ࡱ> ac`_ U0bjbj 7fbb/(%xx8dtMf$"<<<$e!V<<j<<<ýfdv0M!*!!"9QeM!x : Subject: Reading Grade Level: 4 Timeframe Needed for Completion:9 Weeks Grading Period: 1st Nine WeeksBig Ideas/Essential Questions: Establishing a Literary Environment Why do we read? What does independent reading look like? What does it mean to read? Should everyone be reading the same books? Why do we make connections when we read? Why do we make predictions? What does the text mean? How could someone be a bad listener? What is a GIST? Essential Skills/Concepts: Read independently Build stamina Good fit books Choosing good spots to read Word attack skills Understand connections/predictions Understand main idea/supporting details Students will write multiple paragraphs on a topic with each paragraph containing a topic sentence, appropriate vocabulary and a conclusion. Students will develop imaginative and personal narratives with clear events, sequences, descriptive details, transitional words and proper use of dialogue. Students will produce clear and coherent writing with organization that pertains to the assigned task.Common Core StandardsReading: Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range Reading: Informational 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. Foundation Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Writing Standards 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. d. Spell grade-appropriate words correctly, consulting references as needed. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (End of year expectation) Assessment Tasks: ClassScape Running records Student reflection/response Student conferences Graphic Organizers GIST (Summary 20 words or less) READ 3DIntegration: Integration of science and social studies content using fiction and non-fiction selections will be necessary to effectively meet all goals, especially writing.Materials Suggestions: Daily 5 CAF Menu Picture book for strategy instruction ClassScape  HYPERLINK "http://reading.ecb.org/index.html" http://reading.ecb.org/index.html (Into the Book) Reading A-Z ProTeacher.Net Pensieve Notebooks Tumblebooks  HYPERLINK "http://www.readingandwritingproject.com/assessments/reading/l-z" www.readingandwritingproject.com/assessments/reading/l-z  HYPERLINK "http://www.spellingcity.com" www.spellingcity.com  HYPERLINK "http://www.storylineonline.net/" http://www.storylineonline.net/  HYPERLINK "http://commoncore.org/free/" http://commoncore.org/free/  HYPERLINK "http://www.learningisland.org/" http://www.learningisland.org/  HYPERLINK "http://www.readworks.org/" http://www.readworks.org/  HYPERLINK "http://www.readwritethink.org/" http://www.readwritethink.org/  HYPERLINK "http://easycbm.com/" http://easycbm.com/  HYPERLINK "http://www.k12reader.com/" http://www.k12reader.com/  HYPERLINK "http://www.flocabulary.com/" http://www.flocabulary.com/  HYPERLINK "http://www2.scholastic.com/browse/article.jsp?id=3750082" http://www2.scholastic.com/browse/article.jsp?id=3750082  HYPERLINK "http://www.fcrr.org/" http://www.fcrr.org/  HYPERLINK "http://free-reading.net/index.php?title=Main_Page" http://free-reading.net/index.php?title=Main_Page  HYPERLINK "http://www.mrsrenz.net/teacherzone.htm" http://www.mrsrenz.net/teacherzone.htm  HYPERLINK "http://www.mrscarosclass.com/writing_resources.htm#Types%20of%20Writing" http://www.mrscarosclass.com/writing_resources.htm#Types%20of%20Writing Professional References Mosiac of Thought Strategies that Work Words Their Way Comprehension Connections Word Callers Book Whisperer Empowering Writers (narrative writing process required by CCSS follows Empowering Writers well). Science & Social Studies integration Recommended Text Types: Legends Novels Folklore Science Fiction Autobiographies Biographies Diaries Journals Informational Text Questioning Strategies Use questions and prompts such as: Can you tell me the reasons why the character said in the story? Show me where you linked your thinking to the text. What are the most important events that happened in the story? How do you know? What is the theme of this text? Summarize the story from beginning to end in a few sentences. Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way. Use questions and prompts such as: What is the main idea of this text? How do you know? What are the important ideas in this text? Show where you found them in the text. Summarize the text from beginning to end in a few sentences. Which step comes first? After that? What happened first? What happened after that? Can you tell me how these ideas are the same? 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