Unit 01: Launching Strong Literacy Habits

(12 classes for the entire unit)

In Reading, students self-select text based on interest, purpose, and readability. Students reflect on how their choices, behaviors, and preferences impact their growth as readers. By establishing a classroom culture that celebrates independent reading over sustained periods of time, students learn to set goals and work towards increased stamina. As they monitor their comprehension, students practice asking questions and making personal connections. They discuss ideas in text and reflect to make meaning. Students learn the expectations for responding to reading through written responses and for using text evidence to support the ideas in their responses.

In Writing, students plan and develop drafts. Students select topics of personal interest and determine messages for writing based on their audience(s). Students develop their drafts into focused pieces of writing by including ideas and details that support their message. Students edit their drafts for subject-verb agreement, common and proper nouns (including appropriate capitalization), past verb tense (including irregular verbs), and correct spelling of high-frequency words and words with familiar sound-spelling patterns.

In Word Study, students use their knowledge of syllable division to decode and spell multisyllabic words with closed syllables, open syllables, VCe syllables, and vowel teams. Additionally, students identify and read high-frequency words. They also use resources and context clues to determine the meaning of unknown words.

In Oral Language/Collaboration, students follow instructions, work together, and learn to discuss important topics. Students practice listening actively and speaking clearly and effectively.

TEKS in this unit: 4.1A, 4.1B, 4.1C, 4.1D, 4.2A, 4.2A.i, 4.2A.ii, 4.2A.iii, 4.2A.vi, 4.2B, 4.2B.i, 4.2B.iii, 4.2B.iv, 4.2C, 4.3A, 4.3B, 4.4A, 4.5A, 4.6A, 4.6B, 4.6E, 4.6I, 4.7A, 4.7B, 4.7C, 4.7G, 4.11A, 4.11B, 4.11D, 4.11D.i, 4.11D.ii, 4.11D.iii, 4.11D.ix, 4.11D.xi

Unit 02A: Author’s Purpose & Craft: Understanding Purpose and Message

(12 classes for the entire unit)

In Reading, students examine how authors compose texts to deliver a variety of messages for a variety of purposes. Students learn how to interpret the techniques that authors use in their craft to deliver their message and how that message is received and impacts the reader. Students establish a purpose for reading, generate questions as they read, and monitor comprehension. Students learn to annotate a text and find text evidence to support their understanding.

In Writing, students use the mentor texts they have studied to apply the techniques learned in their own writing. Through the writing process, students plan and develop a draft with a clear purpose and message. Students make conscious choices about how to convey their purpose and message to their intended audience. Writers continue to improve their language skills by editing for complete simple sentences with correct capitalization, singular and plural nouns, pronouns, and coordinating conjunctions in compound subjects and predicates in order to maintain meaning in communicating their message. Writers apply sound-spelling patterns to spell correctly.

In Word Study, students continue using resources and context clues to determine the meaning of unknown words. They use their knowledge of syllable division patterns to decode and spell multisyllabic words with a focus on r-controlled syllables as well as previously learned syllable patterns. Students also learn the rules for regular plurals, including changing y to i.

TEKS in this unit: 4.1A, 4.1B, 4.1C, 4.1D, 4.2A, 4.2A.i, 4.2A.ii, 4.2A.iii, 4.2A.v, 4.2B, 4.2B.i, 4.2B.iii, 4.2B.iv, 4.2B.vi, 4.2C, 4.3A, 4.3B, 4.4A, 4.5A, 4.6A, 4.6B, 4.6I, 4.7B, 4.7C, 4.7E, 4.7G, 4.10A, 4.11A, 4.11B, 4.11D, 4.11D.i, 4.11D.iii, 4.11D.vii, 4.11D.viii, 4.11D.ix, 4.11D.xi

Unit 02B: Following & Creating a Journey of Thought

(12 classes for the entire unit)

In Reading, students survey and examine a variety of texts, focusing on the author’s text/organizational structure. Students explain how the text/organizational structure contributes to the author's purpose. Students continue to monitor their understanding by utilizing effective comprehension skills and strategies, including establishing a purpose for reading, asking questions, making connections, making predictions, evaluating details, and determining key ideas. Students demonstrate their understanding by annotating texts, writing responses, and discussing ideas that include supportive text evidence.

In Writing, students continue to engage in the writing process with an emphasis on purposeful structure and organization. Students plan and develop drafts that have a clear purpose and message as well as a structure that effectively communicates the purpose and message. Writers revise drafts to improve sentence structure in order to maintain meaning and communicating their message effectively. Students also edit drafts for complete simple and compound sentences with subject-verb agreement. Editing also includes ensuring appropriate use of common and proper nouns, pronouns, coordinating conjunctions as well as correct capitalization, commas in compound sentences, and accurate spelling.

In Word Study, students decode and spell words using syllable division and applying their knowledge of all six syllable patterns with an emphasis on final stable syllable. Students also continue to apply their knowledge of orthographic (sound-spelling) patterns and rules to decode and spell words (please refer to Additional Notes for more information), including irregular plurals (e.g., men, mice, fish). Additionally, students are responsible for spelling homophones.

TEKS in this unit: 4.1D, 4.2A, 4.2A.i, 4.2A.ii, 4.2A.iii, 4.2A.v, 4.2B, 4.2B.i, 4.2B.ii, 4.2B.iii, 4.2B.iv, 4.2B.vi, 4.3A, 4.3B, 4.3D, 4.6A, 4.6B, 4.6C, 4.6E, 4.6G, 4.6I, 4.7B, 4.7C, 4.7E, 4.7F, 4.7G, 4.10A, 4.10B, 4.10C, 4.11A, 4.11B, 4.11B.i, 4.11C, 4.11D, 4.11D.i, 4.11D.iii, 4.11D.vii, 4.11D.viii, 4.11D.ix, 4.11D.x, 4.11D.xi

Unit 02C: Author’s Purpose & Craft: Learning and Leveraging the Power of Words

(12 classes for the entire unit)

In Reading, students survey and examine multiple genres of text, focusing on the author’s use of language and devices, including imagery, figurative language, and sound devices. Students discuss how the language used in text contributes to the author’s voice. Students describe how the language and voice supports the author's purpose and message. Students interpret the words and phrases the author selected in order to help them create mental images that improve understanding. Students continue to practice other comprehension strategies (e.g., asking questions, inferring, making connections etc.) while analyzing the impact of specific word choices on meaning. In addition, students conduct informal inquiry by generating questions, gathering information on their questions, and presenting their findings to an audience.

In Writing, students engage in the writing process and focus on language they choose to use in order to deliver their own purpose and message. Students revise their drafts to improve sentence structure and word choice in order to communicate their message. Students also edit drafts for complete simple and compound sentences with subject-verb agreement, while looking into the impact of using varied sentence types. Editing also includes ensuring appropriate use of adjectives, adverbs, prepositional phrases, coordinating conjunctions as well as correct capitalization, commas in compound sentences, and accurate spelling. Students publish their writing using cursive handwriting.

In Word Study, students use their knowledge of root words and affixes to decode and spell words, including knowing that some words undergo changes when certain suffixes are added to words, including doubling the consonant and dropping silent e. Students expand their vocabulary by recognizing morphemic patterns. Students use context and resources to determine and/or confirm the meaning of words. Additionally, students continue to identify, use, spell, and explain the meaning of homophones.

TEKS in this unit: 4.2A, 4.2A.i, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.ii, 4.2B.iii, 4.2B.v, 4.2B.vi, 4.3A, 4.3B, 4.3C, 4.3D, 4.6B, 4.6D, 4.6E, 4.6F, 4.6G, 4.6H, 4.6I, 4.7B, 4.7C, 4.7E, 4.7G, 4.10A, 4.10D, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.i, 4.11D.iv, 4.11D.v, 4.11D.vi, 4.11D.viii, 4.11D.ix, 4.11D.x, 4.11D.xi, 4.11E, 4.13A, 4.13E, 4.13H

Unit 03A: Examining and Developing the Heart of the Story

(15 classes for the entire unit)

In Reading, students access a variety of fictional texts. They read, respond, and discuss their understanding of text by employing previously learned reading strategies that support comprehension. Through exposure to rich fictional texts, students recognize the essential literary elements of the fiction genre, including interactions and changes among characters, the plot arc (rising action, climax, falling action and resolution), and the impact the setting can have on the story. They use these literary elements, as well as text evidence to support their inferences, identify theme, and summarize texts. Students also carefully examine fictional texts for author’s purpose and craft, including the use of literary language and devices. Students study how author’s use imagery, figurative language, sound devices, and point of view to establish voice, engage the reader, and enhance the message being conveyed.

In Writing, students apply what they are learning about literary elements and devices to their own writing. Students plan and draft a personal narrative using genre characteristics and craft. While the narrative may not be fictional, it should include most, if not all, of the literary elements: setting, character(s), events/plot, and theme/message. Students also learn how to punctuate and capitalize dialogue in their writing.

In Word Study, students use their knowledge of roots and affixes to decode and spell words, including how adding suffixes can change the base words (e.g., dropping the e, changing y to i, and doubling final consonants.) Students expand their vocabulary by recognizing morphemic patterns.

TEKS in this unit: 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6A, 4.6B, 4.6C, 4.6D, 4.6E, 4.6F, 4.6G, 4.6H, 4.6I, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.8A, 4.8B, 4.8C, 4.8D, 4.10A, 4.10B, 4.10C, 4.10D, 4.10E, 4.10F, 4.11A, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.i, 4.11D.iv, 4.11D.v, 4.11D.vi, 4.11D.x, 4.11D.xi, 4.12A

Unit 03B: Examining Different Forms of Fiction in Traditional Literature

(10 classes for the entire unit)

In Reading, students read, interact with, write about, and discuss various traditional stories. Students examine these traditional stories for not only the literary elements of theme, character, setting, and plot, but also for their unique genre characteristics. Students flexibly use their comprehension strategies to understand and compare pieces of traditional literature.

In Writing, students create a personal narrative and apply genre characteristics as they revise, edit, and publish their own writing. Students apply author’s craft learned during reading to their own writing products. Students rely on peer feedback to determine areas of their writing that need to be revised for clarity and coherence. Students edit their drafts for complete sentences with the avoidance of splices, run-ons, and fragment and the appropriate use of punctuation and capitalization in dialogue. Students also check their writing for correct spelling.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine the meaning.

TEKS in this unit: 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6B, 4.6C, 4.6E, 4.6F, 4.7B, 4.7C, 4.7E, 4.7G, 4.8A, 4.8B, 4.8C, 4.8D, 4.9A, 4.10A, 4.10B, 4.10C, 4.10D, 4.10E, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.i, 4.11D.x, 4.11D.xi, 4.11E, 4.12A

Unit 04: Investigating Informational Text Leads to Expert Writing

(15 classes for the entire unit)

In Reading, students read and interact with a variety of informational texts, including multimodal and digital texts. Students examine author’s purpose, audience, genre characteristics, and author’s craft to develop a deeper understanding of this genre. This includes recognizing central ideas, text/print and graphic features, and organizational patterns. Students respond to and interact with texts, including summarizing and paraphrasing texts as part of the comprehension process. Students apply their knowledge of informational texts as they conduct brief research regarding an informational topic. Students engage in the research process by reading a variety of digital and print sources to gather and synthesize information in order to learn about a topic.

In Writing, students utilize the writing process to compose an informational composition conveying ideas and information and apply genre characteristics and craft. Students focus on developing a clear central idea, using details, examples, and facts. Students use transitions to enhance the flow of the piece and precise language and vocabulary to inform or explain. Students revise their drafts to improve sentence structure and word choice for coherence and clarity. Additionally, they edit their drafts for punctuation and spelling as well as previously learned conventions. After revising and editing, students publish and share their writing.

In Word Study, students decode and spell words with prefixes and suffixes and use context clues, resources, and morphemic elements to determine the meaning of words.

In Collaboration, students participate in group discussions, considering other group members’ ideas and reflecting on their own.

TEKS in this unit: 4.1D, 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6B, 4.6C, 4.6E, 4.6F, 4.6G, 4.6H, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.9D, 4.9D.i, 4.9D.ii, 4.9D.iii, 4.9F, 4.10A, 4.10B, 4.10C, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.x, 4.11D.xi, 4.12B, 4.13A, 4.13C, 4.13E, 4.13F

Unit 05: Diving Deep Into Drama

(10 classes for the entire unit)

In Reading, students read, respond to/write about, and discuss multiple dramatic texts while employing strategies to support comprehension such as interacting with the text through annotating and notetaking. Students explore and explain the structural elements of drama, including character tags, acts, scenes, and stage directions. Students also examine literary elements (e.g., theme, character, plot, setting, etc.) and devices (e.g., point of view, imagery, figurative language, etc.) as well as author’s purpose and craft. Additionally, students utilize text evidence to support their ideas and inferences.

In Writing, students create a personal narrative and apply genre characteristics as they plan, draft, revise, edit, and publish their own writing. Students have the option of crafting their narrative as a dramatic text, or play. Students apply author’s craft learned during reading to their own writing products. Students rely on peer feedback to determine areas of their writing that need to be revised for clarity and coherence. Students edit their drafts for spelling and previously learned conventions and mechanics.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine the meaning.

In Collaboration, students engage in discussion to develop a deeper understanding of dramatic text by sharing their own analysis of a text using textual evidence and responding to the perspectives and analyses of others. Students work with a small group of peers to perform a play for an audience of their peers.

TEKS in this unit: 4.1D, 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6B, 4.6C, 4.6E, 4.6F, 4.6G, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.8A, 4.8B, 4.8C, 4.8D, 4.9C, 4.10A, 4.10B, 4.10C, 4.10D, 4.10E, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.xi, 4.12A

Unit 06: Absorbing and Authoring Poetry

(10 classes for the entire unit)

In Reading, students read and interact with poetry across a variety of poetic forms. Students explain author’s purpose, audience, genre characteristics, and analyze author’s craft in order to interpret and comprehend many different poems, including inferring theme. Students also explain the poet’s use of sound devices such as alliteration and assonance and figurative language such as simile, metaphor, and personification to achieve specific purposes, including to create images. Students continue to utilize text evidence to support their inferences and comprehension.

In Writing, students utilize the writing process to compose original poems by using what they have learned in Reading about the genre characteristics and structural elements of poetry as well as how poets develop voice through language and other literary devices. Students revise their poems based on self, peer, and teacher feedback. Students edit for previously learned mechanics and conventions but understand that poetry can sometimes include unconventional elements. Students publish and share their poems with others.

In Word Study, students continue to use their knowledge of roots and affixes to decode and spell words as well as determine the meaning.

TEKS in this unit: 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6B, 4.6C, 4.6D, 4.6E, 4.6F, 4.6G, 4.6H, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.9B, 4.10A, 4.10B, 4.10C, 4.10D, 4.10E, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.xi, 4.12A

Unit 07: Delving into Debate and Drafting Opinion Essays

(15 classes for the entire unit)

In Reading, students read and interact with a variety of argumentative texts. Students recognize characteristics and structures of argumentative text, including identifying the author’s claim/position on a topic/issue, explaining how the author uses supporting evidence, and identifying the author’s intended audience. Students also analyze author’s craft in developing argumentative text including the use of persuasive devices and techniques such as anecdotes. Students use the research process to find information that supports their own position on a particular topic/issue. Students present their supporting evidence as they orally debate their classmates on a particular topic/issue.

In Writing, students compose correspondence to request information to support their research efforts. Additionally, students apply characteristics and techniques employed by the authors of mentor texts in order to develop original argumentative texts that demonstrate strong reading-writing connections. Students use the information they have collected through research to develop an opinion essay. Students focus on developing a positon/argument using evidence such as facts, details, examples, statistics, testimonials, personal anecdotes, expert opinions, quotes, etc. Students also revise their drafts for clarity and cohesion as well as edit for spelling and other previously learned conventions. Student publish and share their opinion essay for their intended audience.

In Word Study, students continue to use context clues, as well as print and digital resources to determine the meaning of words. Students use multiple strategies to decode words with prefixes and suffixes.

TEKS in this unit: 4.1C, 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6B, 4.6C, 4.6E, 4.6F, 4.6G, 4.6H, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.9E, 4.9E.i, 4.9E.ii, 4.9E.iii, 4.9F, 4.10A, 4.10B, 4.10C, 4.10D, 4.10F, 4.10G, 4.11A, 4.11B, 4.11B.i, 4.11B.ii, 4.11C, 4.11D, 4.11D.xi, 4.12C, 4.12D, 4.13A, 4.13B, 4.13C, 4.13D, 4.13E, 4.13F, 4.13G, 4.13H

Unit 08: Analytical Processing and Production Across Genres

(12 classes for the entire unit)

In Reading, students analyze a variety of texts in different genres, analyzing authors’ use of genre characteristics, structure, language, text features, and various modalities to support their purpose and message. Students identify the author’s purpose, intended audience, and message as well as examine the author’s craft. Students use close reading strategies such as notetaking and annotating to help them write responses that demonstrate understanding.

In Writing, students engage in writing as a recursive process as they brainstorm/plan, draft, revise, edit, and publish texts in the genre of their choice. Students apply genre characteristics and author’s craft learned during text analysis to their own writing product. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students continue to edit for punctuation, grammar, and spelling to make their message clear for an authentic audience.

In Word Study, students continue to use context clues, as well as print and digital resources to determine the meaning of words. Students use multiple strategies to decode words with prefixes and suffixes.

TEKS in this unit: 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6E, 4.6F, 4.6G, 4.6H, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.10A, 4.10B, 4.10C, 4.10D, 4.10F, 4.11B, 4.11B.i, 4.11B.ii, 4.11D, 4.11D.xi, 4.12A, 4.12B, 4.12C

Unit 09: Piecing It All Together Through Inquiry

(13 classes for the entire unit)

In Reading, students engage in inquiry and research. Students generate questions for inquiry as they develop and follow their research plan. For the purpose of research, students identify and gather relevant primary and secondary sources which they will cite appropriately through a works cited page. Through this process, students demonstrate an understanding of information as they answer their generated questions of inquiry. Additionally, students continue to incorporate ongoing reading strategies when necessary in order to improve comprehension.

In Writing, students use the writing process to deliver their research findings. Students plan how they want to present their findings based on their purpose and intended audience. Students revise their writing for both clarity and coherence. Correcting spelling and previously taught conventions are incorporated into the editing process. Students publish and present their research findings to their audience.

In Word Study, students continue to use context clues, as well as print and digital resources to determine the meaning of words. Students use multiple strategies to decode words with prefixes and suffixes.

TEKS in this unit: 4.2A, 4.2A.iv, 4.2A.v, 4.2B, 4.2B.v, 4.2B.vi, 4.3C, 4.6E, 4.6F, 4.6G, 4.6H, 4.7B, 4.7C, 4.7D, 4.7E, 4.7G, 4.11B, 4.11B.i, 4.11D, 4.11D.xi, 4.13A, 4.13B, 4.13C, 4.13D, 4.13E, 4.13F, 4.13G, 4.13H