Grade 4 Unit 1 Success Predictor



Grade 4 Unit 1 Success Predictor

For AYP, RTI, and Corrective Feedback

Story: Because of Winn Dixie Dates: _____________ to ______________

|Vocabulary |Vocabulary Strategy |Comprehension Skill |Retelling |Fluency |

| | | | |Current: |

| | | | |90-125 WCPM |

|Oral Language: |Word Structure |Sequence |Strategic Group |Advanced Group – The Story Of Libraries |

|attention, kindness, understanding |(base and endings) |Author’s Purpose (R) | | |

|Lesson Vocabulary: | | | | |

|grand, peculiar, prideful, selecting, | |Comprehension Strategy: Summarize | |Fluency Skill: |

|memorial, positive, recalls | | | |Tone of Voice |

|Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |

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|Grammar |Spelling and Phonics |Writing |

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|declarative/interrogative sentences |short vowel (vccv) |memoir |

Grade 4 Unit 1 Success Predictor

For AYP, RTI, and Corrective Feedback

Story: Lewis and Clark and Me Dates: _____________ to ______________

|Vocabulary |Vocabulary Strategy |Comprehension Skill |Retelling |Fluency |

| | | | |Current: |

| | | | |90-125 WCPM |

|Oral Language: |Word Structure |Author’s Purpose |Advanced Group |Strategic Intervention Group – The Long |

|Pioneer, settlers, territories, traveled |(endings) |Cause and Effect (R) | |Trip West |

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|Lesson Vocabulary: | |Comprehension Strategy: Answer Questions | |Fluency Skill: |

|docks, migrating, scan, scent, wharf, | | | |Pauses |

|yearned | | | | |

|Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |

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|Grammar |Spelling and Phonics |Writing |

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|Imperative/exclamatory sentences |Long a and i – ai, eigh, ay, igh, |Journal entry |

Grade 4 Unit 1 Success Predictor

For AYP, RTI, and Corrective Feedback

Story: Grandfather’s Journey Dates: _____________ to ______________

|Vocabulary |Vocabulary Strategy |Comprehension Skill |Retelling |Fluency |

| | | | |Current: |

| | | | |90-125 WCPM |

|Oral Language: |Dictionary/Glossary |Sequence |Strategic Intervention Group |On Level Group |

|coast, lush, route | |Main idea (R) | |Children in Pre-War Japan |

|Lesson Vocabulary: | | | | |

|amazed, bewildered, homeland, longed, | |Comprehension Strategy: Graphic Organizers| |Fluency Skill: |

|sculptures, still, towering | | | |Tempo and Rate |

|Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |

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|Grammar |Spelling and Phonics |Writing |

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|Subjects and Predicates |Long e and o- ee, ea, oa,ow |postcard |

Grade 4 Unit 1 Success Predictor

For AYP, RTI, and Corrective Feedback

Story: The Horned Toad Prince Dates: _____________ to ______________

|Vocabulary |Vocabulary Strategy |Comprehension Skill |Retelling |Fluency |

| | | | |Current: |

| | | | |90-125 WCPM |

|Oral Language: |Context Clues |Author’s Purpose |On Level Group |Strategic Intervention Group – Flash |

|corral, frontier, rodeo | |Sequence (R) | |Flood |

|Lesson Vocabulary: | | | | |

|bargain, favor, lassoed, offended, | |Comprehension Strategy: Story Structure | | |

|prairie, riverbed, shrieked | | | |Fluency Skill: |

| | | | |Volume |

|Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |

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|Grammar |Spelling and Phonics |Writing |

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|Compound Sentences |End w/long e – ie,ey, y |e-mail invitation |

Grade 4 Unit 1 Success Predictor

For AYP, RTI, and Corrective Feedback

Story: Letters Home from Yosemite Dates: _____________ to ______________

|Vocabulary |Vocabulary Strategy |Comprehension Skill |Retelling |Fluency |

| | | | |Current: |

| | | | |90-125 WCPM |

|Oral Language: |Word Structure: |Main Idea |Teacher’s choice |Teacher’s choice |

|earthquake, eruptions, volcano |Suffixes |Fact and Opinion (R) | |Leveled Readers |

|Lesson Vocabulary: | | | | |

|glacier, impressive, naturalist, preserve,| | | | |

|slopes, species, wilderness | |Comprehension Strategy: Graphic Organizers| |Fluency Skill: |

| | | | |Phrasing |

|Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |Reteach/Corrective Feedback |

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|Grammar |Spelling and Phonics |Writing |

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|Clauses and Complex Sentences |Long u – uCe, ew, oo, ui, u |narrative writing |

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