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Try ThinkUp! ELAR in your classrooms today!

• ThinkUp! ELAR (Levels 1−8) introduces the focus TEKS and the Critical Thinking traits that support students as they learn, practice, and master the TEKS concepts.

• Each Teacher Edition and Student Edition unit includes Getting Started, Instruction, Assessment, Intervention, and Extension components that help teachers engage and accommodate all learners.

• Texts and activities offer students the opportunity to integrate all domains of the ELAR TEKS: reading, inquiry, writing, speaking, listening, viewing, and thinking.

• Teacher Edition units provide detailed information about the unit focus TEKS concept(s) with clarification of the expectations of the TEKS, essential vocabulary, and instructional strategies.

• Student Edition units provide Reader Tips that explain the unit focus TEKS concept(s), including vocabulary, examples, and questions to guide student thinking.

• Student Edition units also feature new, full-length, and grade-appropriate single and paired texts that meet the genre requirements of the TEKS and that engage students in meaningful and authentic reading experiences

We are pleased to introduce ThinkUp! ELAR Teacher and Student Editions. We have developed this product to support your instruction of the newly

adopted ELAR TEKS that will be implemented in the fall of 2019. This sample version offers you the opportunity to review the content and

develop an understanding of what this resource provides for you and your students. Because we are in the process of developing this series for

grades 1–8, the final content of this book may contain slight changes or revisions that are not yet reflected in this sample version.

This sample contains the following content from ThinkUp! ELAR, Level 2:

Unit 20 Teacher Edition

Unit 20 Student Edition

TEKS Vocabulary List

Unit 20

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Getting Started

Pre-Assessment (15 minutes)

Assign the Pre-Assessment for Unit 20. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors. Use the information to plan instruction in order to help students.

Clarifying the TEKSReview the following information to clarify the TEKS before planning instruction.

FOCUS TEKS 2.6(G)

2.6 The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(G) evaluate details to determine key ideas;

Evaluating details in texts to determine key ideas is an essential comprehension skill. Mastery of this skill supports students as they identify the structures of texts as well as determine the authors’ intended meanings of texts.

An essential component of this skill is distinguishing the key idea(s) from the supporting details of a text. The key ideas of a text reveal the author’s main point(s). The supporting details show why the author presents or believes the key ideas.

key idea – an important or essential thought or opinion that supports the intended message of a text

detail – a small part of a whole; specific information about the key idea of a text

Students often struggle with determining the key ideas of texts. Sometimes, the key ideas are directly stated. But often, the key ideas must be inferred. Therefore, determining the important details and evaluating them is essential. When students are able to identify the details effectively, they can then think about the details as a whole to determine the key ideas the author of the text is communicating.

Scaffolding instruction is an effective way to teach students to evaluate details to determine key ideas. After reading texts, use this process to help students achieve mastery of this skill. Repeat each step until mastery is achieved before moving to the next step.

Step 1. Have students read a short paragraph. Provide students with the key idea and supporting details from the paragraph. Have students determine which is the key idea and which are the supporting details. Assist students as they explain their determinations.

Step 2. Have students read a short paragraph. Have students underline the key idea and circle the supporting details. Allow students to explain their determinations.

Step 3. Have students read a text with multiple paragraphs. Provide students with the key ideas and supporting details from the text. Have students determine which are the key ideas and which details support each key idea. Assist students as they explain their determinations.

Step 4. Have students read a text with multiple paragraphs. Have students underline the key ideas and circle the supporting details. Allow students to explain their determinations.

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Unit 20 Getting Started

TEKS Learning Target (student edition page 1) (15 minutes)

Post and discuss the TEKS Learning Target so that students have a clear understanding of the intended outcome of the unit of study.

I will evaluate details read to determine key ideas.

Focus for the 9 Traits of Critical ThinkingCritical thinking traits are essential to all learning. The 9 Traits of Critical Thinking™ cultivate high-quality thinkers. Although students may demonstrate multiple critical thinking traits as they master this concept, provide opportunities for students to apply the examine and link traits during the unit of study. (Refer to the Critical Thinking traits article.)

Critical Thinking Trait Examine Engagement Indicators 9 Students willingly ask a range of essential questions and employ multiple methods to explore the unknown.

9 Students use analytical skills to make inferences, interpret data, integrate or organize ideas, and make connections.

Strategies to Facilitate the Examine Trait 9 Model the “Why/What If/How” sequence to show how to dig deeper when investigating problems or solutions.

9 Encourage students to generate and frame thoughtful questions for analyzing a topic. Emphasize quality, not quantity.

Questioning Prompts to Develop the Examine Trait 9 What might you do to determine key ideas and details in texts? 9 Why are key ideas and details important in texts? 9 What criteria do you use to evaluate whether details support key ideas in texts?

Critical Thinking Trait Link Engagement Indicators 9 Students transfer meaning from previously learned concepts and apply to new situations to build knowledge.

9 Students draw knowledge and take meaning from one situation or experience and apply it to another.

Strategies to Facilitate the Link Trait 9 Provide activities that require the application of prior knowledge or experiences as data sources or processes to support, explain, or solve new challenges.

9 Present new tasks in which students refer to past learning to demonstrate application of prior experiences.

Questioning Prompts to Develop the Link Trait 9 What purposes do authors achieve by including details in texts? 9 Do you focus on relationships between key ideas and details when reading texts? 9 How do important details that support key ideas help you develop understandings of texts?

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Unit 20

Critical Thinking Trait Collaborate Engagement Indicators (Performance Task) 9 Students cooperate with others, are sensitive to individual and group needs, and support team efforts.

9 Students think in concert with others to promote productivity.

Strategies to Facilitate the Collaborate Trait 9 Design opportunities that require students to interact with others and that promote interdependent learning.

9 Guide students to contribute to group work, justify thinking, and test solutions or ideas

Questioning Prompts to Develop the Collaborate Trait 9 Do you work, plan, and think with others? 9 How can you show that you are receptive to the thoughts, feelings, and opinions of others? 9 Why is it important to consider points of view that differ from yours?

Critical Thinking Traits Formative Assessment (student edition page 1) (10 minutes)

Read each trait statement and ask students to provide examples of experiences and situations in which they have used the traits. Assess student understanding of each trait using the prompt and suggested responses.

Examine – I use a variety of methods to explore and to analyze.When you examine, you read details closely to help you understand the key ideas of the text.

Prompt: How might examining details in a text guide you to understanding the key ideas?Answers may vary. Student responses might include that examining details in a text guides understanding of the key ideas by focusing attention on what the author wants the reader to understand about the topic.

Link – I apply knowledge to reach new understandings.When you link, you use your knowledge of how details support key ideas to develop your understanding of a text.

Prompt: As you are reading, how do you determine connections between the details and the key ideas in a text?Answers may vary. Student responses might include that they determine connections between the details and the key ideas in a text by thinking about which key idea is supported by each detail.

Collaborate – I work with others to achieve better outcomes. (Performance Task)When you collaborate on a project, you share ideas, consider the ideas of others, and develop a plan to complete the task together.

Prompt: How might developing a plan help your group complete a project?Answers may vary. Student responses might include that developing a plan helps the group complete a project by clarifying each group member’s responsibilities.


Getting Started


Unit 20 Instruction

Concept Exploration (student edition page 2) (10 minutes)

Review Reader Tips

Allow time for students to read and discuss the Reader Tips.

Introduce the Vocabulary of the Focus TEKS

Read the Focus TEKS. Emphasize the bolded words and have students use the ThinkUp! ELAR Student Edition Glossary to locate the meanings of the words. Ask students to read the glossary definitions. Discuss and provide examples of the vocabulary.

detail – a small part of a whole; specific information that supports the key idea of a textdetermine – to decide based on thoughtevaluate – to make a judgment based on criteria or evidencekey idea – an important or essential thought or opinion that supports the intended message of a text

Concept Development (student edition page 3) (10 minutes)

Announce to students that you will be reading an informational text about precipitation.

Read aloud the text “Precipitation” as follows:• Before reading, ask students: Based on the title, what key idea might be shared in the text?• During reading, stop to ask students: What key idea and details have been shared about the topic?• After reading, ask students: Which details best support the key idea and are most important for a reader

to understand this topic?

Precipitation1 Earth has many types of weather. Sometimes, water falls from the sky. This is called precipitation.

Three types of precipitation are rain, snow, and hail.

2 Rain starts as water on Earth. Think of oceans, lakes, and streams. When the sun heats the water, some of it turns into water vapor. The water vapor rises. When it comes together, the water vapor forms clouds. Sometimes, the clouds become too full of water. Then, the water falls back to Earth as rain.

3 When it is very cold, the water vapor freezes. When it falls to Earth, it is called snow. Snow can fall as flakes or as ice pellets. If the ground is cold enough, the snow will stick. It might pile up into snow drifts. Northern areas get the most snow in winter.

4 Sometimes, little frozen balls fall from the sky. This is called hail. The little balls form when wind picks up falling ice crystals. The wind pushes the crystals up into the clouds. They grow in size and fall again. This might repeat many times. When the hailstones become too heavy, they fall to Earth.

5 Precipitation happens around the world. Without it, Earth would be very dry.


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Unit 20

Concept Practice (student edition page 4) (10 minutes)

Debrief the Items Question 1TEKS: 2.6(G), DOK: 2, RBT: Understand, ELPS: (c)4.I• Read the item stem.• Ask students to discuss the key words: detail, supports, idea • Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will re-read the text to locate details

related to changes in water.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is B and discuss this reason: This answer choice describes a key idea about how

heat from the sun changes water into water vapor.Question 2TEKS: 2.6(G), DOK: 2, RBT: Understand, ELPS: (c)4.I• Read the item stem.• Ask students to discuss the key words: paragraph, mainly• Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will re-read the paragraph and think

about what most of the details describe or explain.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is F and discuss this reason: This answer choice demonstrates that paragraph 3

includes details about the key idea about how snow forms.Question 3TEKS: 2.6(G), DOK: 3, RBT: Understand, ELPS: (c)4.J• Read the item stem.• Ask students to restate the question in their own words.• Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will review the paragraph about hail and

locate a detail that describes change.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is C and discuss this reason: This answer choice describes how hailstones change

in size by growing.

Concept Application (student edition page 5) (5 minutes)

Read aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners.

Reflection on My LearningExplain how you will determine the key idea and details of a text.Students might answer that they will read the entire text, determine the topic, and choose a key idea and details that describe the most important facts that someone would need to know to understand the topic.Reflection on Critical Thinking – Link and ExamineHow did the critical thinking traits link and examine help you determine which details in the text support the key idea?Students might answer that they might link their prior experience with evaluating details to this text and that they examine the text to think about which ideas are most needed to understand and support the key idea of the topic.(C.T. Traits: Link, Examine, TEKS: 2.6(G), DOK: 2, RBT: Understand, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.D, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)4.D, (c)4.F, (c)4.G, (c)4.I, (c)4.J, (c)4.K, (c)5.G)

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Instruction


Unit 20 Instruction

Vocabulary MasteryPreteach the Text-Specific Vocabulary words that might interfere with student comprehension of the unit text(s). Present the TEKS Vocabulary during the instruction of the TEKS. If the unit text(s) is used for assessment, the asterisked word(s) should not be pretaught.

Text-Specific Vocabulary TEKS Vocabulary

reminded* protected complex text evaluatearrived raised comprehension key ideahorse-drawn rise deepen metacognitive skillmiles tiring detail readpioneers volunteers determine textposition develop use

Vocabulary Activities Review the Vocabulary Activities and determine those you will use to support student understanding of the Text-Specific and TEKS Vocabulary.

Activity: Word Blizzard (15 minutes)

Write Text-Specific and TEKS vocabulary word definitions on sheets of paper, one definition per sheet. Wad the papers and distribute among students. Instruct students to have “snowball fights” when directed. At the signal, have students “freeze” and hold the snowballs. Direct individual students to read definitions and provide appropriate matching words. Continue the activity until all words and definitions have been read and identified. (Note: Reverse the activity by writing words on papers and having students provide definitions of words on snowballs.) (C.T. Traits: Link, Adapt, TEKS: 2.3(C), DOK: 1, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Activity: Predict and Verify (15 minutes)

Provide students with Text-Specific vocabulary words and three-column charts labeled New Word, Before Reading, After Reading. Have students complete charts by listing the Text-Specific words in New Word columns, predictions of word meanings in Before Reading columns, and verified or corrected meanings in After Reading columns. Encourage students to use print or digital dictionaries to confirm meanings. Guide students in a discussion about the word meanings and their predictions.(C.T. Traits: Strive, Adapt, TEKS: 2.3(A), DOK: 1, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Formative Assessment (10 minutes)

Provide students with sentences that contain underlined synonyms of Text-Specific or TEKS vocabulary words. Have students replace the synonyms with vocabulary words from a displayed list. Use student responses to correct errors and to plan further instruction or interventions. (C.T. Traits: Link, Adapt, TEKS: 2.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Foundational Language Knowledge (10 minutes)

Have students apply knowledge of these foundational language knowledge skills as they read the text(s).2.2(B)(i) The student is expected to demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs, and blends.Short vowel word in the unit text: positionLong vowel words in the unit text: arrived, miles, pioneers, rise, tiringWords with long and short vowels in the unit text: protected, volunteers2.2(B)(vii) The student is expected to demonstrate and apply phonetic knowledge by identifying and reading high-frequency words from a research-based list.High-frequency words in the unit text: before, pull, sing, sleep (C.T. Traits: Examine, Link, TEKS: 2.2(B), DOK: 1, RBT: Apply, ELPS: (c)1.H, (c)2.A, (c)2.B, (c)2.C, (c)2.D, (c)2.E, (c)3.A, (c)3.B, (c)4.A, (c)4.C, (c)5.A)


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Unit 20

Concept Check (20 minutes)

Building Background Knowledge

Read aloud a text about life in early America. During the reading, direct students to practice deepening their understanding of the text by sketching mental images they create while listening to the text. After the Read Aloud, have students share sketches in small groups and have discussions to compare and contrast life in early America with life today. (C.T. Traits: Link, Create, TEKS: 2.6(A), 2.6(B), 2.6(D), DOK: 2, RBT: Understand, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.E, (c)1.H, (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)3.I, (c)3.J, (c)5.G)

Lexile Analysis 610L

Read the Text (student edition pages 6–7) (30 minutes)

The text should be read more than one time and in different contexts, such as teacher read alouds, partner reads, small group reads, and independent reads. Encourage students to read with appropriate fluency, including rate, accuracy, and prosody. Support students by demonstrating the strategies of re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.(C.T. Traits: Link, Communicate, Examine, Adapt, TEKS: 2.4, 2.5, 2.6(I), DOK: 1/2, RBT: Understand, ELPS: (c)4.C, (c)4.D, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Selected-Response Items (student edition pages 8–11) (30 minutes)

Provide a variety of opportunities for students to respond to the selected-response items: independently, with partners, in small groups, or in the large group. Additionally, offer variety in the use of the items: have students write options, ask students to write the stems, use different strategies for students to demonstrate and support their responses (Four Corner Strategy, teach the group, Jigsaw).

Item Answer TEKS DOK RBT ELPS

1 B 2.6(G) 2 Understand (c)4.J

This sentence shows that the families didn’t rely totally on their neighbors to help with all of the barn’s construction. They prepared in advance of their friends’ arrival.

2 G 2.6(H) 2 Understand (c)4.I

The two paragraphs describe barn raising as a large project that needed many hands.

3 A 2.3(C) 1 Apply (c)4.F

The prefix re− means “again” so “reminded” means “brought to mind again” or “think about again.”

4 J 2.9(D)(iii) 2 Analyze (c)4.K

The information in the first two sentences explains something that causes the information in the third sentence to need to take place.

5 D 2.6(G) 2 Understand (c)4.J

This sentence shows that the neighbors enjoyed spending time with one another as they worked.

6 H 2.10(A) 2 Analyze (c)4.K

The author wrote this text to tell about a common practice among early American farmers.

7 C 2.10(C) 2 Analyze (c)4.K

The image is included to show what a barn raising from long ago was like. The reader can see that the barn raising is in progress. The frame is standing, but the roof and sides are not completed. The image shows that many people have gathered to help.

8 H 2.9(D)(iii) 2 Analyze (c)4.K

These paragraphs provide information about a barn raising in the order the events occurred.

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Assessment


Unit 20 Assessment

Scoring Constructed Responses

Score student responses for the constructed-response questions/prompts using the following rubric.

9 Which detail supports the idea that the farm families were friends with one another even though they lived far apart?

(C.T. Traits: Link, Examine, TEKS: 2.6(G), 2.7(B), 2.7(C), 2.7(F), 2.7(G), 2.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.I, (c)5.G)

10 Which detail supports the idea that everyone on a farm had to help with the work? (C.T. Traits: Link, Examine, TEKS: 2.6(G), 2.7(B), 2.7(C), 2.7(F), 2.7(G), 2.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.I, (c)5.G)

Points Description

2The response achieves the following: • Determines and provides a thorough evaluation of the key ideas of the text• Includes specific details from the text to support the identification of key ideas

1The response achieves the following: • Provides a vague evaluation of the key ideas of the text• Includes limited details from the text to support the identification of key ideas

0The response achieves the following: • Provides an inaccurate evaluation of the key ideas of the text• Lacks details from the text to support the identification of key ideas

Reflection on My Learning (student edition page 11) (10 minutes)

Why do authors include details that support key ideas in informational texts?

Answers may vary. Student responses might include: Details support key ideas by providing additional information that gives the reader a complete understanding of the topic.

Reflection on Critical Thinking – Link and Examine

Explain why authors include details in informational texts.

Answers may vary. Student responses might include: Authors include details in informational texts to provide the information needed for the reader to fully understand the topic and to answer questions the reader might have about a key idea.

How do you evaluate whether details support key ideas in texts?

Answers may vary. Student responses might include: I think about whether the detail relates to what is explained or described in the key idea and if it adds information about the idea.(C.T. Traits: Link, Examine, TEKS: 2.6(G), 2.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.J, (c)5.G)


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Unit 20

Interventions Focus TEKS 2.6(G)

Review the Intervention Activities and determine those you will use to support student understanding of the Focus TEKS.

Activity: What’s the Key Idea? (15 minutes)

Read aloud literary texts with students and pose these questions at appropriate points during the reading: Based on the title, what might you predict about the key ideas in the text? Based on text features and graphic features, what might you predict about the key ideas in the text? How do the details in the text confirm or correct your predictions? Based on the details in the text, what are the key ideas? After reading, have students select identified key ideas from the reading and debrief with partners using these sentence frames: One key idea from the text is ___. I know this is a key idea because ___.(C.T. Traits: Examine, Link, TEKS: 2.6(G), DOK: 2, RBT: Understand, ELPS: (c)4.I)

Activity: Hit the Target (15 minutes)

Have students read informational or literary texts and complete Bull’s Eye graphic organizers. Direct students to write topics of texts in center circles, key ideas that explain topics in surrounding circles, and details that support key ideas in outer circles. Allow students to share graphic organizers with partners. Debrief organizers in the large group to confirm understandings. (C.T. Traits: Examine, Link, TEKS: 2.6(G), DOK: 2, RBT: Understand, ELPS: (c)4.I)

Details

KeyIdeas

Topic

Bull’s Eye

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Assessment


Unit 20 Assessment

Writing: Revising/Editing (student edition page 12) (20 minutes)

Focus TEKS 2.11(D)(v)

2.11(D) The student is expected to edit drafts using standard English conventions, including

(v) adverbs that convey time and adverbs that convey place.

Explanation of TEKS

An adverb modifies by describing or limiting a verb, adjective, or another adverb. Adverbs can answer the questions How? When? Where? Why? In what way? How much? Under what condition? How often? To what extent or intensity? The Grade 2 Language standard focuses on adverbs that convey time and answer the question When? and adverbs that convey place and answer the question Where? Many adverbs end with the suffix -ly. Adverbs can be placed in most positions in sentences.

Item Answer TEKS DOK RBT ELPS

1 C 2.11(D)(v) 1 Apply (c)5.D

2 F 2.11(D)(v) 1 Apply (c)5.D

3 D 2.11(D)(v) 1 Apply (c)5.D

4 H 2.11(D)(v) 1 Apply (c)5.D

Interventions Use the activity(s) to support student understanding of the Revising/Editing TEKS.

Activity: Adverb Action (15 minutes)

Prepare sets of verb cards and adverb cards, including adverbs that convey time and place. Invite students to select cards from each set and perform actions exhibiting the verbs and adverbs. Have students create T-charts labeled Adverb of Time, Adverb of Place. Guide students to record selected adverbs in the appropriate columns and to brainstorm additional adverbs to complete charts. (C.T. Traits: Examine, Communicate, TEKS: 2.11(D)(v), DOK: 1, RBT: Apply, ELPS: (c)5.D)


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Unit 20

Writing: Composition (student edition page 14) (60 minutes)

Refer to the Student Edition Writing Guide in order to support students during the writing process.

• Have students read the writing prompt and analyze the task. • Ask students to consider the topic, purpose, and audience as they plan drafts. • Guide students to generate ideas using a variety of strategies. • Support students as they develop drafts using a purposeful organizational structure and engaging ideas

with appropriate facts, details, and examples. • Encourage students to revise drafts by adding, deleting, and rearranging words, phrases, and sentences. • Direct students to edit drafts using standard English conventions. • Invite students to publish written works in meaningful ways.

READ the information in the box below.

It can be rewarding and fun to work with others to complete a task.

THINK about why it is important for members of a group to have different skills and talents.

WRITE about a skill or talent you can contribute to a group.

Be sure to —

• clearly state your central idea• organize your writing• develop your writing in detail• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences(C.T. Traits: Create, Inquire, TEKS: 2.2(E), 2.11(A), 2.11(B), 2.11(C), 2.11(D), 2.11(E), 2.12(B), DOK: 3, RBT: Understand, ELPS: (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)

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Assessment


Unit 20 Extension

Performance Task (student edition page 15) (90 minutes)

Use the Performance Task as an activity that spans the duration of the unit or that is completed during one day. Use the Performance as noted or modify and adapt based on available time.

Collaborate – I work with others to achieve better outcomes. When you collaborate on a project, you share ideas, consider the ideas of others, and develop a plan to complete the task together.

Work with a small group to complete a project that will benefit your school. Write a response that describes you contribution to and thoughts about the project. Share information about the project and your response with an audience.

Performance Task Steps1. Read “Barn Raising.”2. Review examples of collaborating when working with a small group, including listening to others,

speaking when it is your turn, making comments and suggestions that are helpful, asking questions for clarification, answering questions to provide information, sharing information from prior knowledge or from research, and adding your thinking to support the thoughts of others.

3. Work with your class to discuss school needs and brainstorm projects your class might complete to meet those needs.

4. Choose the project your group will complete.5. Answer questions about your task.

• What did you learn from “Barn Raising” about working together?• How will your group’s project help your school?• How will your group remember the rules for collaborating? • How will your group develop and follow a plan to complete your project?• How will you describe your role in the project in your written response?

6. With your group, develop a plan to complete your project. List the steps you determine are needed to guide your work. Review the steps as you work with your small group.

7. Have each group member follow the instructions to complete the steps of your project. 8. Write a personal response in which you describe your contribution to the project and share your

thoughts about the experience.9. With your group, share the steps and outcome of your project with an audience. Have each group

member share written responses to the project. 10. Invite audience members to give feedback about how the project benefited the school.

Scoring Criteria

Use a rubric with the following criteria for student self-assessment and teacher scoring: Evidence of Teamwork, Development of Plan for Project, Completion of Plan for Project, Clarity of Written Response.

Reflection on My Learning

How did you use the collaborate critical thinking trait to work successfully with your group to complete your project? Answers may vary. Student responses should include a statement of how using the collaborate critical thinking trait helped the student work successfully with the group to complete the project. (C.T. Traits: Collaborate, TEKS: 2.1(A), 2.1(B), 2.1(C), 2.1(D), 2.1(E), 2.4, 2.5, 2.12(B), DOK: 1/2, RBT: Apply, ELPS: (c)2.D, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.H, (c)3.I, (c)3.J, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


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Unit 20 Extension/Reflection

Reflection on Critical Thinking (student edition page 17) (5 minutes)

Allow time for students to reflect on their application of the critical thinking traits during the unit.

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often? Explain how you used that critical thinking trait.Answers may vary. Student responses should include the identification of one critical thinking trait that was used most often during the unit with an explanation for the selection.

Home Connection Share the following activities on your class Web page or class newsletter to create learning opportunities for students and their families.

1. Help your child research what life was like long ago in your area.2. With your child, help neighbors with tasks.

Literature ConnectionContinue building student knowledge related to this unit by selecting texts from the following list for read alouds, for student independent reading, and for research resources.

Raising Yoder’s Barn – Jane Yolen AD860L

Barn Raising – Craig Brown

Barn Dance! – Bill Martin Jr. and John Archambault

Farm Life Long Ago – Tim Johnson 480L

The One Day House – Julia Durango AD470L

Can We Help?: Kids Volunteering to Help Their Communities – George Ancona

The Kid’s Guide to Service Projects – Barbara A. Lewis 850L

Helping Others (Kids Making a Difference) – Elizabeth Raum 900L

Real Kids, Real Stories, Real Change: Courageous Actions Around the World – Garth Sundem 980L (C.T. Traits: Strive, Adapt, TEKS: 2.4, 2.5, DOK: 1, RBT: Remember, ELPS: (c)4.D, (c)4.E, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Resources:

https://teachinghistory.orghttps://kidworldcitizen.org/35-service-projects-for-kids/

280 Illegal to Copy TEACHER EDITION

Illegal to Copy

Unit 20 Extension/Reflection

Teacher Reflection

What activities best supported student learning and success?

____________________________________________________________________________

____________________________________________________________________________

What did I notice about students’ understanding of the Focus TEKS?

____________________________________________________________________________

____________________________________________________________________________

How can I revisit the unit Focus TEKS in future instruction?

____________________________________________________________________________

____________________________________________________________________________

How might I improve the instruction of this unit?

____________________________________________________________________________

____________________________________________________________________________


Illegal to Copy

Getting Started

Level 2 Illegal to Copy 1

Name: _________________________________

Unit 20TEKS LEARNING TARGETI will evaluate details read to determine key ideas.

Examine: I use a variety of methods to explore and to analyze.When you examine, you read details closely to help you understand the key ideas of the text.How might examining details in a text guide you to understanding the key ideas?

Link: I apply knowledge to reach new understandings.When you link, you use your knowledge of how details support key ideas to develop your understanding of a text.As you are reading, how do you determine connections between the details and the key ideas in a text?

Collaborate: I work with others to achieve better outcomes. (Performance Task)When you collaborate on a project, you share ideas, consider the ideas of others, and develop a plan to complete the task together. How might developing a plan help your group complete a project?

Focus for 9 Traits of Critical Thinking™

STUDENT EDITION

Concept Exploration

Reader Tips

Authors of informational texts choose topics they think are important for readers. They want readers to understand key ideas about the topics. Key ideas are the most important facts about topics. Authors also provide details about the key ideas to provide more description for readers. When reading informational texts, readers determine and evaluate the details provided by the author to think about the key ideas.When you read an informational text, imagine how you will explain the key idea about the topic of the text to a classmate. The key idea is usually shared in one sentence. Think carefully about which details are most needed for your classmate to understand the key idea and share those details in a few sentences. Use the following sentence frames to guide you as you identify the key idea and decide which details are most important about the key idea

• The key idea of the text is ___.• When (topic) occurs, ___.• (Topic) is/are (adjective) because ___.• The author mainly wrote about (topic) to teach the reader ___ and ___.

Read this informational paragraph and then answer the questions.

A blizzard is a type of snowstorm. Blizzards can be dangerous for people. During a blizzard, the air is very cold. Strong winds blow and large amounts of snow fall. Visibility is poor because of the intense wind and snow. That means it is very difficult to see outside. This makes it dangerous to drive during a blizzard. The safest place to be during a blizzard is indoors.

1. What is the topic of this text?

2. What is the key idea of this text?

3. What does the author mainly want me to know about this topic?

4. What details does the author share to help me understand the key idea?


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Development

Read the text and answer the questions.

Precipitation1 Earth has many types of weather. Sometimes, water falls from the sky. This is

called precipitation. Three types of precipitation are rain, snow, and hail.

2 Rain starts as water on Earth. Think of oceans, lakes, and streams. When the sun heats the water, some of it turns into water vapor. The water vapor rises. When it comes together, the water vapor forms clouds. Sometimes the clouds become too full of water. Then, the water falls back to Earth as rain.

3 When it is very cold, the water vapor freezes. When it falls to Earth, it is called snow. Snow can fall as flakes or as ice pellets. If the ground is cold enough, the snow will stick. It might pile up into snow drifts. Northern areas get the most snow in winter.

4 Sometimes, little frozen balls fall from the sky. This is called hail. The little balls form when wind picks up falling ice crystals. The wind pushes the crystals up into the clouds. They grow in size and fall again. This might repeat many times. When the hailstones become too heavy, they fall to Earth.

5 Precipitation happens around the world. Without it, Earth would be very dry.


Name: _________________________________

STUDENT EDITION

Concept Practice

1 Which detail supports the idea that water changes forms?

A It rains everywhere on Earth.

B Water on Earth becomes water vapor when heated.

C Northern areas are the coldest places on Earth.

D Rain falls to Earth from heavy clouds.

2 Paragraph 3 is mainly about —

F how snow forms

G where on Earth it snows

H how snow feels

J why it snows in Northern areas

3 Which sentence from the text supports the idea that hailstones change as they form?

A Sometimes, little frozen balls fall from the sky.

B The wind pushes the crystals up into the clouds.

C They grow in size and fall again.

D Precipitation happens around the world.


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Application

Reflection on My Learning

Explain how you will determine the key idea and details of a text.


How did the critical thinking traits link and examine help you determine which details in the text support the key idea?


Name: _________________________________

STUDENT EDITION

Concept Check

Read the text and choose the best answer to each question.

Building the Neighbor’s Barn1 In early America, many people had farms. The farmers used horses and cows

to help them with their work. These farm animals needed safe places to eat and sleep. They needed to be protected from cold, storms, and wild animals. So farmers built barns to keep their animals safe and warm. Barns also held farm tools and extra crops. To a farmer, a barn was as important as a house.

2 However, building a barn was a lot of work. It was too much for one family to do alone. Sometimes, a family needed a barn built very quickly. But most farmers did not have money to pay someone to build the barn.

3 Early American farmers found a way to solve this problem. When someone needed a barn, members of the community held a barn raising! Everyone who lived in the area came to the farm that needed a barn. People traveled for miles in horse-drawn wagons. They were ready to work until the job was done. Everyone wanted to see a barn rise into the air.

4 The people who came to barn raisings were volunteers. They did not get paid for working all day in the hot sun. Still, they were glad to help. They knew that when they needed help, they could count on their neighbors.

5 Usually, the family that needed the barn began the work before the friends arrived. They built the barn frame, strong pieces of wood that give a barn its shape. This frame was often lying on the ground when the helpers came. It had ropes tied to it so the men could pull it to a standing position.

6 After the heavy frame was raised, people hammered boards into place to make the barn’s roof and sides. Older children were allowed to help with the easier building tasks. Even the younger ones helped by carrying tools and water.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

7 While the barn slowly took shape, many of the women cooked. They made a large meal to be enjoyed when the work was done. At the end of the day, everyone laughed, talked, and ate. They admired the new barn that they had built by working together.

8 Although pioneers believed in helping others, they enjoyed barn raisings for other reasons too. Many farms were far away from each other. Families might not see other people for weeks or months. At a barn raising, the neighbors spent time with friends they did not see often. Working together offered a chance to share news, tell stories, and sing songs.

9 A barn raising turned a tiring chore into a day of fun. Even better, it brought people together and reminded them of what it meant to be good neighbors.

A Barn Raising in Indiana, around 1900

Imag

e in

the

publ

ic d

omai

n.


Name: _________________________________

STUDENT EDITION

1 Which sentence from the text supports the idea that people who lived on farms tried to take care of their own needs as much as they could?

A But most farmers did not have money to pay someone to build the barn.

B Usually, the family that needed the barn began the work before the friends arrived.

C After the heavy frame was raised, people hammered boards into place to make the barn’s roof and sides.

D A barn raising turned a tiring chore into a day of fun.

2 Which of these ideas is supported by the information in paragraphs 2 and 3?

F Many people enjoy watching something being built.

G Large projects are possible if everyone works together.

H Farm families had to live near one another.

J People today have less need to work together than long ago.

3 In paragraph 9, the prefix re − helps the reader know that reminded means —

A think about again

B someone who thinks

C without thinking

D think about in the past


Assessment Name: _________________________________

STUDENT EDITION

Assessment

4 Read these sentences from paragraph 1.

These farm animals needed safe places to eat and sleep. They needed to be protected from cold, storms, and wild animals. So farmers built barns to keep their animals safe and warm.

How are these sentences organized?

F Steps in a process

G Time order

H Compare and contrast

J Cause and effect

5 Which detail supports the idea that the people enjoyed getting together for barn raisings?

A They would have a large meal when the job was completed.

B They would try to get the barn built in one day.

C They would refuse to be paid for their work on the project.

D They would tell stories, sing songs, and share news as they worked.

6 Why did the author most likely write the text?

F To explain why things are better today than they were in the past

G To tell a funny story about a group of early Americans

H To tell about something important that often took place in early America

J To explain how a task should be organized from start to finish


Name: _________________________________

STUDENT EDITION

7 The image in the text helps the reader by showing —

A the tools that were needed to build a barn

B how long it took to build a barn

C what a barn raising looked like

D the feelings of the people who built the barn

8 How are paragraphs 5 through 7 organized?

F By showing a cause and its effect

G By presenting a main idea and supporting it with details

H By presenting the events in the order they occurred

J By comparing and contrasting the past and the present

9 Which detail supports the idea that the farm families were friends with one another even though they lived far apart? Use evidence from the text to support your answer.

10 Which detail supports the idea that everyone on a farm had to help with the work? Use evidence from the text to support your answer.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Reflection on My LearningWhy do authors include details that support key ideas in informational texts?


Link – I apply knowledge to reach new understandings. Explain why authors include details in informational texts.

Examine – I use a variety of methods to explore and to analyze. How do you evaluate whether details support key ideas in texts?


Name: _________________________________

STUDENT EDITION

Writing: Revising/Editing

Read the text and choose the best answer to each question.

Noe wrote the following literary text about an old-fashioned barn raising. Read Noe’s text and look for the corrections he should make. Then answer the questions that follow.

Barn Raising

(1) Jimmy was not happy about moving to the country. (2) Promises of ponies and rabbits had not done much to lift his spirits. (3) He wanted a real pet then. (4) “As soon as we build a barn,” his parents kept telling him. (5) During that time, Jimmy was wakened by the sounds of pickup trucks driving into the yard. (6) Dozens of neighbors, young and old, began to unload the trucks.

(7) The men were shouting orders, “Stack the lumber everywhere!”

(8) The ladies were shouting orders too, “Stack the sandwiches around!”

(9) Everyone pitched in. (10) By sundown, Jimmy’s new neighbors had done more than raise a barn. (11) They had lifted his spirits.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

1 What change should be made in sentence 3?

A Change wanted to wants

B Change real to really

C Change then to now

D No change should be made.

2 What change, if any, needs to be made in sentence 5?

F Change During that time to That morning

G Change was wakened to was waking

H Change sounds to sownds

J No change needs to be made in sentence 5.

3 What change should be made in sentence 7?

A Change were to where

B Change shouting to showting

C Change Stack to stack

D Change everywhere to there

4 How should sentence 8 be changed?

F Change ladies to ladys

G Change too to two

H Change around to here

J Make no change


Name: _________________________________

STUDENT EDITION

Writing: CompositionREAD the information in the box below.

It can be rewarding and fun to work with others to complete a task.

THINK about why it is important for different members of a group to have different skills and talents.WRITE about a skill or talent that you can contribute when working in a group.Be sure to —• clearly state your central idea• organize your writing• develop your writing in detail• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentencesWriting GuidePlanning• Read the prompt.• Think about and record the message of your writing.Drafting• Brainstorm possible topics and supporting evidence.• Consider and record relevant details.• Write a first draft that maintains focus on your topic and message.Revising• Does my introduction engage my audience and encourage them to continue

reading?• Have I added, deleted, and rearranged words, phrases, and sentences to

improve my writing?• Did I conclude my writing with an effective conclusion? Editing• Are all my words used correctly according to meaning, part of speech, and

form?• Have I used punctuation, capitalization, and spelling rules accurately?• How did I ensure that all singular, plural, common, and proper nouns are used

correctly?Publishing• Ask a peer to review your draft before preparing the final version.• Make corrections as noted in revising and editing. • Use cursive to write the final version.


Assessment Name: _________________________________

STUDENT EDITION

Extension

Performance Task

Collaborate – I work with others to achieve better outcomes. When you collaborate on a project, you share ideas, consider the ideas of

others, and develop a plan to complete the task together.

Work with a small group to complete a project that will benefit your school. Write a response that describes your contribution to and thoughts about the project. Share information about the project and your response with an audience.

Performance Task Steps1. Read “Barn Raising.”2. Review examples of collaborating when working with a small group, including

listening to others, speaking when it is your turn, making comments and suggestions that are helpful, asking questions for clarification, answering questions to provide information, sharing information from prior knowledge or from research, and adding your thinking to support the thoughts of others.

3. Work with your class to discuss school needs and brainstorm projects your class might complete to meet those needs (e.g., book collection, campus beautification).

4. Choose the project your group will complete.5. Answer questions about your task.

• What did you learn about people worked together to help others in “Barn Raising”?

• How will your group’s project help your school?• How will your group remember the rules for collaborating as you are

completing your task? • How will your group develop and follow a plan to complete your project?• How will you describe your role in the project in your written response?

6. With your group, develop a plan to complete your project. List the steps you determine are needed to guide your work. Review the steps as you work with your small group.

7. Have each group member follow the instructions to complete the steps of your project.

8. Write a personal response in which you describe your contribution to the project and share your thoughts about the experience.


Name: _________________________________

STUDENT EDITION

9. With your group, share the steps and outcome of your project with an audience. Have each group member share written responses to the project.

10. Invite audience members to give feedback about how the project benefited the school.

Scoring CriteriaYour Performance Task will be evaluated using the following criteria: Evidence of Teamwork, Development of Plan for Project, Completion of Plan for Project, Clarity of Written Response.

Reflection on My Learning How did you use the collaborate critical thinking trait to work successfully

with your group to complete your project?


Extension Name: _________________________________

STUDENT EDITION

Reflection

Reflection on Critical Thinking

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often?

Explain how you used that critical thinking trait.

9 TraitsofCriticalThinking™

CreateI use my knowledge and imagination to express

new and innovative ideas

ExamineI use a variety of

methods to explore and to analyze

InquireI seek information

that excites my curiosity and inspires my learning

StriveI use e�ort and

determination to focus on challenging tasks

I adjust my actions and strategies to accomplish tasks

Adapt

I work with others to achieve better

outcomes

Collaborate

I review my thoughts and experiences to guide my actions

ReflectI apply knowledge

to reach new understandings

Link

I use clear language to express my ideas and to share information

Communicate


Name: _________________________________

STUDENT EDITION

abbreviationaddadjectiveadverbaffixalphabetizeanalyzeanswerantonymapostropheapplyarticleaudienceauthorauthor’s choicebackground knowledgebase wordblendbrainstormingcapitalizationcause and effectcentral ideacharactercharacteristiccharacteristic of genrechildren’s literaturechronological orderciteclarifyclassical literary text/classical textcollaborativelycommacommentcommon nouncomparative adjectivecomplete sentencecomplex literary text/complex textcompositioncompound predicatecompound sentencecompound subjectcompound wordcomprehensionconclusionconclusion of a letterconfirmconflictconnection

contemporary literary text/contemporary text

contextcontractionconvention of languageconveycoordinating conjunctioncorrespondencecraftcritical inquirycursivedateday of the weekdecodedeletedemonstratedescriptive languagedetaildevelopdialoguedictionarydigital resourcedigital textdigraphdiphthongdiscussiondiverse literary text/diverse textdraftdramaeditelements of dramaend punctuationengageestablishevaluateevidenceexplainexternal traitfablefactfairy talefeaturefigurative languagefinal stable syllablefirst draftfirst personfluencyfocus

folktaleformal inquiryfuture verb tensegenerategenregenre characteristic/genre-specific characteristic

genre-specific purposegenre-specific structureglossarygraphic featurehandwritinghigh-frequency wordhomographideaidentifyidiomillustratinginferenceinflectional endinginfluenceinformal inquiryinformationinformational textinteractinternal traitkey idealegibleletterliteral languageliterary elementliterary textlocatelogical orderlong vowel/long vowel soundmain charactermain eventmeaningmental imagemode of deliverymonitormonthmultimodal mode of deliverymultisyllable wordmulti-word responsenewly acquired vocabularyobjective case pronounone-syllable word

Level 2 TEKS Vocabulary List

onomatopoeiaopen syllableopinionoral mode of deliveryorganizational patternorthographic pattern/rulepaceparaphrasepast verb tenseperformancepersonal connectionpersonal narrativepersuadepersuasive textphoneme phraseplaceplot elementplural nounpoem/poetrypossessive case pronounpredictionprefixpreposition/prepositional phrasepresentpresent verb tenseprimary sourceprint conceptprint featureprint resourceprocedural textproductpronounpronunciationproper nounpurposequestionrater-controlled syllableread aloudrearrangerecognizerecursive inquiry processrelatedrelevantrepetitionreportre-read

research-based listresearch planresolutionresourceresponserestateretellreviserhyming wordsalutation of a lettersecondary sourcesentencesequence seriessettingshort-term inquiryshort vowel/short vowel soundsilent lettersingular nounsocial communicationsocietysourcespecificspell/spellingstandard English conventionstatestrokestructuresubjective case pronounsubject-verb agreementsuperlative adjectivesupportsustained inquirysyllable division patternsynonymsynthesizetexttext evidencetext featuretext structurethank you notethemethird persontimetopictraditional literary text/traditional texttrigraphunderstand

VCe syllableviewvocabularyvoicevowel teamwordwrite/writingwriting processplanningdraftingrevisingeditingpublishingwritten mode of deliverywritten work

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