B - Determine distinctive and common characteristics of cultures through wide reading (4-8)

110.6.b.12.B -  Recognize that authors organize information in specific ways

110.6.b.12.A - Judge the internal consistency or logic of stories and texts such as “Would this character do this?” “Does this make sense?”

110.6.b.12.H - Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo

110.6.b.12.I -  Recognize and analyze story plot, setting, and problem resolution

*After reading a selection, analyze its organization. Discuss the effectiveness or ineffectiveness of the organizational strategy. Is there a beginning, middle, and end? Does the story begin with a description of the setting or character? Is the problem introduced first? Are the details in sequential order? Is the story told in flashback or does the author foreshadow events in the story? After reading a selection with a strong character, identify interesting situations in which the character was involved. Discuss the logic of the character’s actions and what motivated the character to behave in a certain way. Select favorite characters such as Opal Buloni, Ida B, Bird Weaver, Maniac Magee, and Leigh Botts. Analyze their traits. Discuss their relationships with other characters. Determine their points of view and what motivates their choices. Identify their conflicts. Summarize their development in the story.

*Create story maps and other graphic organizers to provide a visual picture of story elements.

110.6.b.2.A - Interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectives

110.6.b.2.B -  Identify and analyze a speaker’s persuasive techniques such as promises, dares, and flattery

110.6.b.3.B - Describe how the language of literature affects the listener

110.6.b.3.C -  Assess how language choice and delivery affect the tone of the message

110.6.b.12.J -  Describe how the author’s perspective or point of view affects the text.

*After reading, discuss the author’s purpose (inform, entertain, persuade) for the text. Extend the discussion to include the author’s point of view. *Read books with good examples of promises, dares, and flattery such as The Pig’s Picnic by Keiko Kasza and Beetle McGrady Eats Bugs by Megan McDonald. Based on the books shared, have students identify the persuasive techniques and resulting consequences.

*Select works by an author such as Eve Bunting. Discuss her social concerns and how those concerns affect the books she writes. For example, Bunting deals with homelessness in Fly Away Home, with riots in Smoky Nights, and with the work ethic in A Day’s Work.

*Jon Scieszka’s point of view about boys and reading inspires him to write books that appeal to boys. Share The Stinky Cheese Man, The Frog Prince, Continued, and The True Story of the Three Little Pigs. Compare and contrast the reactions of the girls and boys in the class to the stories read.

110.6.b.5.C - Present dramatic interpretations of experiences, stories, poems, or plays to communicate

110.6.b.5.F - Clarify and support spoken ideas with evidence, elaboration, and examples

*After reading a story, create a story map or another graphic organizer. Ask students to retell the story using the story map as a guide.

*Create readers’ theater scripts for student participation based on stories read aloud.

*Adapt stories for choral reading.

*In book discussions, require students to support their ideas with examples from the text.

LG - Genres

     - Mysteries

LG - Genres