1st nine wks - wikispacesacsliteracy.wikispaces.com/file/view/4th+… · web view ·...

Six Weeks Comprehension Strategy Objectives1. First 20 Days-Introduce Strategies

Fix-up strategies, Visualizing, Questioning, Making Connections, Notice the Author, Making Inferences, Synthesizing, Determining Importance, Marzano’s Thinking Strategies

Procedures Routines The Reader’s Brain Reading is Thinking Marzano’s Thinking Skills Author’s Purpose (P.I.E)

Fix-up Strategies Fix-up StrategiesQuestioning Before, During, and After Reading: “I Wonder”

Making predictions(2.02) Referencing the Text (2.05) QARs Main Idea (2.04)

4. Questioning Before, During, and After Reading: “I Wonder”

Formulating Questions(2.02) Main Idea (2.04) Fact and Opinion (2.02)

Making Connections—Prior Knowledge: “I made a connection”

Text-to-Self Text-to-Text Text-to-World

Making Predictions (2.02) Comparing and Contrasting (3.02) Making Connections (3.02)

6. Making Connections—Prior Knowledge: “I made a connection”

Text-to-Self Text-to-Text Text-to-World

Making Connections (3.02) Comparing and Contrasting (3.02) Making Judgments (3.02) Analyze Characters/Events/Plots (3.02) Point of View (3.01)

Visualizing….”I can picture it in my mind…..”

Figurative Language (2.04) Author’s Choice of Words (2.04) Plot Development (2.04)

8. Noticing the Author—“I Noticed the Author”

Plot development (2.04) Text Structures (2.07) Text Features (3.05) Formulating questions (2.02)

Determining Importance and Main Idea— “I Thought _________ was important because…”

Determining Importance (2.05) Cause and Effect (2.05) Main Idea (2.04) Text Features (3.05) Summarizing/Retelling (2.06) Evaluating (3.01) Generalizing and Drawing Conclusions

(2.05) Making Inferences (2.05)

10. Making Connections—Prior Knowledge: “I made a connection”

Text-to-Self Text-to-Text

Making Predictions (2.02) Text Features (3.05) Point of View (3.01) Making Inferences (2.05)

Reading, Social Studies, Science Pacing Guide GRADE 4

Week 1: August 25-27North Carolina English Language Arts SCOS SS & Science SCOS

Featured Comprehension

StrategiesSample

Essential QuestionsSuggested

Instructional Strategies / Minilessons

Sample Resources / Texts

Vocabulary and Suggested

Assessments/Prototypes

2.02- Interact with text before, during, and after reading, listening, and viewing… 2.03- Read variety of texts including fiction, nonfiction, drama, poetry 2.07- Determine usefulness of information consistent w/ purposeEmbedded1.01– Word identification strategies when encountering unknown words1.02– Infer word meanings from roots, prefixes and suffixes1.03– Identify key words and discover their meanings/relationships through a variety of strategies1.04 – Increase reading and writing vocabulary1.05-Use word reference material to identify and comprehend unknown words1.06-Read independently from self selected materials2.08-Verify the meanings of author statements

Objectives to be Mastered:2.03, 1.06

“READING IS THINKING”

Comprehension StrategiesOverview of “Reader’s

Brain”Think Clouds

Comprehension Strategies Chart:

QuestioningConnectionsVisualizingInferencing

Notice the AuthorImportance in Text

SummarizingFix-Up Strategies

How do we select books?

Why do we think and talk about our reading?

How do we buzz about our reading? Why do we buzz?

First 20 Days - Days 1-5Day 1 – Selecting Books And Enjoying Silent Reading (2.02, 2.03)

Anchor Chart-Procedures Modeling / Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

Day 2 – How Readers Choose Books(2.03, 2.07)

Anchor Chart-BOOK CHOICES Modeling / Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

Day 3 – Making Good Book Choices(2.03, 2.07)

Anchor Chart-BOOK CHOICES Modeling / Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

Day 4 – Thinking and Talking About Your Reading (2.09, 4.02)

Anchor Chart-READING IS THINKING Modeling / Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

Day 5 – How to Buzz with Each Other (2.09,4.02) Anchor Chart- HOW TO BUZZ Modeling / Brainstorming Optional Read Aloud Independent Reading Buzz Group Role Play

Materials for Daily Lessons: Fountas and Pinnell -

Guiding Readers and Writers; pg 143

Strategies That Work- Harvey & Goudvis

Anchor Chart Paper Markers Comprehension Strategies

Chart Classroom library books Student library books Benchmark Assessments -

Irene Fountas Guided reading

Possible Read Alouds(Back to School books)

Miss Malarkey Doesn’t Live in Room 10 by Judy Finchler

Miss Nelson is Missing by Harry Allard

Fourth Grade Weirdo by Martha Freeman

First Day Jitters by Julie Danneberg

Kirby Kelvin and the Not-Laughing Lessons by Ivon Cecil

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 4th grade and Vocabulary pages

Vocabulary:examineself-selected reading

Introduce Vocabulary Journal and model to students how it will be used in all content areas

(Weeks 1-5) Gather students’ book lists to verify that they are reading a variety of books.

Begin Benchmark Assessment by Irene Fountas.

Two Assessments per day (suggested)

Rubrics Teacher Observation-

student responses Response Logs /

Notebooks QAR’s – Question, Answer

and Response Strategies Thinking Maps/ Graphic

Organizers

http://co-fdjvsf1.asheboro.k12.nc.us/owa/redir.aspx?C=436260faf4aa405e9402cad930c57dd0&URL=http%3A%2F%2Facsliteracy.wikispaces.com%2F

Reading, Social Studies, Science Pacing Guide Grade 4

Week 2: August 30-September 3 North Carolina

English Language Arts SCOS

SS & Science SCOS


StrategiesSample



Sample Resources / TextsSuggested Vocabulary and Assessments/Prototypes

1.06 Read independently daily from self-selected materials 2.03 Read a variety of text including fiction, nonfiction, poetry, drama4.04 Share self-selected texts from a variety of genres (letters, etc..)2.02 Interact w/ text before, during, and after reading, listening, and viewing…

Objectives for Mastery:1.06, 2.03, 4.04


Comprehension StrategiesOverview of “Reader’s Brain”

Think Clouds

Comprehension Strategies Chart:QuestioningConnectionsVisualizingInferences



Why do readers abandon books?

How do good readers distinguish between fiction and non-fiction?

Why is it important for readers to keep a list of the books that they have read?

DAY 6: Abandoning Books (1.06,2.03) Why Readers Abandon Books

Anchor Chart Modeling/Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

DAY 7/8: Distinguishing Between Types of Fiction and Non-Fiction (2.02, 2.03) Genres Anchor Chart Modeling/Brainstorming Optional Read Aloud Independent Reading Teacher/Student Conferencing

DAY 9: Keeping a Record of Your Reading(2.02, 2.04, 4.04)

Modeling w/ transparency of Reading Log

Read Aloud / model recording book on log

Independent Reading Teacher/Student Conferencing

See Smart Board Lesson on NotetakingGuiding Readers/Writers pg. 148

(Day 6) Anchor Chart/Markers Strategies That Work Comprehension Strategies Chart Variety of books for models

Guiding Readers/Writers pg. 148-150 (Day 7 & 8)

Anchor Chart/Markers Strategies That Work Comprehension Strategies Chart Variety of books

Guiding Readers/Writers pg. 150-151 (Day 9)

Reader’s Notebooks Anchor Chart/Markers Strategies That Work Comprehension Strategies Chart Variety of books

Benchmark Assessments – Irene FountasPossible Read Alouds (Various Genres)

Bigfoot Cinderrrrella by Tony Johnston –

Vocabulary:genreCompareContrastFictionNon-fictionAbandon

Introduction to Prefixes (un, im, in); follow Vocabulary Lesson Plan Template Week One and use Prefix powerpoint template found on WikiSpace Vocabulary page

Continue Benchmark Assessment by Irene Fountas.

Two Assessments per day (suggested

Students explain why they have abandoned

fractured fairy tale Beauty and the Beast by Marianna and

Mercer Mayer – fairy tale Why Mosquitoes Buzz in People’s Ears by

Verna Aardema – porquoi Paul Bunyan by Steven Kellogg – tall tale Fin M’Coul by Tomie De Paola – folk tale

Guided Reading/Book Clubs

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 4th grade and Vocabulary page

certain books.

Students will categorize their current reading into genre and explain why

Share reading list

Teacher Observation


Week 3: September 7-10North Carolina


SS & Science SCOS


StrategiesSample



Sample Resources / TextsSuggested

Vocabulary and Assessments/Prototy

pes 3.01 Respond to fiction, nonfiction, poetry and drama using interpretive, critical, and evaluative processes…

analyzing differences among genres

3.02 Analyze characters, events and plots within and between selections and cite supporting evidence4.02 Use oral and written language to discuss4.07 Compose… assigned topics ( e.g. logs, journals, letters…)4.08 Focus revision on specific elements…word choice, sequence, transitions, sentence patterns 5.06 Proofread and correct most misspellings…5.09 Create readable documents through legible



Think Clouds




Why is it important to have rules for Reader’s Workshop?

Why is it important for readers to write responses to their reading?

How do you proofread your letter?

DAY10: Guidelines for Reading Workshop(1.06, 2.02, 2.03, 2.04, 4.04)

Guidelines for Reading Workshop Anchor Chart

Walk through Reader’s Notebook parts

Discuss procedures Independent Reading Teacher/Student Conferencing

DAY 11: Writing Responses to Your Reading (3.01,3.02, 4.07

Sample Letter by the Teacher (pre-written) on transparency

Modeling w/ students Anchor Chart- Parts of a Response Optional Read Aloud Independent Reading Teacher/Student Conferencing

DAY 12:Writing Weekly Letters in Notebook (4.02, 3.01)

Letters Due…Anchor Chart Modeling w/ students Optional Read Aloud Independent Reading Teacher/Student Conferencing

Guided readingGuiding Readers/Writers pg 151-152

(Day 10) Anchor Chart/Markers Reader’s Notebook Strategies That Work Comprehension Strategies Chart Variety of books


Anchor Chart/Markers Transparency of letter Reader’s Notebooks Selected books for modeling

Guiding Readers/Writers Pg. 153-155 (Day 12)

Anchor Chart/Markers Reader’s Notebooks Selected books for modeling

Guiding Readers/Letters pg 155-156 (Day 13)

Anchor Chart/Markers

Vocabulary:ParagraphReviseEditProofread

Introduction to Prefixes (dis, il, ir); follow Vocabulary Lesson Plan Template Week One and use Prefix powerpoint template found on WikiSpace Vocabulary Page

Suggested Weekly Assessments:Continue Benchmark Assessment by Irene Fountas.


Student Letter in Reader’s Notebook

Teacher Observation Student/Teacher

Conferences Possible Read Alouds (Letter and Letter Writing)


handwriting

Objectives for Mastery:3.01-5

DAY 13: Proofreading Your Letter (5.03, 4.08, 5.06, 5.09)

Proofreading Your Letter Anchor Chart

Modeling w/ students Optional Read Aloud Independent Reading Teacher/Student conferences

Reader’s Notebooks Transparency w/ letter to

proofreading Selected books for modeling

Benchmark Assessments- Irene Fountas


The Jolly Postman or Other’s People’s Letters by Janet and Allen Ahlberg

Dear Mrs. La Rue: Letters from Obedience School by Mark Teague

Letters from a Nut by Ted Nancy

Stringbean’s Trip to the Shining Sea by Vera Williams

Beethoven Lives Upstairs by Barbara Nichol




SS & Science SCOS


StrategiesSample



Sample Resources / Texts

Suggested Vocabulary and

Assessments/Prototypes 1.06 Read independently daily from self-selected materials2.02- Interact with text before, during, and after reading, listening, and viewing… 2.03 Read a variety of texts including fiction, nonfiction, drama, poetry2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical and evaluative processes by…analyzing impact of word choice and context…3.02 Analyze characters, events



Think Clouds




How do we come up with new topics for our Reader’s Notebooks?

How can sticky notes help you remember your thinking when you get ready to write your letter?

Why is it important to keep a list of your reading interests?

How can you be sure that you understand the author’s message?

DAY 14: Topics for Your Reading Journal (1.06, 2.02)

Topics for Your Reader’s Notebook Anchor Chart

Modeling w/ students Optional Read Aloud Independent Reading Teacher/Student Conferencing

DAY 15:Using Stick-On Notes to prepare for Letter Writing (3.01, 3.02)

Modeling w/ students Independent Reading Teacher/Student Conferencing

DAY 16: Creating a List of Interests (1.06, 3.01)

Lists of Interests Anchor Chart Modeling w/ students

Guided ReadingGuiding Readers/Writers pg. 156 (Day 14)


Guiding Readers/Writers Pg. 156 (Day 15)

Sticky Notes Reader’s Notebooks Selected books for modeling


Reader’s Notebooks Selected books for modeling

Vocabulary:conclusion

Vocabulary In Context; Nouns Lessons 1-4, Lessons can be found on WikiSpace Vocabulary Page



Buzz Group Teacher Observation of use of

Sticky Notes


and plots… 4.02 Use oral and written language to present information and ideas…4.07 Compose …assigned topics and forms…

Objectives for Mastery:1.06, 2.03, 3.01-5

.

Optional Read Aloud Independent Reading Teacher/Student Conferencing

DAY 18: Checking for Understanding as you Read (2.01)

How to Be Sure You Understand the Author’s Message Anchor Chart

Modeling w/ students Read Aloud Independent Reading Teacher/Student Conferencing

Guiding Readers/Writers pg. 159 (Day 18)


Benchmark Assessments- Irene Fountas


Look at Reader’s Notebooks/Reading Interest Lists

Teacher Observations

Possible Read Alouds (Questioning)

The Stranger by Chris Van Allsburg

Fly Away Home by Eve Bunting The Memory String by Eve

Bunting Diary of a Spider by Doreen

Cronin




SS & Science SCOS


StrategiesSample



Sample Resources / TextsSuggested Vocabulary

and Assessments/Prototypes

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

1.05 Use word reference materials to identify and comprehend unknown words



Think Clouds

Comprehension Strategies Chart:

QuestioningConnectionsVisualizingInferences

Notice the Author

How do we use strategies to solve unknown words? (See Fix-Up Strategies charts)

How does punctuation help you understand the author’s message/meaning?

Guided reading

DAY 19: Solving Unknown Words (1.01, 1.05, 2.01)

Ways Reader’s Solve Words Anchor Chart

Fix-Up Strategies Modeling w/ students Optional Read Aloud Independent Reading Teacher/Student

Conferencing

DAY 20: Using Punctuation to Help

Guiding Readers/Writers Pg. 159-160 (Day 19)

Anchor Chart/Markers Fix-Up Strategies Charts


Read Aloud Punctuation Takes a Vacation

Chart Paper/Markers

Vocabulary:ContextPunctuationStrategy

Vocabulary in Context; Nouns Lessons 5-7, Lessons can be found on WikiSpace Vocabulary Page



2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary

Objectives for Mastery:1.01, 2.01

Importance in TextSummarizing

Fix-Up Strategies

You Understand Chart paragraph from book Modeling w/ students Read Aloud Independent Reading Teacher/Student

Conferencing

Context Clues Scott Foresman Basal Reader

pg. 214-215 Anchor Chart Create Word Webs Review Word Families Review Common Roots Model Making Words

REVIEW:Anchor Charts, Fix-Up Strategies, Comprehension Strategies Chart, Procedures of Reading Workshop, etc...

Benchmark Assessments- Irene FountasPossible Read Alouds (punctuation)

Eats, Shoots and Leaves by Lyne Truss and Bonnie Timmons

Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed

Miss Alaineus: A Vocabulary Disaster by Debra Fraiser

Nouns and Verbs Have a Field Day by Robin Pulver


Continue as needed Teacher Observations Teacher / Student

Conferencing Teacher

Observations/Buzz Groups

Teacher Observations Reader’s Notebooks Corrected Paragraphs

Reading, Social Studies, and Science Instruction Grade 4Week 6: September 27-October 1

North Carolina English Language

Arts SCOS

Featured Comprehension Strategies

SampleEssential Questions

SuggestedInstructional Strategies / Minilessons

Sample Resources/TextsSuggested Vocabulary and

Assessment Prototypes

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

2.01 Use Metacognitive strategies to comprehend text and to clarity meaning of vocabulary…2.06 Summarize major points from fiction and

Asking Questions:“I wonder….”

Clarifying

Formulating Questions

Each week, under each essential question, there will be EXAMPLES of question stems (QS) could be use in guided reading, etc.

How do we know that we understand what we are reading?QS - What does the word _________ mean? (Cognition/Knowledge))

QS – The first paragraph says __________. What does that

Shared Reading/Words Their WayInteractive Read Alouds

Possible Read Alouds (Questioning Strega Nona by Tomie De Paola The Sweetest Fig by Chris van Allsburg Tuesday by David Wiesner Chicken Sunday by Patricia Polacco See booklist in pacing guide

Minilesson/Clarifying (Suggested 3 days) Strategies That Work pg. 82-85 Think Cloud Introduce the “I wonder…” board using sticky notes Choose a fiction / nonfiction text that match up

(nonfiction about wolves/ fiction that has a wolf as a

Materials for Daily Lessons:

Chart paper/markers Interactive Read Aloud

Books Think Clouds Comprehension

Strategies Chart Sticky notes Various texts to use as

models locating relevant information and main idea and supporting details

www.ReadWriteThink.or

Vocabulary:Prior knowledgeClarify

Introduction to Using Context Clues; Follow Context Clues Lesson Plan Template Week One and use Context Clues powerpoint template in addition to “Letter from Ryan” and “Who Am I?” Poems found on WikiSpace Vocabulary Page

(Suggested assessment for Weeks 6-9) Sample prototype:

http://www.ReadWriteThink.org/


nonfictions text to clarity and retain information and idea.2.09 Listen actively by... paraphrasing what was said, interpreting speaker’s verbal and non-verbal messages2.02 Interact with the text before, after during and after reading, listening, and viewing by … formulating questions2.09 Listen actively for asking questions

Objectives for Mastery:2.01, 2.02-3 2.09-1

mean? (Cognition/Knowledge))

QS – How would good readers summarize the selection in their own words? (Cognition/Integrating)

QS – What is something good readers wonder about as they read a selection?(Cognition/Knowledge)


main character) to read aloud. Model questions w/ these texts about the author’s

word choice, the general meaning of the text, what a specific paragraph means, etc.

Summarize the main points from each book using the “I wonder” board.

Clarifying Word Meanings with Context Clues chart from Clarifying Word Meanings section of the wikispace

Minilesson/Formulating Questions (Suggested 2 days) Review and add to Anchor Chart- “I wonder…” (Are

these good questions? Why?) Review questions on “I wonder…” board and sticky

notes examples of good questions to ask before, during and after reading (fiction and nonfiction)

Classify them by QAR QAR - Guiding Readers and Writers pgs. 456-457 “Thick and Thin Questions” lesson from the

Questioning section of the wikispaceGuided Reading/Book Clubs(be sure to incorporated EQ and Marzano’s question stems

g EOG Moments RUNNERS Charts Question/Answer

Relationship Charts (QAR) Graphic Organizer for

main idea/details Strategies That Work Non-fiction text

(science/social studies curriculum newspaper, Time for Kids magazine, Weekly Reader, other magazines or publications, etc.)

Comprehension Strategies Chart

Guided Reading Books Classroom libraries Reader’s Notebooks Response Journal/Logs

Which is the best meaning for the word “fetched” in line 14?

Students complete a Frayer model for unknown word

Students respond to I Wonder Board

Students work from Thick and Thin (Book or brain) questions lesson

Suggested General Assessments Response journals/logs Guided Reading Assignments Comprehension questions Student created questions

(using NC Thinking Skills) Teacher observation Student / Teacher

Conferences Graphic Organizer- Main

Idea/Details QAR

Reading, Social Studies, and Science Instruction Grade 4Week 7: October 4-7


Arts SCOSSS & Science SCOS





Assessments/ Prototypes

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension

2.02 Interact with the text before, after during and after reading, listening, and viewing by … locating relevant information…2.04 Identify and interpret elements of fiction and

QuestioningAsking Questions

“I wonder….”

Locating relevant information

Main Idea and Supporting details

How does asking questions help readers locate relevant information in a selection?

How does asking questions help readers determine main idea and distinguish it from supporting details?

See Smart Board Lesson on NotetakingPossible Interactive Read Alouds

The Relatives Came by Cynthia Rylant The Old Woman Who named Things by William Steig Bubba the Cowboy Prince by Helen Ketteman Knuffle Bunny by Mo Williems/ Skippyjon Jones by Judy Schachner

Minilessons/Locating relevant information Anchor Chart- “I wonder…” and Strategies That Work pg. 86-87 Model using non-fiction text: Use the article on Blackbeard the pirate

from the Relevant Information section of the Wikispace. Cut the article into sentences and give each sentence to a different student. Ask questions like the ones below and have students who think their sentence is relevant read it aloud. Discuss as a class.1. What was the effect of the author describing how Blackbeard looked?2. What is the meaning of the word “yearned”?

Vocabulary:FactOpinionMain IdeaRelevant

Catch-up, Review, Assess from 1st 6 weeks

(Suggested assessment for Weeks 6-9)

http://www.ReadWriteThink.org/


Main Idea

Supporting Details

Supporting Details

Supporting Details

nonfiction and support by referencing the text to determine the main idea.

Objectives for Mastery:NA


QS – The selection says…..Why is part of this selection in bold, italics, parentheses, etc.? (Cognition/Knowledge)

QS – What information about _______ could a good reader learn by reading this selection? QS – According to the selection, how have ………..? (Cognition/Applying)

QS – What is the main idea of the selection? (Cognition/Knowledge)

3. How might scientists prove that the items found aboard the ship were Blackbeard’s?

4. What would have happened if Blackbeard’s ship had never sunk? Questions and Facts T-Chart w/Sticky Notes to use w/ nonfiction texts Model QAR question types

Main Idea and supporting details Anchor Chart- Main Idea SF Basal Lesson – pg 612-613 Model Graphic Organizer (Fountas & Pinnell Appendix 35 or wikispace

link) to list Main Idea /Details Main idea practice websites from wikispace Independent Reading-sticky notes to list main idea/details Use the sentences from the Blackbeard article again. Have students try to

reconstruct the article by looking for the main ideas and details that support them.

Give groups of students a main idea on a slip of paper and have them write a paragraph with that main idea. Then mix them up and read them aloud, having the class match them.

Guided Reading/Book Clubs(be sure to incorporate EQ and Marzano’s question stems

Sample Assessment prototype:

Which is the best meaning for the word “fetched” in line 14?


Student responses to I Wonder Board

Choose appropriate EOG moment.

Reading, Social Studies, and Science Pacing Guide Grade 4

Week 8: October 11-15


Arts SCOSSS & Science

SCOS


StrategiesSample


Instructional Strategies / MinilessonsSuggested Vocabulary

and Assessments/Prototypes


1.01 and 1.02 (vocabulary strategies)

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea

Asking Questions“I wonder….”

Main Idea

Supporting Details

How do the elements of nonfiction help good readers understand the text? *see nonfiction walkQS – What is the purpose for subheadings in this selection? (Critical Stance/Integrating)

How does asking questions help readers to determine main idea and distinguish it from supporting details?

How can you make book recommendations? What good readers we include in their book recommendations?

See Smart Board Lesson on NotetakingInteractive Read Alouds

Possible Read Alouds See list at front of pacing guide

Minilessons/Elements of nonfiction: THIEVES lesson from the Text Features section of the wikispace. Students create charts listing text features from the book they are reading and

how each text feature helps them as readers. Then they must evaluate which text feature was most helpful and create another text feature for the book that they believe the author should have included.

Questions to Determine Main Idea and supporting details Anchor Chart- Main Idea SF Basal Lesson – pg 612-613 Model Graphic Organizer (Fountas & Pinnell Appendix 35) to list Main

Idea /Details Have students ask themselves:

1. What is this mostly about?2. What did the author most want me to learn and remember?3. If I had to describe this selection in one sentence, what would I say?

Read aloud to students. After each paragraph/ page/ section, have each student write down one word that most describes what was just read. All of the sentences in the selection are joining together to give a message. As a class, put the list of words together into a sentence. Give students the opportunity to read a short selection and ask themselves “What word is most important?” after each paragraph and write these words in the margin. At the end of the selection, students use these words to create a main idea sentence.

DAY 17: How to Write Book Recommendations (4.02, 4.07) Book Recommendations Anchor Chart Modeling w/ students Optional Read Aloud Independent Reading

Teacher/Student ConferencingGuided Reading/Book Clubs

(be sure to incorporate EQ and Marzano’s question stems

Vocabulary:Locating informationReference textReferenceresearch

Introduction to Prefixes (en, em, re); follow Vocabulary Lesson Plan Template Week Two and use Prefix powerpoint template found on WikiSpace Vocabulary

(Suggested assessments for Weeks 6-9)

Sample Assessment prototype: Which is the best

meaning for the word “fetched” in line 14?



Student work from Thick and Thin (Book or Brain) questions lesson



Reading, Social Studies, and Science Pacing Guide Grade 4Week 9: October 18-22

North Carolina English Language Arts SCOSSS & Science SCOS


StrategiesSample


Instructional Strategies / MinilessonsVocabulary and

Suggested Assessments/Prototypes

1.01 and 1.02 (vocabulary strategies) Asking Questions

How do readers determine and distinguish facts versus opinions?

Shared Reading/Words Their WayInteractive Read Alouds

VocabularyIdentify


2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text…2.08 Verify the meaning or accuracy of the author’s statement(s) by referencing the text or other resources

Objectives to Master:2.08

“I wonder….”

Fact and Opinion

Making Connections:Using Prior Knowledge

“I made a connection…” Setting a purpose

using prior knowledge and text information

QS: What part(s) of this text could be real/make believe? (Interpretation/Analyzing)QS: Based on the selection, which conclusion is supported by info in ______? (Interpretation/Knowledge)QS: With which statement would the author agree/disagree? Why? (Critical Stance/Generating)

Why do readers connect with their text?

How does knowing the author’s purpose help a reader to better understand the text?

QS: In the ____ of the selection, why does the author ask the reader to ____? (Cognition/Analyzing)

Possible Read AloudsFollow the Drinking Gourd by Jeanette Winter, Under the Quilt of Night by Deborah Hopkinson, The Other Side by Jacqueline Woodson, Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viors

Minilesson/Fact and opinion Scott Foresman Basal Lesson – pg.596-597 Introduce Fact / Opinion Board using sticky notes Read Aloud – Diary of Worm/Spider - paired up w/ nonfiction texts about

worms and spiders LearnNC lesson on the Facts and Opinions section of the wikispace.

Connections Suggestions link in wikispace Connect text to world using newspaper articles. Connect text to text

using two stories with similar plots, characters, or morals. Connect text to self using individual student stories.

Have students create a collage based on connections they have to a book. Then have students write about their connections and justify which of their connections was most significant to their understanding of the story.

Setting a purpose using prior knowledge and text information. Strategies That Work p. 106-109 Interactive Read Aloud – Historical Fiction (set purpose – entertain or

information) Pass out books, brochures, ads, poems, etc to groups of students and

have them race to sort them according to the author’s purpose. Give students a classroom object (pencil, ruler, eraser, etc.) and have

them choose to write about it for a specific purpose (inform, persuade, entertain). They can read their paragraphs to the class and the other students can guess the author’s purpose.

Allow students to create an advertisement for a new kids’ product. The ad can have one picture and up to 40 words. Then have students write a paragraph defending why they included the picture and words they chose.

Guided Reading/Book Clubs(be sure to incorporated EQ and Marzano’s question stems

: Introduction to Prefixes (sub, fore, under, pre); follow Vocabulary Lesson Plan Template Week Three and use Prefix powerpoint template found on WikiSpace Vocabulary Page

(Suggested assessments for Weeks 6-9)

Sample Assessment prototype Which is the best

meaning for the word “fetched” in line 14?



Student work from Thick and Thin (Book/Brain) questions lesson



Reading, Social Studies, and Science Pacing Guide Grade 4Week 10: October 25-29

North Carolina English Language Arts

SCOSSS & Science SCOS

Featured Comprehension Strategies SampleEssential Questions



Assessments/Prototypes



2.02 Interact with the text before, during, and after reading, listening, and viewing by … making predictions

2.09 Listen actively by… asking questions

Objectives for Mastery:2.09-1

Asking Questions“I wonder….”

Predicting

Formulating questions

Making Connections:Using Prior Knowledge

“I made a connection…”

Making Predictions

How does asking questions help readers make predictions before and during reading?

Why do readers connect with their text?


Shared Reading/Words Their WayInteractive Read Alouds Possible Read Alouds

Eppossumondus by Colleen Salley June 29, 1999 by David Wiesner Miss Nelson is Back by Harry Allard See booklist in pacing guide

Minilessons/Predicting (Suggested 4 days) Student(s) Book Talks Revisit Anchor Chart – “I wonder…” to look for predictions Strategies That Work pg. 82-85, 89-92 (Think Alouds/Modeling) Scott Foresman Basal Lesson – p. 298-299 Predict-o-gram w/ one of the read alouds (pre-prepare the sticky notes for the story

to be used) Read Aloud Fly Away Home by Eve Bunting OR Pink and Say by Patricia Polacco OR

book you select Predict-o-gram Follow-up: Students write about if their predictions were correct or

not and how their predictions helped them understand the story. Have students track the weather and write down the high and low temperatures

each day for a week. Have them predict the weather for the next few days using the information they collected and support their ideas with the evidence they collected. (This activity can also be done with recent scores from a favorite sports team.)

Gather data on any topic of interest to your class and make predictions based on your data.

Show students dramatic images (one person shoving another, for example) and let them predict what will happen next.

Connections Allow students to interview a grandparent or older person. Then make connections as

a class between children now and children then. Have students predict how in the future their kids’ childhoods will be similar and different from their own and back it up using evidence from the interview.

Look up two very different old photographs from the Library of Congress or two pieces of seemingly unrelated art. Make connections between these.

Use the Questions to Lead Connecting in the Connections section of the wikispace. Guided Reading/Book Clubs(be sure to incorporated EQ and Marzano’s question stems

Vocabulary:predict

Vocabulary in Context; Verbs Lessons 1-3, Lessons can be found on WikiSpace Vocabulary Page

Suggested Assessment Prototypes

Use results from students’ weather/sports predictions

Collect students’ interviews and connections/predictions

Collect students’ connections between the two pieces of art


Reading, Social Studies, and Science Instruction Grade 4Week 11: November 1-5

North Carolina English Language Arts SCOS


Strategies



Vocabulary and Suggested Assessment /Prototypes

1.01 and 1.02 (vocabulary strategies) Making Connections:

Each week, under each essential question, there will be EXAMPLES of

Shared ReadingWords Their Way

Vocabulary:Prior knowledge

Characters Setting Action/Plot

Problems/ Conflict

Solutions/ Resolution

Other Things



2.02 Interact with the text before, during, and after reading, listening, and viewing by

1. setting a purpose using prior knowledge and text information

5. making connections with previous experiences, information, and ideas…

2.03 Read a variety of texts including fiction, nonfiction, drama, and poetry

Objectives to be Mastered:2.02, Bullet 52.03

Using Prior Knowledge

“I made a connection…”

Making connections with previous experiences, information and ideas

Making connections between texts

question stems (QS) could be used in guided reading, etc.

How does connecting your life to the selection affect your reading?

Why is it helpful to use prior knowledge before, during, and after they read?

QS: How would this experience help you the next time you _______? (Connections/Applying)

QS: Which experience in this selection is most similar to an experience you have had? (Connections/Applying)

Why is it important to make text-to-text connections in order to enhance meaning?

QS: Which experience is most similar to ____ experience is the selection? (Connections/Applying)

QS: How are the illustrations similar in ____ and _____? (Connections/Analyzing)

Interactive Read AloudsPossible Read Alouds

Roxaboxen by Alice McLerran Amazing Grace by Mary Hoffman Chrysanthemum by Kevin Henkes Boundless Grace by Mary Hoffman Miss Nelson has a Field Day by Harry Allard Weslandia by Paul Fleischman Wemberly Worried by Kevin Henkes Alexander, Who's Not (Do You Hear Me? I Mean It!)

Going to Move by Judith Viorst

Mini-Lesson Venn diagram comparing two books or characters What It Reminds Me Of: Have students make

connections on sticky notes during or after reading. They will also write whether it was text-to-self, text-to-text, or text-to-world. Pair/share.

The students will describe an event in their books. They will then state:-What it reminds them of in their lives (or other texts or the world)-How it is similar-How it is different-How it helped them understand the text better


ExamineCompareContrast

Vocabulary in Context; Verbs Lessons 4 & 5, Lessons can be found on WikiSpace Vocabulary Page

Assessments specific to making connections:

If you had been _______, what would you have done differently?

How are they alike? How are they different?

Was ___________’s decision the best one? Why or why not?






Strategies



Vocabulary and Suggested Assessment/Prototypes

2.02 Interact with the text before, during, and after

Using prior Knowledge and





reading… Making

connections with previous experiences, information, and ideas.

1.03 Identify key words and discover their meanings and relationships through a variety of strategies.1.04 Increase reading and writing vocabulary through… wide reading

Objectives to be Mastered:1.04, Bullet 11.032.02, Bullet 5

Making Connections

“I made a connection when…”

Making connections between texts

Making connections with previous experiences, information and ideas

Making connections to build vocabulary

question stems (QS) could be used in guided reading, etc.

How do we relate texts and how does it affect our understanding of each text?

How do real life events in the world around us affect our reading?

How can prior knowledge help us to be good readers?

QS: What is the relationship between ______ and _______? (Analyzing)

QS: In the text, what does _____ most likely mean? (Interpretation/Knowledge)

Interactive Read AloudsPossible Read Aloud

Chicken Sunday by Patricia Polacco Rechenka’s Eggs by Patricia Polacco Grade Level Selected See booklist in pacing guide

Mini-Lesson Review Anchor Chart w/ Text to Self; add Text to Text Author Study/Project for Read Aloud – students

compare texts by Patricia Polacco. After reading, students will interview an adult family member about an important event in his/her life, taking notes, in order to write their own family story books.

During an interactive read aloud ….using a 3 column chart, have students chart text/self, text/text and text/world connections



Using Context Clues in Specific Contents Areas; Follow Context Clues Lesson Plan Template Week Two and use Context Clues powerpoint template (Science related topics


ClassScapes Quiz 2.02 – Interacting with Text; Making Connections

“What It Reminds Me Of” – After read aloud have students make connections on sticky notes, then after independent reading, have them write in a connection in Reader’s Notebook and if it’s text to self, to text, or to world.

See Wikispace (Making Connections)





Strategies



Vocabulary and SuggestedAssessment/Prototypes

1.01 and 1.02 (vocabulary Using prior

Knowledge and Each week, under each essential question, there will be EXAMPLES of

Remember NotetakingShared Reading



strategies)

3.01 Respond to fiction, nonfiction, poetry and drama using interpretive, critical, and evaluative processes…

Analyzing differences among genres

3.04 Make informed judgments about television and film/video production

Objectives to be Mastered:3.01, Bullet 53.04

Making Connections


Make informed judgments about TV and film/video productions

question stems (QS) could be use in guided reading, etc.

How do good readers make informed judgments?

QS: Which character most ______ about _____? (Interpretation/Analyzing)

How is the movie different from the book?

QS: What inferences can be made about why ______ was different in the book or movie? (Interpretation/Analyzing)

What causes characters to do, say, think the way they do?

Words Their WaysPossible Interactive Read Alouds

Charlie Brown’s Thanksgiving by Charles Schultz Excerpts from the following: Harry Potter, Charlotte’s

Web, The Witches, Babe, etc. Shrek by William Steig See booklist in pacing guide

Mini-lesson Should you believe everything you see on TV?

-Have a group discussion of photo hoaxes, asking questions such as, “Why would someone create a hoax photo?” “How can you make an informed judgment about something’s authenticity?”-AFTER PREVIEWING them, show students a few hoax photos such as the photo of the Loch Ness Monster and discuss how you could determine that it was faked.



Making judgmentsExamineAnalyze

Vocabulary: Catch-up, Review, Assess from 2nd 6 weeks

Assessment for making informed judgmentEach group takes one of the photos that they determined was hoax and defend why you think it is a hoax photo. This can be done through a written or oral response.


Make connections between Charlie Brown’s Thanksgiving by Charles Schultz to Priscilla Aldren and the First Thnksgiving by Alice Benjamin Boynton or other historical Thanksgiving book

Read Charlie Brown’s Thanksgiving , watch the movie version, and compare and contrast the two

Have student use any fiction/nonfiction text to make connections





Strategies


SuggestedInstructional Strategies / Minilessons Vocabulary and Suggested Assessment/Prototypes

1.01 and 1.02 (vocabulary strategies) Using prior

Each week, under each essential question, there will be EXAMPLES




3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative process….

Objectives to be Mastered:3.02

Knowledge and Making

Connections


Analyze characterswithin and between selections and cite supporting evidence

Identifying and examining character(s) motives

of question stems (QS) could be use in guided reading, etc.

What are some ways that authors develop characters? QS: How would the story end differently if one aspect of the character’s personality were changed?

QS: How are the characters in the two books alike or different?

How could an author’s own life affect the characters he/she writes about?

Interactive Read AloudsPossible Read Aloud

Fables by Aesop Books by Patricia Polacco Swamp Angel by Anne Issacs Casey at Bat by Ernest Lawrence Thayer Armadillo Tattletale by Helen Kettemn

Mini-lesson From a variety of texts, have students determine whether

the main character’s motive is ultimately to:-obtain or achieve something-avoid or escape from something-both of these

How does the character’s motive affect the other characters and action in the text?

Analyze, with a timeline, how a character’s personality changes over the course of the text (Thank You, Mr. Faulker)-Main character’s evolution from self-confidence to no self-confidence and back to confidence

Character 20 Questions (One child chooses and pretends to be a character that the whole class is familiar with. The student doesn’t reveal his/her identity. The class asks the student questions to try and figure out who the student is pretending to be.)


AnalyzeExamineReference text

: Introduction to Suffixes (-s, -es, -ed); follow Vocabulary Lesson Plan Template Week Four and use Suffix powerpoint template found on WikiSpace Vocabulary

Assessments specific to making connections: Character web

Character Webs (A character web is a graphic organizer that defines a character’s traits, development, or conflict. It looks like a bubble map.)



\

Reading, Social Studies, and Science Instruction Grade 4Week 15: November 29-December 3



Strategies




Assessment/Prototypes

1.01 and 1.02 Each week, under each essential Shared Reading Vocabulary:


(vocabulary strategies)

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative process….3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.2.04 Identify and interpret elements of fictions and nonfiction and support by referencing the text to determine the…2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.


Using prior Knowledge and

Making Connections


Considering a situation or problem from a different character’s point of view

Analyze characters, events and plots within and between selections and cite supporting evidence

Compare/Contrasting- make connections between texts, characters, etc.

question, there will be EXAMPLES of question stems (QS) could be use in guided reading, etc.

How does point of view affect a character’s problem or situation?

QS: Think about the story from ____ point of view. How might the story have been different if you were the main character? (Connections/Generating)

QS: How would you rewrite the selection from _____ point of view? (Critical Stance/Generating)

How do we compare and contrast two characters?

QS: How is ____ different from ____? (Critical Stance/Analyzing)

QS: How does the author’s description of the setting change the mood form the beginning of the story to the end? (Interpretation/Analyzing)

Words Their WayInteractive Read Alouds Possible Read Alouds

The True Story of the Three Little Pigs by Jon Scieszka The Three Little Wolves and the Big Bad Pig by Eugene Trivizas Once Upon a Cool Motorcycle Dude by Kevin O’Malley George vs. George by Rosalyn Schanzer /see booklist at front of pacing guide

Mini-lesson Split the class into two groups, robbers and real estate agents. Tell each group

only who they are, but not who the other group represents. Read aloud The House. After reading, have each group describe the house, while the other group attempts to figure out who the students portray. The website for this activity is below. Additional activities are available on the website.

Skit showing how two characters would react to a specific situation ( book from a book of your choice)

Write a journal entry from a particular character’s point of view. ( from a book of choice)

http://www.readwritethink.org/lesson_images/lesson23/house.pdf

Guided Reading/Book Clubs (be sure to incorporate EQ and Marzano’s question stems

Point of View An automobile accident occurs. Two drivers are involved. Witnesses include four sidewalk spectators, a policeman, a man with a video camera who happened to be shooting the scene, and the pilot of a helicopter that was flying overhead. Here we have nine different points of view and, most likely, nine different descriptions of the accident.

In short fiction, who tells the story and how it is told are critical issues for an author to decide. The tone and feel of the story, and even its meaning, can change radically depending on who is telling the story.

Remember, someone is always between the reader and the action of the story. That someone is telling the story from his or her own point of view.

Prior knowledge

: Introduction to Suffixes (-s, -es, -ed); follow Vocabulary Lesson Plan Template Week Four and use Suffix powerpoint template found on WikiSpace Vocabulary


Write a journal entry about how you would have done something differently if you’d been in the same situation as the character.



Reading, Social Studies, and Science Instruction Grade 4Week 16: December 6-10







Visualization“I was able to picture in

Each week, under each essential question, there will be EXAMPLES


Vocabulary:Simile




3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

2.04 Identify and interpret elements of fictions and nonfiction and support by referencing the text to determine the author’s choice of words and author’s use of figurative language


my mind…”

Author’s use of figurative language

Author’s choice of words

Analyzing the impact of author’s word choice and context

Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

Using text structures

Text Structure means…. How is the text

organized? How does the

organization of the text help you comprehend the selection?

What are the main points of the selection?

Could the text be organized in another way?

of question stems (QS) could be use in guided reading, etc.

How does vocabulary and author’s word choice affect a character?...a story?

How does an author’s style of writing and schema affect the reader?

How can an author’s choice of words help you visualize the selection?

QS: Which words best describes ____ mood in this text? (Interpretation/Knowledge)

QS: Why does the author most likely begin and end the selection by saying “______”? (Critical Stance/Organizing)


Night in the Country by Cynthia Rylant The Year of the Perfect Christmas Tree by Gloria Houston The Best Christmas Pageant Ever by Barbara Robinson A Christmas Carol by any author

Mini-lesson Select and read a descriptive passage from a text and have

student illustrate the action or setting. Have the students find the words or phrases that helped them

decide what to draw. Why were those words the most descriptive?

Have students work in a group. All but one student will close their eyes. That student will select an object (a piece of fruit, a sea shell, etc.) and describe it, while the others try to figure out what it is.


Author’s CraftNeed to Know Need to be able to do

Author’s choice of words interpret author’s choice of words

Mood distinguish author’s mood &meaning

Figurative Language identify use of figurative language

Author’s purpose understand author’s purpose (P.I.E)

Author’s point of view identify author’s point of view

MetaphorPersonification

Vocabulary in Context; Adjectives Lessons 1-4, Lessons can be found on WikiSpace Vocabulary Page

Assessments specific to figurative language:

Write about an event two times- once in everyday language and once using simile and metaphor. Evaluate how the two pieces are different.

Students create and evaluate metaphors that do not make sense. Explain why these metaphors are not appropriate comparisons.

Why did the author use the words, “Winds that nipped us?”






Strategies




1.01 and 1.02 (vocabulary strategies) Asking Questions



Vocabulary:Simile


2.04 Identify and interpret elements of fiction and nonfiction

Author’s choice of words


3.01 Respond to fictions, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by

analyzing the impact of authors’ word choice and context.

3.03 Consider the ways language and visuals bring characters to life…

Objectives to be Mastered:2.04. 4 and 2.04.63.01.13.03

“I wonder….”


Figurative Language Simile –

(Comparisons often with as or like) – as smooth as silk, as fast as wind, Quick like a lightning bolt

Metaphor (Implicit comparison without using like or as) You are such an airhead. He is a bear in the morning.

Hyperbole (Exaggerating statement) In order to get my homework done, I will have to burn the midnight oil.

Personification (Giving something a human quality


How does figurative language affect the story?

How does figurative language help us to generate questions before, while, and after we read?

QS: What is the significance of the author comparing ______ and _____ in the text? (Critical Stance/Evaluating)

QS: What does the author most likely mean by ______? (Critical Stance/Analyzing)a selection?(Cognition/Knowledge)

Interactive Read AloudsPossible Read Alouds Similes – Owl Moon by Jane Yolen Similes – The Girl Who Loved Wild Horses by Paul Gobel Metaphors – White Snow, Bright Snow by Alvin Tresslet Metaphors – Tar Beach by Faith Ringgold Personification – The Giving Tree by Shel Silverstein

Personification – Sylvester and the Magic Pebble by William Steig

Mini-lesson Anchor Chart- types of figurative language that authors use Play “hide-the-metaphor,” in which students try to describe

something as if it were something else without naming it. -This poem, Moon Butterfly by Julian Begley is an example:It is pretty,The way she flutters.She is black as the night, With white moonsplashes.

Websites for similes and metaphorshttp://education.smarttech.com/NR/rdonlyres/C86FB235-618E-4024-85A7-C1E59A190DF6/0/MetaphorsandsimilesUS.xbk

http://www.kyrene.org/reading/6th_grade/theme_2/Similes%20and%20Metaphors.xbk

http://childrensbooks.suite101.com/article.cfm/poetrykids#ixzz0KmXxDJ5a&C

Guided Reading/Book Clubs(be sure to incorporate EQ and Marzano’s question stems)

MetaphorPersonification

Vocabulary in Context; Adjectives Lessons 5-8, Lessons can be found on WikiSpace Vocabulary Page

Assessments specific to figurative language:

Write about an event two times- once in everyday language and once using simile and metaphor. Evaluate how the two pieces are different.

Students create and evaluate metaphors that do not make sense. Explain why these metaphors are not appropriate comparisons.

Why did the author use the words, “Winds that nipped us?”

Choose appropriate EOG moment. Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 4th grade and Vocabulary pages




Strategies




1.01 and 1.02 (vocabulary strategies) Visualizing



Vocabulary:Plot




http://education.smarttech.com/NR/rdonlyres/C86FB235-618E-4024-85A7-C1E59A190DF6/0/MetaphorsandsimilesUS.xbk



2.06 Summarize major points from fiction and nonfiction text to clarity and retain information and ideas.3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response

“I could picture in my mind…”

Plot

Someone….wanted......but…..so…..then


How can we determine the plot of a story?

QS: Tell the events from the story in order in which __________ went through.

QS: In which ways did the main event of the story effect the character _____________?

How does prior knowledge help us understand the plot of a story?


Ming Lo Moves the Mountain by Arnold Lobel Alexander Who Used to be Rich Last Sunday by Judith

Viorst Where the Wild Things Are by Maurice Sendak See booklist in pacing guide

Minilesson and suggested activities

Brainstorm events from text and put in order on chart paper

Cut events apart and have students retell the story by sequencing events

Students use comic strips to figure out plot, and then create their own mini-comic strip from a pre-created plot graphic organizer http://www.readwritethink.org/lessons/lesson_view.asp?id=223

Students can use picture books to teach plots in a story http://www.readwritethink.org/lessons/lesson_view.asp?id=803

Plot……Someone…wanted…but…so..then (fiction) Something’s…..Purpose….But….then…so (nonfiction)


Sequence of events

Using Context Clues in Specific Content Areas; Social Studies related reading passages

Assessments specific to plot:

Teacher will read a short picture book to class. After it is read, students will have to complete a plot organizer of the story to sequence the plot.http://www.readwritethink.org/lesson_images/lesson223/plot_mountain.pdf



Reading, Social Studies, and Science Instruction Grade 4Week 19: January 3-7



Strategies




1.01 and 1.02 (vocabulary Each week, under each essential Remember notetaking Vocabulary:


http://www.readwritethink.org/lesson_images/lesson223/plot_mountain.pdf



http://www.readwritethink.org/lessons/lesson_view.asp?id=803




strategies)

2.06 Summarize major points from fiction and nonfiction text to clarity and retain information and ideas.3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response

Objectives to be Mastered:2.063.03

Visualizing

“I could picture in my mind…”

Plot Visualizing


How does organizing information about the plot of a book help readers understand texts?

QS: Put _____ in order of _____.(Cognition/Organizing)

QS: What event is missing from _____? (Interpretation /Cognition/ Organizing)

QS: How was __________ solved in the text? (Analyzing)

How do authors develop a plot?

How do good readers check for accuracy of authors statements?


Possible Interactive Read Alouds Ming Lo Moves the Mountain by Arnold Lobel Alexander Who Used to be Rich Last Sunday by Judith

Viorst Where the Wild Things Are by Maurice Sendak See booklist in pacing guide

Minilesson Brainstorm events from text and put in order on chart

paper Cut events apart and have students retell the story by

sequencing events Examine recipes for organization and have students

explain why the steps in a recipe must be followed in order.

Read aloud an excerpt from Washington Irving’s The Headless Horseman. Have the students draw what they pictured as the poem was read.


PlotSequence of events

Catch-up, Review, Assess from 3rd 6 weeks

Assessments specific to plot: Have students complete a

foldable Somebody Wanted But So Then on a book of the students’ choice or one that was read in class.









1.01 and 1.02 (vocabulary Each week, under each essential Shared Reading Vocabulary:


strategies)

2.06 Summarize main points from fiction and nonfiction text to clarity and retain information and ideas.

3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response

3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

Objectives to be Mastered:2.063.033.05

Determining Importance“I noticed the author…”

Using text features

Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts and/or maps


What are examples of different text structures in texts?

How does a good a reader use text features (both in fiction and non-fiction) to enhance their understanding?

QS: How does the in _____ support the information in the text? (Interpretation/Evaluation)

QS: Why did the author most likely include _____ in the selection?(Critical Stance/Evaluating)

Words Their WayInteractive Read Alouds

Possible Read Alouds Exploring the Titanic by Robert Ballard Any non-fiction book (see science readers and Time Readers for social studies) See booklist in pacing guide Indy Kids (newspaper for kids)

Mini-Lesson Have students create a text feature for their book (add a

graph, insert subheadings, etc.) and explain how it would enhance comprehension for another reader.

Use newspapers/Weekly Readers/NC Weekly/Scholastic News/ Time for Kids and other magazines.

Model using the Pearson Learning I-Openers or any other nonfiction texts i.e. National Geographic, Time for Kids

Guided Reading/Book Clubs(be sure to incorporatedEQ and Marzano’s question stems)


ImportanceExamineAnalyzeReference TextText Features

: Introduction to Suffixes (-ing, -ly); follow Vocabulary Lesson Plan Template Week Five and use Suffix powerpoint template found on WikiSpace Vocabulary

Assessments specific to determining importance:

Have students make a list of text features appearing in their book or article. The students should pick the one or two which most helped their understanding and justify their choice.


Website with Rubrics for Assessmenthttp://www.ikeepbookmarks.com/browse.asp?folder=1983699




Strategies




1.01 and 1.02 (vocabulary Determining Each week, under each essential Shared Reading Vocabulary:


strategies)

2.07 Determine usefulness of information and ideas consistent with purpose.3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps

Objectives to be Mastered:2.073.05

Importance“This was mostly

about…”

Determine usefulness of information and ideas consistent with purpose


How do we choose what is important in the text?

How do we determine which parts of a selection are the most important parts?

QS: What is the purpose of _____? (Interpretation/Knowledge)

QS: What is the most important idea in ____? (Interpretation/Evaluation)

QS: What lesson did the main character most likely learn? (Critical Stance/Integrating)


Possible Read Alouds The Stinky Cheese Man by Jon Scieszka Non-fiction texts Historical fiction texts

Mini-Lesson Note Taking – Outline form Students write important facts on sticky notes and post on

class chart, T-chart or KWL Students will determine the importance of the author’s

choice of different book cover illustrations. Use Jeremy Thatcher, Dragon Hatcher by Bruce Coville (or another book with multiple covers). Discuss how the illustrator’s determination of importance affected his/her choice of artwork.


ImportanceReference textExamineAnalyzeJustify

: Introduction to Suffixes (-ing, -ly); follow Vocabulary Lesson Plan Template Week Five and use Suffix powerpoint template found on WikiSpace Vocabulary

Assessments specific to determining importance:

Decide which group of people best represents the author’s targeted audience? What clues in the selection/article tell you the author is writing to them?








Vocabulary Suggested Assessments

1.01 and 1.02 (vocabulary Shared Reading Vocabulary


strategies)

2.05 make inferences, draw conclusions, make generalizations, and support by referencing the text.

Objectives for Mastery

2.05

Determining Importance“I thought ______ was

important because ______.”

Make inferences, draw conclusions, make generalizations and support by referencing text

Cause and Effect

See week 27 for information on Generalizatons

Drawing ConclusionsA conclusion is a judgment or decision reached after serious consideration of all related facts, prior knowledge, new knowledge, and inferences

ExamplesFact: The ice on the lake is only 1 inch thick.

• Fact: There are open cracks on the ice.

• Inference: People ice fishing are in danger of falling through the ice.

• Conclusion?

How do good readers determine cause and effect in selections?

How does determining cause and effect help readers make inferences and draw conclusions?

QS: What would the result be if ______? (Critical Stance/Integrating)

QS: Based on the selection, what will most likely happen next? (Interpretation/Generating)



Possible Read Alouds Volcanoes by Lauber Magic School Bus Inside the Earth by Cole The Night I Followed the Dog by Nina Laden

Determining cause and effect Model using multi-flow map to model how to determine cause and

effect Share a list of events and have cooperative groups brainstorm

possible causes. Share a list of choices and have groups determine what the possible

effects might be. (Good time to involve your school counselor ) During an unknown read aloud stop after a cause. Have cooperative

groups finish the book focusing on the effect. Power points http://languagearts.pppst.com/cause-effect.html

Shared ReadingDetermining Cause & Effect

Skill Lesson pg. 158-159 Scott Foresman Basal Selection A Big City Dream pg. 160-179

Guided Reading/Book Clubs Drawing Conclusions(be sure to incorporate EQ and Marzano’s question stems)

Drawing ConclusionsFacts What I know Conclusions

Cause Effect

Draw conclusion

Vocabulary in Context; Adverbs Lesson 1; Lesson can be found on WikiSpace Vocabulary Page

Sample Assessment PrototypesHave students create their own

example of drawing a conclusion ( can be down with

partner)• Fact: The hot air

balloon is losing speed and altitude

• Fact: The balloon is sailing over the Pacific Ocean.

• Inference: The balloon is in danger of crashing into the ocean

• Conclusion

• Fact: A grade of 94-100+% will get you an A in class.

• Fact: I have a grade of 93%.

• Inference: I am close to getting an A.

• Conclusion?


Reading, Social Studies, and Science Instruction Grade 4Week 23: January 31-February 4

North Carolina English Language Arts SCOS SS & Science SCOS


Strategies



Vocabulary and Suggested Assessments/Prototypes

1.01 and 1.02 (vocabulary strategies) Shared Reading

http://languagearts.pppst.com/cause-effect.html



2.04 Identify and interpret elements of fiction and nonfiction and support by

referencing the text to determine the main idea and supporting details.

2.06 Summarize major points from fiction and nonfiction text to clarify and retain information and ideas.

2.08 Verify the meaning or accuracy of the author’s statement by referencing the text or other resources.

3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

Objectives for mastery2.04-32.062.083.05

Synthesizing / Summarizing

“This was mostly about…”

Main Idea

Text Feature (analyze and integrate)

How do we determine the main idea and supporting details of a fiction selection? …a nonfiction selection?

QS: What is the main idea of the selection? (Cognition/Analyzing)

How do we know how to choose resources to add to important information and knowledge about a topic?

QS: How does the ______ help you to better understand the selection? (Cognition/Integrating)

QS: What is the significance of ________?(Cognition/Knowledge)


Possible Read Aloud Bull Run by Fleishman Exploring the Titanic by Ballard Hungry, Hungry Sharks by Cole Magic School Bus series Fables by Arnold Lobel See booklist in pacing guide

Minilesson/Main Idea and Text Features Strategies That Work pg. 131-

132, 134-137 Select a fiction/nonfiction pair

of books to use to model main idea with different genres (Diary of a Worm, with Wonderful Worms, etc…)

Have students write one sentence responses stating the main idea of selected tales

- individually- cooperative groups- whole group

Identify one key concept or text feature important in overall text meaning (sticky notes)

Have students create a text feature that adds to the main idea of a selection.


VocabularyMain Idea

Vocabulary in Context; Adverbs Lessons 2-4, Lessons can be found on WikiSpace Vocabulary Page

Sample Prototypes (Weeks 23-25) Paper Bag summary. Have

students decorate a paper bag to represent a book. Inside the bag they put things that represent significant events or ideas. They need to explain why each item is in the bag. http://reading.ecb.org/downloads/sum_lp_PaperBag.pdf This may take a few weeks.

What was the significance of the main character’s decision to become a teacher?



Reading, Social Studies, and Science Instruction Grade 4Week 24: February 7-11

NCSXOS Featured Comprehension

Strategies




1.01 and 1.02 (vocabulary Shared Reading


http://reading.ecb.org/downloads/sum_lp_PaperBag.pdf


strategies)

2.06 Summarize major points from fiction and nonfiction text to clarify and retain information and ideas.

2.02 Interact with the text before, during, and after reading, listening, and viewing by;

2.07 Determine usefulness of information and ideas consistent with purpose.

Objectives for mastery2.062.022.07

Synthesizing“This was mostly

about…”

Summarizing

Retelling

How do we make a summary of our text?

How can we determine the most important parts of a selection in order to summarize?

QS: Based on the selection, which of the titles would be the best? (Cognition/Knowledge)

QS: Based on the selection, why is ______ an appropriate title? (Interpretation/Evaluation)


Possible Read Alouds The Rough Faced Girl by Rafe Martin Flat Stanley by Jeff Brown Every Living Thing by Cynthia Rylant Pirates Don’t Change Diapers by Melinda Long Roger the Jolly Pirate by Brett Helquist

Summarizing major points from texts to clarify and retain information and ideas

Retelling Model “Someone…wanted…but…so… then…” fiction

or “Something’s….purpose….but…then…so” nonfiction Read one tale and create summary on chart paper as group Cooperative group create summary w/fiction text students write summary about read aloud in response journal

and share. Story wheel – students create a pictorial summary.

http://reading.ecb.org Write a book review. This should include a summary as well

as an evaluation and rating of the book.

Shared Reading Scott Foresman Basal pg 406-407- Retelling

Guided Reading/Book Clubs((be sure to incorporate EQ and Marzano’s question stems)

VocabularySummary Main IdeaRetell

Using Context Clues in Specific Content Areas; Math related reading passages

Sample Prototypes Weeks 23-25) Paper Bag summary. Have














http://reading.ecb.org/


2.06 Summarize major points from fiction and nonfiction text to clarify and retain information and ideas.2.02 Interact with the text before, during, and after reading, listening, and viewing by:2.07 Determine usefulness of information and ideas consistent with purpose.

Objectives for Mastery 2.062.022.07

Synthesizing“This was mostly about…”

- Summarizing- Retelling

(Carried over from week 24)

How can we summarize non-fiction texts?

Why do we summarize texts?

QS: Which statement best summarizes the story?

Remember notetakingShared ReadingWords Their Way

Possible Interactive Read Aloud Teacher’s Choice See booklist in pacing guide

Summarizing major points from texts to clarify and retain information and ideas

Retelling

Paper Bag summary. Have students decorate a paper bag to represent a book. Inside the bag they put things that represent significant events or ideas. They need to explain why each item is in the bag. http://reading.ecb.org/downloads/sum_lp_PaperBag.pdf

Strategies That Work p. 146-147 Read Aloud w/nonfiction (i.e. Time for Kids –

Greensboro Sit-In) summary on chart paper cooperative group create summary nonfiction text Pair reading a short section in Social Studies text;

write a summary and share w/group


VocabularySummaryRetell

Catch-up, Review, Assess from 4th 6 weeks

Sample Prototypes Weeks 23-25) Paper Bag summary. Have






Language Arts North Carolina English SCOS

SS & Science SCOS


Strategies


SuggestedInstructional Strategies / Minilessons Suggested Assessments






3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by analyzing the impact of authors’ word choice and context.Embedded1.01– Word identification strategies when encountering unknown words1.02– Infer word meanings from roots, prefixes and suffixes1.03– Identify key words and discover their meanings/relationships through a variety of strategies1.04 – Increase reading and writing vocabulary1.05-Use word reference material to identify and comprehend unknown words1.06-Read independently from self selected materials2.08-Verify the meanings of author statements

Objectives for Mastery3.01

Synthesizing“This was mostly about…”

- Evaluating(make judgments about what I read and explain why.)

How can we justify our evaluations of characters and events within text?

QS: What part of this selection could be true in real life? (Connections/Applying)

QS: Through what actions does the author show the feelings of the main character? (Critical Stance/Integrating)

Shared ReadingWords Their WayInteractive Read Alouds

Possible Read Alouds John Henry by Lester An Angel for Solomon Singer by Cynthia

Rylant Fly Away Home by Eve Bunting The Rag Coat by Lauren Mills Charlie Anderson by Barbara

Abercrombie See booklist in pacing guide

Minilesson/Evaluating

Determine the relevance of a text or website for a purpose.

Rate a book (2 thumbs up or 3 stars) and why.

Have students compare two pieces of art (ex: one abstract one not abstract) which one is better? Why? Which one would be worth more? Why? Compare and discuss answers.

Shared Reading Scott Foresman’s Basal Lesson pg. 406-

407- Evaluating


Vocabulary EvaluatingRelevance

Review all Suffixes; follow Vocabulary Lesson Plan Template Week Six which includes hyperlinks to various review activities

Sample Prototype (weeks 26-28)

Introduce an old photograph and have students work in small groups to determine who the people are, what they are doing, how they feel, when they are, and why they think these things. (library of congress) http://www.archives.gov/education/lessons/worksheets/*(does not have to be a photo, could be any source)*



Reading, Social Studies, and Science Instruction Grade 4Week 27: February 28-March 4





Vocabulary and Suggested Assessments/prototypes


http://www.archives.gov/education/lessons/worksheets/


2.02 Interact with the text before, during, and after reading, listening, and viewing by:2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea and supporting details.2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.2.06 Summarize major points from fiction and nonfiction text to clarity and retain information and ideas2.07 Determine usefulness of information and ideas consistent with purpose.3.01 Respond to fictions, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by analyzing the impact of authors’ word choice and contextObjectives for Mastery 2.022.042.052.062.073.01

Inferences“I figured out…”

Drawing Conclusions

Making generalizations

Making GeneralizationsA generalization is a broad statement based on several specific cases or examples.• Make generalizations

to help you organize and understand large

amounts

Example• Protein aids growth

and repairs muscles.• Fruits and vegetables

provide critical vitamins and minerals.

• Carbohydrates supply energy to the body.

• Generalization: A balanced diet is important to good health

How do we make conclusions about what we are read ?

QS: When the speaker describes…. he says,”………..”. What does the author most likely mean? (Interpretation/Analyzing)

QS: What conclusion can you draw from _________?(Critical Stance/Generating)

How do good readers make generalizations by referencing the text?

QS: How does_______ most likely feel?

QS: What is most likely the reason _________ happened?

QS: What would most people do….



Drawing conclusions about characters, events, and themes.

MinilessonDrawing conclusions by referencing the text.


Making generalizations by referencing the text. Have students respond to generalizations such as…all kids like

pizza. Pass out names of students in class or famous people. Have

students create generalizations about people and read them. Other students have to guess who the person is.

Shared Reading Scott Foresman Basal pg. 258-259 Graphic Organizer

Guided Reading/Book Clubs(be sure to incorporated EQ and Marzano’s question stems)Overgeneralization is a statement so broad that it cannot possibly be true.

• An overgeneralization often includes words such as everyone, no one, always, all, and never.

Example• Everyone loves the Bellow Boys’ new song.• Consider: There is probably at least one person who doesn’t like

the group’s music.• Many people love the Bellow Boys’ new song

VocabularyConclusionsGeneralizationsInferenceDraw conclusions (discuss the meaning of draw in this term)

Overall review of prefixes, suffixes, and root words; follow Vocabulary Lesson Plan Template Week Seven which includes hyperlinks to various review activities



Students can collect and analyze a sample of rocks from the schoolyard.(OR use anything else you can collect from around your school) Students will array the collected rocks by characteristics such as size, weight, and color, to see if any generalizations can be made about the types of rocks that can be found in the schoolyardChoose appropriate EOG moment.

Reading, Social Studies, and Science Instruction Grade 4Week 28: March 8-11










SS & Science SCOS Strategies1.01 and 1.02 (vocabulary strategies)

2.02 Interact with the text before, during and after reading, listening, and viewing by:2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. 3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.

Objectives for Mastery2.022.053.02

Inferences “I figured out…”

- Making predictions using text

- Use text features to predict

How do we use text to predict?

QS: In the beginning of the selection, why does the author ask the reader to __________? (Cognition/Analyzing)

QS: How does _____________ change from the beginning to the end of the selection? (Critical Stance/Analyzing)

QS: Predict what might happen if _________. (Critical Stance/Generating)

QS: By looking at the (graph or picture), what can you predict about the outcome? (Interpretation/Evaluating)

QS: By looking at the subheading, what can you predict this part of the selection will be about?(Interpretation/Evaluating)


Possible Read Aloud The Three Armadillies Tuff by Jackie Mims

Hopkins Fortunately by Remy Charlip Possum Magic by Mem Fox Amos and Boris by William Steig Suddenly by Colin McNaughton

Minilesson/Making predictions by referencing the text

Research recent weather conditions and make predictions for the upcoming week. What other information would be helpful?

Research hurricane damages. Which was the worst and why? http://questioning.org/module2/storm1.html

Make a chart of ways we make predictions (similar books, clues, events in own life, character traits, prior knowledge…)

Predict-O-Gram on Chart paper Have students predict characters, setting,

plot, problem, solution, etc.

Use text features to predict Text features Scavenger Hunt Students use features to predict what their

text will beGuided Reading/Book Clubs(be sure to incorporate EQ and Marzano’s question stems)

VocabluaryPrediction

Text featurePrior knowledge

Vocabulary in Context; Synonyms Lessons. Lessons can be found on WikiSpace Vocabulary Page

Assessment IdeasHave students make a prediction on a sticky note and

tell why they made that prediction. Be ready to justify why the prediction is valid.









http://questioning.org/module2/storm1.html

http://questioning.org/module2/storm1.html







3.01 Respond to fictions, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by analyzing the impact of authors’ word choice and context.3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.

Objectives for Mastery3.013..02

Inferences“I figured out because…”

Point of View -- Considering a situation

or problem from a different character’s point of view

How do we consider other points of view?

QS: How are the characters’ main problems different from each other?(Critical Stance/Analyzing)

QS: How would you rewrite the selection from ____________’s point of view? (Critical Stance/Generating)

QS: Think about the story from ______’s point of view. How might the story have been different if you were the main character? (Connections/Generating)


Possible Read Alouds See book list

MinilessonConsider a situation or problem from a different characters’ point of view

Select a “hot topic” (kids having cell phones, helmets on ATV’s,…) and have a class debate. (Appropriate texts including Time For Kids, newspaper (especially editorials), Scholastic News, etc., to demonstrate different point of views)

Introduce a question that has no right or wrong answer and have students take a stance and back up their thinking.

Compare two stories with different points of view. Why does the point of view change?

Using a character web put a situation in the middle. In the surrounding bubbles students examine the situation from each characters point of view. Then students determine which point of view they think is the most valid and why.

Guiding Readers/Writers pg. 133 Graphic Organizer Appendix 31 – Guiding

Readers/Writers


Vocabulary:

Point of ViewMood

Vocabulary in Context; Antonyms Lessons, Lessons can be found on WikiSpace Vocabulary Page

Sample Prototypes (week 29)Using a character web put a situation in the middle. In the surrounding bubbles students examine the situation from each characters point of view. Then students determine which point of view they think is the most valid and why.





North Carolina English Language Arts SCOS SS & Science SCOS


Strategies





2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea and supporting details.2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Objectives for Mastery2.04


Plot

Drawing conclusions

Making generalizations

Why is it important to understand the plot of what we are reading?

How are good readers able to draw conclusions based on context clues from the text?

How are good readers able to make generalizations based on context clues from the text?

QS: What is the problem and solution in this selection? (Cognition/analyzing)


Remember notetakingPossible Interactive Read Alouds

George and Martha by James Marshall Brother Eagle, Sister Sky by Chief Seattle A Bad Case of Stripes by David Shannon

Love You Forever by Robert MunschMinilesson

Plot Strategies That Work pg. 109-111 Use Rising Action Plot to graph to chart events as they

happen Write a sequel to a short story. Incorporate yourself into the

story.Drawing conclusions

Model examples of reading texts and from the text…draw conclusions. Example:There weren't always oranges in Europe. People from the Far East brought oranges to Europe during the Middle Ages. Later, sailors from Europe brought oranges to America. Now the United States grows a million tons of oranges each year.From the story you can tell that the first oranges probably grew in the Far East.

Making GeneralizationsA generalization is a statement of broad applicability that shows a relationship between two or more concepts. Model an example of generalization during minilesson. Example:

Every neighborhood has special features, such as buildings and traffic signs.

o Families around the world have common needs and meet them in different ways.

Scott Foresman Basal – Skills Lesson -476-477 A Peddler’s Dream pg. 476-493

Guided Reading/Book Clubs(be sure to incorporated EQ and Marzano’s question stems)

VocabularyPlotRising ActionMain EventClosing ActionIntroductionConclusion Fable

Using Context Clues in Specific Content Areas; Non-Fiction EOG Practice Review Passages, referencing the text

Sample Prototype (weeks 30-32)Pass out a moral to cooperative groups and have them create a fable to go with it. (point point, comic book, skit, story) Be sure to remind groups to write a complete story that includes plot. This can be short. Students should also work on word choice to show mood.Drawing ConclusionsHave students to draw a conclusion based on a book they are reading An example graphic organizerDrawing Conclusions

Facts What I Know Conclusions

Making generalizations: Have students take the following generalization and find facts to support it.

North Carolina has many characteristics which makes it different from other states


Reading, Social Studies, and Science Instruction Grade 4


Week 31: March 28-April 1North Carolina English Language

Arts SCOSSS & Science SCOS


Strategies





3.01 Respond to fictions, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by analyzing the impact of authors’ word choice and context.2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea and supporting details.2.08 Verify the meaning or accuracy of the author’s statement by referencing the text or other resources.

Objectives for Mastery2.043.01


- Theme

How do we figure out the theme of what we are reading?

Why is theme important to understanding text?

QS: Authors have a purpose or message in mind for their writing. What might be the message of this selection? (Critical Stance/Analyzing)


Brother Eagle, Sister Sky by Chief Seattle Any Fabels

Theme Fables Select short fable and read aloud (ex. The

Lion and the Mouse – create lesson/moral) Pass out copies of fable and have cooperative

groups select theme/moral/lesson Read Aloud each group and share: Does

theme/moral/lesson make sense? Pass out a moral to cooperative groups and have

them create a fable to go with it. (point point, comic book, skit, story)


Theme

What exactly is this elusive thing called theme?

The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.

In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself.

VocabularyTheme

PlotMoral

Review all Vocabulary Strategies in alignment with EOG preparation

and review

Sample Prototype (weeks 30-32)Pass out a moral to cooperative groups and have them create a fable to go with it. (point point, comic book, skit, story) Be sure to remind groups to write a complete story that includes plot. This can be short. Students should also work on word choice to show mood.



Reading, Social Studies, and Science Instruction Grade 4Week 32: April 4-8



SS & Science SCOS


Strategies



Vocabulary and Suggested Assessments/Prototype

3.01 Respond to fictions, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by analyzing the impact of authors’ word choice and context.2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the main idea and supporting details.Embedded1.01– Word identification strategies when encountering unknown words1.02– Infer word meanings from roots, prefixes and suffixes1.03– Identify key words and discover their meanings/relationships through a variety of strategies1.04 – Increase reading and writing vocabulary1.05-Use word reference material to identify and comprehend unknown words1.06-Read independently from self selected materials2.08-Verify the meanings of author statements

Objectives for Mastery2.043.01


- Mood/ Tone

Mood and ToneTone in literature tells us how the author thinks about his or her subject. The author's style conveys the tone in literature. Tone is the author's attitude toward story and readers.

Mood is the effect of the writer's words on the reader. Mood is how the writer’s words make us feel.

How do we figure out the mood of what they reading?

Why is mood important to understanding text?

or

Why is mood important to understanding author’s purpose?

QS: What is the tone/mood of this selection? (Interpretation/Analyzing)

QS: Which word best describes _____ mood from the selection? (Interpretation/Analyzing)

Interactive Read Alouds

Minilesson Music Play different types and talk about the

mood (How does the music make you feel?) Add movement to extend activity

Play Peter and the Wolf and read the story Talk about how the music and the text connect and create mood – Music and text for Peter and the Wolf by Sergei Prokofiev (http://library.thinkquest.org/17321/data/pandw.html)

Read Casey at the Bat or any other poem and talk about the mood Make a list as a class of words that describe mood

Have cooperative groups read a poem and determine mood Share with class.

Pass out mood words on paper and have students create a poem or skit and share. Class can evaluate and discuss.


VocabularyMoodTone

Review all Vocabulary Strategies in alignment with EOG preparation and

review

Sample Prototype (weeks 30-32)Pass out a moral to cooperative groups and have them create a fable to go with it. (point point, comic book, skit, story) Be sure to remind groups to write a complete story that includes plot. This can be short. Students should also work on word choice to show mood.



Reading, Social Studies, and Science Instruction Grade 4Week 33 – 36: April 11-May 13


http://library.thinkquest.org/17321/data/pandw.html

http://library.thinkquest.org/17321/data/pandw.html


SS & Science SCOS





Will vary based on class needs. Focus on Goals…2.02 Interact with the text before, during, and after reading, listening, and viewing by

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant information. making connections with

previous experiences, information, and ideas.

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

plot. theme. main idea and supporting

details. author's choice of words. mood. author's use of figurative

language.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

analyzing the impact of authors' word choice and context.

examining the reasons for characters' actions.

identifying and examining characters' motives.

considering a situation or problem from different characters' points of view.

analyzing differences among genres.

Inference Plot Theme Mood Point of View

Synthesizing Main Idea Summary/ Retell Evaluating Draw Conclusions

Determine Importance Cause and effect

Prior Knowledge/ Connections

Character Actions and Motives

Connections Figurative Language

Asking Questions Main Idea and

supporting Details Formulating

questions

Create your own based on what your students needs.


BEGIN REVIEW FOR EOG 12 Powerful Words slide show (cover one word a

day) see wiki for link. Reading games (teacher made or store bought) I have who has… Vocabulary games EOG Moment File folder games Small groups based on skill Give cooperative groups a reading selections and

have them create their own EOG style questions with answer choices. As an add on students can be “paid” for higher level questions.

Classscapes EOG Jeopardy Review

http://jeopardylabs.com/play/reading-eog EOG Hollywood Squares See next page for more ideas and directions for

Hollywood Squares

Guided Reading/Book Clubs

Vocabulary

Review words for all year.

EOG Moments

Pull selections as needed per class

http://jeopardylabs.com/play/reading-eog

making inferences and drawing conclusions about characters, events and themes

1st nine wks - wikispacesacsliteracy.wikispaces.com/file/view/4th+… · web view ·...

Documents