Subject: - currituck.k12.nc.us



|Subject: Reading |Timeframe Needed for Completion:9 Weeks |

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|Grade Level: 4 |Grading Period: 1st Nine Weeks |

|Big Ideas/Essential Questions: Establishing a Literary Environment |Essential Skills/Concepts: |

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|Why do we read? |Read independently |

|What does independent reading look like? |Build stamina |

|What does it mean to read? |Good fit books |

|Should everyone be reading the same books? |Choosing good spots to read |

|Why do we make connections when we read? |Word attack skills |

|Why do we make predictions? |Understand connections/predictions |

|What does the text mean? |Understand main idea/supporting details |

|How could someone be a bad listener? | |

|What is a GIST? |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 Standards |

|Reading: Literature |Reading: Informational |Foundation Skills |Speaking and Listening |Writing Standards |Language Standards |

|1. Refer to details and examples |1. Refer to details and examples |3. Know and apply grade-level |1. Engage effectively in a range |3. Write narratives to develop |1. Demonstrate command of the |

|in a text when explaining what the|in a text when explaining what the|phonics and word analysis skills |of collaborative discussions |real or imagined experiences or |conventions of standard English |

|text says explicitly and when |text says explicitly and when |in decoding words. |(one-on-one, in groups, and |events using effective technique, |grammar and usage when writing or |

|drawing inferences from the text |drawing inferences from the text. |a. Use combined knowledge of all |teacher-led) with diverse partners|descriptive details, and clear |speaking. |

| | |letter-sound correspondences, |on grade 4 topics and texts, |event sequences. |b. Form and use the progressive |

|3. Describe in depth a character, |2. Determine the main idea of a |syllabication patterns, and |building on others’ ideas and |a. Orient the reader by |(e.g., I was walking; I am |

|setting, or event in a story or |text and explain how it is |morphology (e.g., roots and |expressing their own clearly. |establishing a situation and |walking; I will be walking) verb |

|drama, drawing on specific details|supported by key details; |affixes) to read accurately |a. Come to discussions prepared, |introducing a narrator and/or |tenses. |

|in the text (e.g., a character’s |summarize the text. |unfamiliar multisyllabic words in |having read or studied required |characters; organize an event |d. Order adjectives within |

|thoughts, words, or actions). | |context and out of context. |material; explicitly draw on that |sequence that unfolds naturally. |sentences according to |

|4. Determine the meaning of words |10. By the end of year, read and | |preparation and other information |b. Use dialogue and description to|conventional patterns (e.g., a |

|and phrases as they are used in a |comprehend informational texts, |4. Read with sufficient accuracy |known about the topic to explore |develop experiences and events or |small red bag rather than a red |

|text, including those that allude |including history/social studies, |and fluency to support |ideas under discussion. |show the responses of characters |small bag). |

|to significant characters found in|science, and technical texts, in |comprehension. |b. Follow agreed-upon rules for |to situations. |f. Produce complete sentences, |

|mythology (e.g., Herculean). |the grades 4–5 text complexity |a. Read grade-level text with |discussions and carry out assigned|c. Use a variety of transitional |recognizing and correcting |

| |band proficiently, with |purpose and understanding. |roles. |words and phrases to manage the |inappropriate fragments and |

|10. By the end of the year, read |scaffolding as needed at the high |b. Read grade-level prose and |c. Pose and respond to specific |sequence of events. |run-ons.* |

|and comprehend literature, |end of the range. |poetry orally with accuracy, |questions to clarify or follow up |d. Use concrete words and phrases |g. Correctly use frequently |

|including stories, dramas, and | |appropriate rate, and expression. |on information, and make comments |and sensory details to convey |confused words (e.g., to, too, |

|poetry, in the grades 4–5 text | |c. Use context to confirm or |that contribute to the discussion |experiences and events precisely. |two; there, their).* |

|complexity band proficiently, with| |self-correct word recognition and |and link to the remarks of others.|e. Provide a conclusion that | |

|scaffolding as needed at the high | |understanding, rereading as | |follows from the narrated |2. Demonstrate command of the |

|end of the range | |necessary. |d. Review the key ideas expressed |experiences or events. |conventions of standard English |

| | | |and explain their own ideas and | |capitalization, punctuation, and |

| | | |understanding in light of the |4. Produce clear and coherent |spelling when writing. |

| | | |discussion. |writing in which the development |a. Use correct capitalization. |

| | | | |and organization are appropriate |d. Spell grade-appropriate words |

| | | | |to task, purpose, and audience. |correctly, consulting references |

| | | | |(Grade-specific expectations for |as needed. |

| | | | |writing types are defined in | |

| | | | |standards 1–3 above.) |3. Use knowledge of language and |

| | | | | |its conventions when writing, |

| | | | |10. Write routinely over extended |speaking, reading, or listening. |

| | | | |time frames (time for research, |a. Choose words and phrases to |

| | | | |reflection, and revision) and |convey ideas precisely.* |

| | | | |shorter time frames (a single |b. Choose punctuation for effect.*|

| | | | |sitting or a day or two) for a | |

| | | | |range of discipline-specific |4. Determine or clarify the |

| | | | |tasks, purposes, and audiences. |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. |

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| | | | | |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) |

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|Assessment Tasks: |Integration: |

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|ClassScape |Integration of science and social studies content using fiction and non-fiction selections will be |

|Running records |necessary to effectively meet all goals, especially writing. |

|Student reflection/response | |

|Student conferences | |

|Graphic Organizers | |

|GIST (Summary 20 words or less) | |

|READ 3D | |

|Materials Suggestions: |Recommended Text Types: |Questioning Strategies |

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|Daily 5 |Legends |Use questions and prompts such as: |

|CAFÉ Menu |Novels |Can you tell me the reasons why the character said …in the |

|Picture book for strategy instruction |Folklore |story? Show me where you linked your thinking to the text. |

|ClassScape |Science Fiction |What are the most important events that happened in the story? |

| (Into the Book) |Autobiographies |How do you know? |

|Reading A-Z |Biographies |What is the theme of this text? |

| |Diaries |Summarize the story from beginning to end in a few sentences. |

|Pensieve Notebooks |Journals |Can you tell me how the character is feeling is this part of the|

|Tumblebooks |Informational Text |story? Explain why the character is feeling this way. |

|assessments/reading/l-z | | |

| | |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? Can you tell me |

| | |how they are different? |

| | |Think about these historical events. Tell how they are |

| | |connected. |

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| | |Use questions and prompts such as: |

| | |Does that sound right? |

| | |Does that look right? |

| | |Does that make sense? |

| | |Look at the word, does it look like …? |

|Professional References | |You said …does it look like …? |

|Mosiac of Thought | | |

|Strategies that Work | |Use questions and prompts such as: |

|Words Their Way | |Make your reading sound like the characters are talking. |

|Comprehension Connections | |Go back and reread when it doesn’t sound or look like you think |

|Word Callers | |it should . |

|Book Whisperer | | |

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|Empowering Writers (narrative writing process required by CCSS follows Empowering Writers well). | | |

|Science & Social Studies integration | | |

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