4th Grade ELA-Reading Curriculum - parkhill.k12.mo.us

Board Approved 7/28/16

4th Grade ELA-Reading Curriculum

Course Description:

In fourth grade, students will delve into complex texts and see significance in details. Students study the complexity of characters and explore themes while developing skills such as inference and interpretation. Students will delve into nonfiction topics while developing their skills in cross-text synthesis, practicing close reading, comparing and contrasting, and evaluating sources to determine credibility. Students take on the challenge of researching history as they study multiple points of view, support a position with reasons and evidence, tackle complex texts, and learn strategies for using new domain-specific words. In this work, students practice reading analytically, synthesizing complicated narratives, comparing and contrasting themes, and incorporating nonfiction research into their reading.

Scope and Sequence:

4th Grade Reading Units

Quarter Unit Title

1 Growing Yourself as a Reader 1

2 Following Characters Into Meaning

Historical Fiction Book Clubs

2

3

1

2,3

4 Reading High Interest Nonfiction

5 Gem: Recommitting to Reading 3

6 Diving into the Study of Short Texts

7 Interpretation of Texts

4 8 Gem: Recommitting to Reading

Board Approved 7/28/16

Unit 1: Getting to Know Yourself as a Reader

Subject: Reader's Workshop Grade: 4th Name of Unit: Getting to Know Yourself as a Reader Length of Unit: 4 weeks, August--First week of September Overview of Unit: In this unit, students will learn how to author their reading lives by becoming a classroom community of readers. Students will also obtain the identity of being a reader by setting goals, creating a life that revolves around shared books, and developing a sense of personal agency in their reading lives.

Getting Ready for the Unit: Gather a variety of high interest texts for students that will get them excited about reading Popular Books List Read Lucy Calkins' Following Characters unit--Bend 1 only Go over classroom system for checking out books (e.g. traditional check-out, book shopping, etc.) Refer to BrightSpace Unit 1 for necessary anchor charts

Pre-Assessment (given prior to starting the unit): Reading Interest-A-Lyzer by Donalyn Miller and Joseph S. Renzulli

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Board Approved 7/28/16

Based on information obtained in this assessment, provide students one book as a "book gift" from your classroom or school library. This helps them to see that you value who they are as a reader and want to make sure they have the resources to be successful. . Read-Aloud Considerations: The Tiger Rising by Kate DiCamillo Bridge to Terabithia by Katherine Patterson

Essential Questions: 1. How can I use my interests and awareness of pitfalls as a reader to help me select texts

that will help me read lots and lots?

2. How do I set goals for myself as a reader that will help me grow and inspire my passions?

3. How do I share my love of reading with my classmates? How do I share my thinking about reading with others?

Enduring Understanding/Big Ideas: 1. Living a reading life means that I have a self-awareness of my interests and pitfalls as a

reader. I can select texts that will continue to grow and inspire my passions.

2. In order to grow myself as a reader, I need to be able to seek challenges and set goals to open new windows of knowledge

3. Reading is a social experience that is meant to be shared with others. The more I share and discuss my love of and thinking about reading, the stronger our classroom reading culture becomes.

Priority Standards for unit: RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

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Board Approved 7/28/16

SL.4.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Supporting Standards for unit: RL.4.2 determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.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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Board Approved 7/28/16

Unwrapped Concepts Standard

(Students need to know)

Unwrapped Skills (Students need to be

able to do)

to details and examples in a

text when explaining what the

RL.4.1 text says explicitly and when

refer

drawing inferences from the

text.

effectively in a range of

collaborative discussions

(one-on-one, in groups, teacher-led) with diverse SL.4.1 partners on grade 4 topics and

engage

texts

on each other's ideas

build

own ideas clearly

express

Bloom's Taxonomy Webb's DOK

Levels

apply

3

apply

3

create

2

apply

3

Unit Vocabulary:

Academic Cross-Curricular Words

refer know apply read engage report recount speak

Content/Domain Specific

inferences phonics word analysis accuracy fluency comprehension text story main ideas themes

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