This unit was so fun to teach! Kids naturally LOVE candy! They love writing about it, eating it and reading about it. Add in the different science experiments and you have major student engagement! Every morning my kids would walk into class begging to know what experiment we would be doing that day!
I designed this packet (as well as others to come), to be a series of high interest topics to use for guided reading groups. I have also included a shared reading/read aloud on the same topic, so as to demonstrate to younger children close reading of nonfiction topics in small groups (and whole group if I chose to use the read aloud.) These are not designed to be an entire unit, more of a mini-unit to build background knowledge, hit key standards/reading strategies that use informational text. I call them my “touch and go” topics.
Specifically in this mini unit you will find the following:
-a read aloud that uses real pictures
-3 levels of readers to use in guided reading in color and black and white (easy, medium and hard-with varying levels of length and complexity of vocabulary.) All of the texts cover the same basic material/topic. I have even included one black and white copy with pictures and no words for the children to write their own to go with the picture!
-cirlce map in color and black and white
-a “t-chart” (can, have are chart) in color and black and white
-5 foldables to use for collecting information as you go back into the text. Topics: types of holiday candy, types of candy, candy facts, my favorite candy, and candy (4 details & 1 main idea).
-Candy research booklets to record information as they go
-Candy vocabulary booklet to record vocabulary as they go
-3 Writing prompt worksheets
-“K-W-L” candy chart to use all along the way
-comprehension sheet that requires critical thinking as well as going back into the text to find answers
-3 ‘Let’s compare’ T-Charts.
-Vocabulary review sheet
-8 different experiments you can do with simple materials and candy, instructions, data sheets, and foldables for each experiment.
It is common croe aligned and covers these standards:
SL.K.1 I can participate conversations with my friends.
SL.K.4 I can describe things and events.
SL.K.5 I can add drawings to add details.
SL.K6 I can be understood when I speak in class.
LK.1 I can print my letters.
L.1.2d I can spell words by using common spelling patterns.
W.K1 I can write my opinion about something.
W.K2 I can write about something I know.
RL. 1.1 I can answer questions about key details in a text.
RL. 1.1 I can demonstrate understanding of the central message of the text.
RI. 1.2 I can identify the main idea and retell key details.
RI. 1.7 I can use the illustrations and details in the text to describe its key ideas.
RI. 1.10 I can read informational texts.
Depending on how many of the coordinating activities you decide to use, this mini-unit can either last one day or close to a week! With this high interest topic, your children will be engaged and having fun while getting much needed exposure to informational non-fiction texts!