Grade 4-Unit 1: ELA



Grade 4-Unit 1 Launch Reading Workshop

A Reading Life

Unit Essential Question: What do good readers do?

Standards:

Introduce and Continue:

4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.

4-RL.10.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.

4-RL.10.2- Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

4-RL.10.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

4-RL.10.4- Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words.

4-RL.10.5- Students are expected to build upon and continue applying previous learning.

4-RL.10.6- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.

4-RI.9.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.

4-RL.13.14, RI-12.1-Engage in whole and small group reading with purpose and understanding.

4-C.1.1-5-Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints (1). Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue (2). Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way (3). Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, and pose specific questions, and respond to clarify thinking and express new thoughts (4). Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges (5).

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ELA Grade 4: Unit 1 Launch Reading Workshop

Unit Essential Question: What do good readers do?

ELA Grade 4: Unit 1 Launch Reading Workshop

Unit Essential Question: What do good readers do?

ELA Grade 4-Unit 2

Genres and Central Idea

Unit Essential Question: How do readers determine the central idea or theme using details from a variety of genres?

Standard(s):

4-RL 6.1- Determine the development of a theme within a text; summarize using key details.

4-RI 6.1- Summarize multi-paragraph texts using key details to support the central idea

4-RI.5.2-Students are expected to build upon and continue applying previous learning.

Grade 2 Make predictions before and during reading; confirm or modify thinking.

4-RI.8.2- Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.

4-W.2.1 b.- use information from multiple print and multimedia sources;

4-C.3.1- Compare and contrast how ideas and topics are depicted in a variety of media and formats.

Introduce and Continue:

4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.

4-RL.10.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.

4-RL.10.2- Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.

4-RL.10.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

4-RL.10.4- Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words.

4-RL.10.5- Students are expected to build upon and continue applying previous learning.

4-RL.10.6- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.

4-RI.9.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.

4-RI.9.2- Determine the meaning of an unknown word using knowledge of base words and

Greek and Latin affixes.

4-RI.9.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.

4-RI.9.4- Students are expected to build upon and continue applying previous learning.

4-RI.9.5- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.

4-RL.13.1- Engage in whole and small group reading with purpose and understanding.

4-RL.13.2- Read independently for sustained periods of time to build stamina.

4-RL.13.3- Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

4-RI.12.1- Engage in whole and small group reading with purpose and understanding.

4-RI.12.2- Read independently for sustained periods of time.

4-RI.12.3- Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

4-RL.12.1- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.

4-C.5.2- Employ hyperbole, imagery, personification, idioms, adages, and proverbs when appropriate to convey messages.

ELA Grade 4: Unit 2, Week1

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 2

Unit Essential Question: How do readers determine the main idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 3

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 4

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 5

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 6

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4: Unit 2, Week 7

Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?

ELA Grade 4-Unit 3

Making Inferences from Literary Texts

Unit Essential Question: How do good readers make inferences while reading literary texts?

4-RL 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.

4-RL.5.2- Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.

4-RL 11.1- Compare and contrast first and third person points of view; determine how an author’s choice of point of view influences the content and meaning.

4-RL.11.2- Students are expected to build upon and continue applying concepts learned previously.

4-RL 7.1- Explore similarities and differences among textual, dramatic, visual, or oral presentations.

4-RL.8.1- Use text evidence to:

a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and

b. explain the influence of cultural, historical and social context on characters, setting, and plot development.

4-RL.12.2- Determine characteristics of crafted text structures and describe why an author

uses this structure.

4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.

ELA Grade 4: Unit 3, Week 1

Unit Essential Question: How do good readers make inferences while reading literary texts?

ELA Grade 4: Unit 3, Week 2

Unit Essential Question: How do good readers make inferences while reading literary texts?

ELA Grade 4: Unit 3, Week 3

Unit Essential Question: How do good readers make inferences while reading literary texts?

ELA Grade 4: Unit 3, Week 4

Unit Essential Question: How do good readers make inferences while reading literary texts?

ELA Grade 4-Unit 4:

Making Inferences for Informational Texts

Unit Essential Question: How do good readers make inferences while reading informational texts?

Standards:

4-RI 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.

4-RI.5.2 -Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.

4-RI 11.1- Apply knowledge of text structures to describe how structures contribute to meaning.

4-RI.11.2 -Explain how an author uses reasons and evidence to support particular points.

4-RI.8.1 -Determine how the author uses words and phrases to shape and clarify meaning.

4-RI.8.2 -Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.

4-RI.6.1- Summarize multi-paragraph texts using key details to support the central idea

ELA Grade 4: Unit 4 Week 1

Unit Essential Question: How do good readers make inferences while reading informational texts?

ELA Grade 4: Unit 4 Week 2

Unit Essential Question: How do good readers make inferences while reading informational texts?

ELA Grade 4: Unit 4 Week 3

Unit Essential Question: How do good readers make inferences while reading informational texts?

ELA Grade 4: Unit 4 Week 4

Unit Essential Question: How do good readers make inferences while reading informational texts?

ELA Grade 4: Unit 4 Week 5

Making Inferences from Informational Texts

Unit Essential Question: How do good readers make inferences while reading informational texts?

Re

ELA Grade 4-Unit 5

Novel Study

Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?

Standard(s):

4-RL7.2- Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.

4-RL7.1- Explore similarities and differences among textual, dramatic, visual, or oral presentations.

4-RL.8.1- Use text evidence to:

a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and

b. explain the influence of cultural, historical and social context on characters, setting, and plot

development.

4-RL.9.2- Explain how the author’s choice of words, illustrations, and conventions combine to

create mood, contribute to meaning, and emphasize aspects of a character or setting.

4-RL 11.1- Compare and contrast first and third person points of view; determine how an author’s choice of point of view influences the content and meaning.

4-RL.12.1- Explain how a series of chapters, scenes, or stanzas fit together to provide the

overall structure of a particular story, drama, or poem.

ELA Grade 4: Unit 5, Weeks 1and 2

Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?

ELA Grade 4: Unit 5, Week 3

Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?

ELA Grade 4-Unit 6

Author’s Claim

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

Standard(s):

4-RI11.2- Explain how an author uses reasons and evidence to support particular points

4-RI8.2- Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.

4-RI 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.

4-RI.5.2 -Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.

4-RI.7.1 -Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.

4-RI.10.1- Identify and describe the difference between a primary and secondary account of the same event or topic.

4-C.3.1- Compare and contrast how ideas and topics are depicted in a variety of media and formats.

ELA Grade 4: Unit 6, Week1

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

ELA Grade 4: Unit 6, Week 2

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

ELA Grade 4: Unit 6, Week 3

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

ELA Grade 4: Unit 6, Week Four

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

ELA Grade 4: Unit 6, Week 5

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

ELA Grade 4: Unit 6, Week 6

Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?

Grade 4-Unit 7: ELA

Comparing Theme

Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?

Standards:

4-RL.6.1- Determine the development of a theme within a text; summarize using key details.

4-RL.7.2 -Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.

ELA Grade 4: Unit 7, Week1

Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?

ELA Grade 4: Unit 7, Week 2

Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?

ELA Grade 4: Unit 7, Week 3

Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?

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A Reading Life

LEQ:

How do readers choose what they are going to read?

LEQ:

How do good readers share their thinking through book discussions?

LEQ:

How do readers choose books from the classroom library?

LEQ:

What are the lives of good readers like?

LEQ:

What do good readers do during Reading Workshop?

Vocabulary

just right, challenging, easy, purpose, background knowledge, unknown words, recommendations, skim, book summary, selection, comprehend

Vocabulary

book discussion, turn and talk, partner share

Vocabulary

reading log, independent reading, expectations

Vocabulary

reading life, interests, genres, authors, series, book discussions, variety, purpose, pleasure reading, English Language Arts notebook/binder

Vocabulary

genres, just right books, informational, literature, chapter book, and picture book, just right book bin, abandon, genre codes, basket labels/names

Lesson 1

Book title:

Teacher’s Choice

Lesson 5

Book title:

Wolves

By: Seymour Simon

Lesson 2

Book title:

None

Lesson 4

Book title:

None

Lesson 3

Book title:

None

A Reading Life

LEQ:

What do good readers do when meaning breaks down because of unknown words?

LEQ:

How do readers show their thinking while reading? How do readers show their thinking while reading?

LEQ:

LEQ:

LEQ:

Vocabulary

monitor, reread, fix-up strategies, context clues, visualize, connections, meaning breaks down, key ideas, unfamiliar words, define, read ahead

Vocabulary

Vocabulary

Vocabulary

Vocabulary

Track thinking, response, deep thinking

Lesson

Lesson

Lesson

Lesson 6

Book title:

Wolves

By: Seymour Simon

Lesson 7

Book title:

Wolves

By: Seymour Simon

Genres and Central Idea

LEQ: How do readers summarize a multi-paragraph texts using key details to support the central idea?

How do readers determine the development of a theme within a text?

4-RL 6.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How do readers summarize a multi-paragraph texts using key details to support the central idea?

How do readers determine the development of a theme within a text?

4-RL 6.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

Vocabulary

Traditional literature

Fairy tale

Supernatural

Oral

Triumph

Culture

Value

Vocabulary

Summarize

Text

Theme

Central idea

Key details

Evidence

Inferences

Schema

Vocabulary

Traditional literature

Fable

Moral

Moralistic

Explicit moral

Flat character

Aesop

Vocabulary

Summarize

Text

Theme

Central idea

Key details

Evidence

Inferences

Schema

DAY TWO

Book:

Rough Faced Girl

by Rafe Martin

DAY THREE

United Streaming Video: James Marshall’s Cinderella

DAY FOUR

Book:

Fables by Arnold Lobel

“The Baboon’s Umbrella”

DAY ONE

Book:

Rough Faced Girl

by Rafe Martin

Genres and Central Idea

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

How do readers determine the development of a theme within a text?

4-RL 6.1

LEQ: How do readers determine the meaning of unknown words in context and use them appropriately?

4-RI.9.2

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How do readers determine the meaning of figurative language in context?

4-RL.9.1

Vocabulary

Determine

Figurative language

Context

Infer

Background knowledge

Vocabulary

Phrase

Relevant

Context clues

Monitor reread fix-up strategies visualize connections key ideas define

Vocabulary

Traditional literature

Legend

Quest

Oral

Hero

Moral values

Society

exaggerates

Vocabulary

Summarize

Text

Theme

Central idea

Key details

DAY THREE

Book:

The Story of Jumping Mouse by John Steptoe

DAY TWO

Book:

The Story of Jumping Mouse by John Steptoe

DAY FOUR

Book:

The Story of Jumping Mouse by John Steptoe

DAY ONE

Book:

The Story of Jumping Mouse by John Steptoe

Genres and Central Idea

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

How do readers determine the development of a theme within a text?

4-RL 6.1

4-RI 6.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How do readers determine the meaning of figurative language in context?

4-RL.9.1

Vocabulary

Poetry

Verse

Repetition

Visualize

Free verse

Figurative language

Vocabulary

Hybrid text

Persuasive text

Speech

Convince

Reasons

Logical

Argument

Claim

Fact and opinion

Vocabulary

Determine

Figurative language

Context

Personification

Metaphor

Infer

Vocabulary

Summarize

Text

Theme

Central idea

Key details

DAY THREE

Book:

Brother Eagle, Sister Sky

By Susan Jeffers

DAY TWO

Book:

Brother Eagle, Sister Sky

By Susan Jeffers

DAY FOUR

Book:

Brother Eagle, Sister Sky

By Susan Jeffers

DAY ONE

Book:

Brother Eagle, Sister Sky

By Susan Jeffers

Genres and Central Idea

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

How do readers determine the development of a theme within a text?

4-RL 6.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: : How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

Vocabulary

Drama entertain

Audience

Perform

Stage directions

Dialogue

Plot

Setting

Scene

Cast of characters

Vocabulary

Traditional literature

Folktale

Ordinary people

Oral tradition

Handed down

Reoccurring patterns

Values

Culture

lesson

Vocabulary

Traditional literature

Folktale

Tall tale

Exaggeration

Hero

Vocabulary

Summarize

Text

Theme

Central idea

Key details

DAY FOUR

Book: Journeys

Hoderi the Fisherman TE page 324-326

DAY THREE

Book: Journeys

Hoderi the Fisherman TE page 324-326

DAY TWO

Book: Journeys

Stormalong TE page 308-322

DAY ONE

Book: Journeys

Stormalong TE page 308-322

Genres and Central Idea

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How are text features used to determine main idea in an informational text?

4-RI.8.2

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

Vocabulary

Informational text

Expository

Narrative

Non-narrative

Factual

Organizational structure

Categories of information

Text features

Vocabulary

Text features

Heading

Subheading

Caption

Photograph

Cross section

Cutaway

Labels

Diagrams

Illustrations

Vocabulary

Summarize

Text

Central idea

Key details

Annotating

Vocabulary

Summarize

Text

Central idea

Key details

Coding

Annotating

DAY FOUR

Book: Native Homes

By Bobbie Kalman

DAY THREE

Book: Native Homes

By Bobbie Kalman

DAY TWO

Book: Powwow by George Ancona

DAY ONE

Book: Powwow by George Ancona

Genres and Central idea

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading (FOR)

LEQ: How are text features used to determine central idea in an informational text?

4-RI.8.2

LEQ: How do readers determine the development of a theme within a text?

4-RL 6.1

Vocabulary

Summarize

Text

Central idea

Key details

Questions

Connections

Visualize

Coding

Annotating

Vocabulary

Theme

Details

Narrative

Evidence

Support

Message

Vocabulary

Text features

Expository

Heading

Caption

Photograph

Primary source

Illustration

Timeline

Vocabulary

Autobiography

First person

Primary source

Factual information

Limited perspective

Journal

Entry

DAY FOUR

Book: I, Columbus: My Journal edited by Peter and Connie Roop

DAY THREE

Book: I, Columbus: My Journal edited by Peter and Connie Roop

DAY TWO

Book: Sieur de La Salle by John Zronik

DAY ONE

Book: Sieur de La Salle by John Zronik

Genres and Central Idea

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

LEQ:

How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI 6.1

LEQ: How can information from different texts be integrated to create a new understanding?

4-W.2.1b

4-C.3.1

Vocabulary

Summarize

Text

Central idea

Key details

Magazine

Print source

Non-print source

Annotating

Coding

Vocabulary

Summarize

Text

Central idea

Key details

Online source

Non-print source

Annotating

Image

Primary source

Vocabulary

Central idea

Compare

Contrast

Integrate

Vocabulary

Summarize

Text

Central idea

Key details

Magazine

Print source

Annotating

Coding

Captions

DAY ONE

Video from

Fancy Feather-2013 Gathering of Nations

DAY THREE

Online article from

“What is a Native American Powwow?”

DAYS FOUR and FIVE

All texts from this week

DAY TWO

Magazine: ”Kids Discover Native America”-pages 8-9

Making Inferences from Literary Texts

LEQ: How do readers use inferences to make connections between two versions of the same text?

Fundamentals of Reading- (FOR)

LEQ: How can a reader infer point of view?

How do readers compare and contrast the point of view?

How does a reader determine the influence of point of view on the story?

4-RL 11.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading- (FOR)

LEQ: How do readers use previous learning and information from the text to make inferences and draw conclusions?

How do readers support inferences using evidence from the text and previous learning?

4-RL 5.2

LEQ: How do readers ask and answer questions to make inferences and analyze a text?

How do readers support inferences and conclusions using examples from the text and previous learning?

4-RL 5.1

Vocabulary

Previous learning

Schema

Inferences

Drawing conclusions

Examples

Explicitly

Details

Clues

Confirm

Modify

Vocabulary

Previous learning

Schema

Inferences

Drawing conclusions

Examples

Explicitly

Details

Clues

Analyze

Vocabulary

Versions

Oral

Visual

Story

Drama

Directions

Vocabulary

First person

Third person

Narrator

Compare

Contrast

Narration

Determine

Influence

Vocabulary

Fantasy

Low fantasy

High fantasy

Modern

Supernatural

Entertainment

Imaginary

Day Five

Jumanji by Chris Van Allsburg

Day Four

Jumanji by Chris Van Allsburg

Day Three

Jumanji by Chris Van Allsburg

Day Two

Jumanji by Chris Van Allsburg

Day One

Jumanji by Chris Van Allsburg

Making Inferences from Literary Texts

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How can a reader infer point of view?

How do readers compare and contrast the point of view?

How does a reader determine the influence of point of view on the story?

4-RL 11.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading – (FOR)

LEQ: How do readers use previous learning and information from the text to make inferences and draw conclusions?

How do readers support inferences using evidence from the text and previous learning?

4-RL 5.2

LEQ: How do readers use previous learning and information from the text to make inferences and draw conclusions?

How do readers support inferences using evidence from the text and previous learning?

4-RL 5.2

Vocabulary

Attitudes

Setting

Influence

Effect

Characters

Motivations

Evidence

Details

Personality

Plot development

Vocabulary

First person

Third person

Narrator

Omniscient

Limited

Compare

Contrast

Narration

Influence

Determine

Vocabulary

Historical fiction

Narrative

Believable

Past

Setting

Imagined

Vocabulary

Previous learning

Schema

Inferences

Drawing conclusions

Evidence

Explicitly

Details

Clues

Vocabulary

Previous learning

Schema

Inferences

Drawing conclusions

Evidence

Explicitly

Details

Clues

Day Five

“Casey at the Bat” by Thayer

Day Four

How Many Days to America? by Eve Bunting

Day Three

How Many Days to America? by Eve Bunting

Day Two

How Many Days to America? by Eve Bunting

Day ONE

How Many Days to America? by Eve Bunting

Making Inferences from Literary Texts

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers identify and explain the meaning of figurative language?

4-RL 9.1

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

Vocabulary

Setting

Influence

Impact

Significant

Events

Plot

Problem

Solution

Conflict

Resolution

Climax

Rising action

Falling action

Vocabulary

Personification

Simile

Metaphor

Hyperbole

Figurative language

Context

Vocabulary

Internal

External

Conflict

Vocabulary

Characters

Motivations

Evidence

Details

Personality

Characteristics

Round characters

Flat characters

Vocabulary

Characters

Motivations

Evidence

Details

Personality

Characteristics

Round characters

Flat characters

Day Five

“Casey at the Bat” by Thayer

Day Two

Rough-face Girl by Martin

Day ONE

Rough-face Girl by Martin

Day Four

Rough-face Girl by Martin

Day Three

Rough-face Girl by Martin

Making Inferences from Literary Texts

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

LEQ: How do readers recognize the genre of a text and use it to form expectations?

Fundamentals of Reading – (FOR)

LEQ: How do readers use evidence from the text to explain how characters change?

How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?

4-RL 8.1

Vocabulary

Attitudes

Setting

Influence

Impact

Effect

Events

Plot

Problem

Solution

Conflict

Resolution

Climax

Rising action

Falling action

Vocabulary

Internal

External

Conflict

Vocabulary

Characters

Motivations

Evidence

Details

Personality

Characteristics

Round characters

Flat characters

Vocabulary

Realistic fiction

Narrative

Imagined

Believable

Modern day issues

Vocabulary

Characters

Motivations

Evidence

Details

Personality

Characteristics

Round characters

Flat characters

Day Four

Fly Away Home? by Eve Bunting

Day Three

Fly Away Home? by Eve Bunting

Day Two

Fly Away Home? by Eve Bunting

Day ONE

Fly Away Home? by Eve Bunting

Day Five

Fly Away Home? by Eve Bunting

Making Inferences from Informational Texts

LEQ: How do readers apply knowledge of text features to gain meaning?

How do readers summarize a multi-paragraph text using key details to support the central idea?

How do readers make predictions before and during reading?

4-RI.8.2, 4-R1.6.1, 4-R.11.2, 4-RI.5.2

LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.11.1

LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.11.1

LEQ: How do readers apply knowledge of text features to gain meaning?

How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI.8.2, 4-RI.6.1

LEQ:

Vocabulary

Vocabulary

Events

Cause/effect

Result

Vocabulary

Text structure

Chronology

Comparison

Cause/effect

Problem/solution

Events

Ideas

Concepts

Vocabulary

Central Idea

Details

Text features

Headings

Subheadings

Captions

Interpret

Visually

Orally

Quantitatively

Predictions

Vocabulary

Graphic features

Charts

Graphs

Diagrams

Timelines

Day

Day FOUR

You Wouldn’t Want to Be at the Boston Tea Party! by Peter Cook

Day THREE

You Wouldn’t Want to Be at the Boston Tea Party! by Peter Cook

Day TWO

Kids Discover American Revolution Magazine

Day ONE

You Wouldn’t Want to Be at the Boston Tea Party! by Peter Cook

Making Inferences from Informational Texts

LEQ: How do readers apply knowledge of text features to gain meaning?

How do readers summarize a multi-paragraph text using key details to support the central idea?

How do readers ask and answer questions to make inferences and analyze a text?

4-RI.8.2, 4-R1.6.1, 4-R.11.2, 4-RI.5.1

LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.11.1

LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.11.1

LEQ: How do readers apply knowledge of text features to gain meaning?

How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI.8.2, 4-RI.6.1

LEQ:

Vocabulary

Vocabulary

Text structure

Chronology

Comparison

Cause/effect

Problem/solution

Events

Ideas

Concepts

Vocabulary

Text structure

Problem/solution

dilemma

Vocabulary

Graphic features

Map

Sidebat

Insert

Timeline

Vocabulary

Text features

Headings

Captions

Illustrations

Interpret

Visually

Orally

Quantitatively

Day

Day TWO

Let’s Call it America! Meet our Founding Fathers by Gare Thompson

Day FOUR

Let’s Call it America! Meet our Founding Fathers by Gare Thompson

Day THREE

Let’s Call it America! Meet our Founding Fathers by Gare Thompson

Day ONE

Let’s Call it America! Meet our Founding Fathers by Gare Thompson

Making Inferences from Informational Texts

LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.11.1

LEQ: How do readers apply knowledge of text features to gain meaning?

How do readers summarize a multi-paragraph text using key details to support the central idea?

4-RI.8.2, 4-R1.6.1, 4-R.11.2

LEQ

LEQ:

LEQ:

Vocabulary

Vocabulary

Text structure

Chronology

Comparison

Cause/effect

Problem/solution

Events

Ideas

Concepts

Vocabulary

Vocabulary

Vocabulary

Text features

Headings

Captions

Illustrations

Interpret

Visually

Orally

Quantitatively

Day

Day One and Two

“Snakes” article from Zoobooks and “Why Pluto is No Longer a Planet”

Day Three and Four

“Jamestown” article from National Geographic Kids (from Reading Fundamentals Mini-Lessons 4-Nonfiction)

Day

Day

Making Inferences from Informational Texts

LEQ: How do readers apply knowledge of text features to gain meaning?

How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?

4-RI.8.2, 4-RI.11.1

LEQ: How do readers use text features to infer important information?

How can readers infer what type of overall text structure the writer uses in informational text?4-RI.5, 4-R1.7

LEQ:

LEQ:

LEQ:

Vocabulary

Vocabulary

Heading

Subheading

Illustration

Text structure

Chronology

Comparison

Cause/effect

Problem/solution

Vocabulary

Vocabulary

Vocabulary

Heading

Subheading

Illustration

Text structure

Chronology

Comparison

Cause/effect

Problem/solution

Events

Ideas

Concepts

Day

Day

Day

Days 3 and 4

A Drop of Water: A Book of Science and Wonder by Walter Wick

Days 1 and 2

Island: A Story of the Galapagos by Jason Chin

LEQ: How do readers determine the meaning of figurative language in context?

How do authors use words and phrases to clarify meaning in a text?

4-RL.9.1, 4-RI.8.1

LEQ: How do readers determine the meaning of figurative language in context?

How do authors use words and phrases to clarify meaning in a text?

4-RL.9.1, 4-RI.8.1

LEQ:

LEQ:

LEQ:

Vocabulary

Vocabulary

Vocabulary

Vocabulary

Figurative language

Context

Metaphor

Personification

Infer

Informational

Clarify

Vocabulary

Figurative language

Context

Metaphor

Personification

Infer

Informational

Clarify

Day

Days 3 and 4

“Paul Revere’s Ride” by Henry Longfellow

Days 1 and 2

Ubiquitous: Celebrating Nature’s Survivors by Joyce Sidman

Day

Day

Novel Study

LEQ:

How do readers use text evidence to explain how conflicts cause characters to change?

How do readers use text evidence to explain the influence of cultural, historical, and social context on characters, setting, and plot development?

How do readers explain author’s craft in a literary text?

How do readers compare and contrast first and third person points of view?

How do readers determine how an author’s point of view influences the text?

How do readers the overall structure of a literary text?

4-RL.8.1, 4-RL.9.2, 4-RL.11.1, 4-RL.12.1

Vocabulary

evidence, infer, conflict, change, revise, resolution, influence, cultural, historical, social, character, setting, plot development

explain, author’s craft, words, illustrations, conventions, mood, meaning, aspects of a character/setting

compare, contrast, point of view, first person, third person, influence

explain, chapters, scenes, stanzas, overall structure, story, drama, poem

DAYS ONE-TEN

Book:

City of Ember by Jeanne DuPrau

Novel Study

LEQ:

How do readers compare and contrast treatment of similar themes in text and diverse media?

How do readers explore similarities and differences between text, drama, visual, or oral presentations?

4-RL7.1, 4-RL7.2

Vocabulary

compare, contrast, theme, text, diverse media, drama, visual, oral

DAYS ONE-FIVE

BOOK:

City of Ember by Jeanne DuPrau

Author’s Claim

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.11.2/4-RI.5.2

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Explain

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Explain

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Explain

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Explain

DAY ONE

Book:

Energize Research Reading and Writing by Christopher Lehman

DAY FOUR

Book:

Interrupted Journey

By Kathryn Lasky

DAY THREE

Book:

One Tiny Turtle

By Nicola Davies

DAY TWO

Book:

One Tiny Turtle

By Nicola Davies

DAY FIVE

Book:

Interrupted Journey

By Kathryn Lasky

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Author’s Claim

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.I.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.I.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.I.11.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.I.11.2/4-RI.5.2

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

schema

Vocabulary

Claim schema

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Angle

objective

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

schema

Vocabulary

Claim schema

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

DAY ONE

Book:

“Butterflies” from Zoobooks

DAY FOUR

Book:

The Wolves are Back by Jean George

DAY TWO

Book:

Wolves by Seymour Simon

DAY THREE

Book:

Wolves by Seymour Simon

DAY FIVE

Book:

The Wolves are Back by Jean George

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Author’s Claim

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4.RI.8.2/4-RI.5.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

How do readers support inferences using evidence from text and previous learning?

4-RI.8.2/4-RI.5.2

Vocabulary

Claim journal

Point photographs

Evidence captions

Support schema

Reasons

Arguments

Valid

Message

Point of view

Angle

Objective

Text features

Vocabulary

Claim journal

Point photographs

Evidence captions

Support schema

Reasons

Arguments

Valid

Message

Point of view

Angle

Objective

Text features

Vocabulary

Account

Depicted

Primary source

Secondary source

Compare

Contrast

schema

Vocabulary

Account

Depicted

Primary source

Secondary source

Compare

Contrast

schema

DAY THREE

Book:

Antarctic Journal by Jennifer Dewey TE pg. 158

The Coolest Marathon! by Misha Herendger (Journeys)

DAY FOUR

Book:

Antarctic Journal by Jennifer Dewey TE pg. 158

The Coolest Marathon! by Misha Herendger (Journeys)

DAY TWO

Book:

Antarctic Journal by Jennifer Dewey TE pg. 158

DAY ONE

Book:

Antarctic Journal by Jennifer Dewey TE pg. 158

Author’s Claim

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?

How do readers support inferences using evidence from text and previous learning?

4.RI.7.1/4-RI.5.2

Vocabulary

Account

Depicted

Primary source

Secondary sources

Compare

Contrast

schema

Vocabulary

Account

Depicted

Primary source

Secondary sources

Compare

Contrast

schema

Vocabulary

Account

Depicted

Primary source

Secondary sources

Compare

Contrast

schema

Vocabulary

Account

Depicted

Primary source

Secondary sources

Compare

Contrast

schema

DAY FOUR

Book: I, Columbus by Christopher Columbus and excerpt from Where Christopher Columbus? By Jean Fritz (from “Read Alouds and Primary Sources” S.S. Scott Foresman)

DAY THREE

Book: I, Columbus by Christopher Columbus and excerpt from Where Christopher Columbus? By Jean Fritz (from “Read Alouds and Primary Sources” S.S. Scott Foresman)

DAY TWO

Book:

The Travels of Marco Polo by Rustichello da Pisa (from “Read Alouds and Primary Sources” S.S. Scott Foresman)

DAY ONE

Book:

The Travels of Marco Polo by Rustichello da Pisa (from “Read Alouds and Primary Sources” S.S. Scott Foresman)

Author’s Claim

LEQ: How do readers ask and answer questions to make inferences and analyze a text?

4-RI.5.1

LEQ: How do readers ask and answer questions to make inferences and analyze a text?

4-RI.5.1

LEQ: How does an author use reasons and evidence to support points or claims in a text?

4-RI.11.2

LEQ: How does an author use reasons and evidence to support points or claims in a text?

4-RI.11.2

Vocabulary

Connections

Author’s claim

Evidence

Reasons

Compare

Contrast

Author’s style

Topic

synthesize

Vocabulary

Connections

Author’s claim

Evidence

Reasons

Compare

Contrast

Author’s style

Topic

synthesize

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

DAY FOUR

Articles: “Sneaky SSnakes” and “Scientists Few Spread of Exotic Snake”

DAY THREE

Articles: “Sneaky SSnakes” and “Scientists Few Spread of Exotic Snake”

DAY TWO

Article “Scientists Few Spread of Exotic Snake”

DAY ONE

Article “Sneaky SSnakes”

Author’s Claim

LEQ: How do readers ask and answer questions to make inferences and analyze a text?

4-RI.5.1

LEQ: How do readers ask and answer questions to make inferences and analyze a text?

4-RI.5.1

LEQ: How does an author use reasons and evidence to support points or claims in a text?

4-RI.8

LEQ: How does an author use reasons and evidence to support points or claims in a text?

4-RI.8

Vocabulary

Connections

Author’s claim

Evidence

Reasons

Compare

Contrast

Author’s style

Topic

synthesize

Vocabulary

Connections

Author’s claim

Evidence

Reasons

Compare

Contrast

Author’s style

Topic

synthesize

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

Vocabulary

Claim

Point

Evidence

Support

Reasons

Arguments

Valid

Message

Point of view

DAY THREE

Articles

“Colonization and Revolutionary War-Jamestown” and “Jamestown”

DAY FOUR

Articles

“Colonization and Revolutionary War-Jamestown” and “Jamestown”

DAY TWO

Article

“Jamestown”

DAY ONE

Article “Colonization and Revolutionary War-Jamestown”

Comparing Theme

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How can a reader compare and contrast themes in different text?

4-RL7.2

Vocabulary

synthesize

theme

problem

solution

universal theme

inference

narrative

historical fiction

compare

contrast

treatment of theme

pattern of events

Vocabulary

synthesize

theme

problem

solution

universal theme

inference

narrative

historical fiction

summarize

details

development

Vocabulary

synthesize

theme

problem

solution

universal theme

inference

narrative

historical fiction

summarize

details

development

Vocabulary

synthesize

theme

problem

solution

universal theme

inference

narrative

historical fiction

summarize

details

development

Vocabulary

synthesize

theme

problem

solution

universal theme

inference

narrative

historical fiction

summarize

details

development

DAY FIVE:

Books:

The Other Side and Freedom Summer

DAY ONE

Book:

The Other Side

by Jacqueline Woodson

DAY FOUR

Book:

Freedom Summer by Deborah Wiles

DAY THREE

Book:

Freedom Summer by Deborah Wiles

DAY TWO

Book:

The Other Side

by Jacqueline Woodson

Comparing Theme

LEQ: How can a reader compare and contrast themes in different text?

4-RL7.2

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

Vocabulary

universal theme

theme

inference

summarize

synthesize

life events

biography

obstacles

adversities

challenges

determination

Vocabulary

universal theme

theme

inference

summarize

synthesize

life events

biography

obstacles

adversities

challenges

determination

Vocabulary

synthesize

theme

life event

universal theme

inference

biography

compare

contrast

treatment of theme

pattern of events

Vocabulary

universal theme

theme

inference

summarize

synthesize

life events

biography

obstacles

adversities

challenges

determination

Vocabulary

universal theme

theme

inference

summarize

synthesize

life events

biography

obstacles

adversities

challenges

determination

DAY FIVE:

Books:

Wilma Unlimited and Lou Gehrig: The Luckiest Man

DAY ONE

Book:

Wilma Unlimited

by Kathleen Krull

DAY FOUR

Book:

Lou Gehrig: The Luckiest Man by David A. Adler

DAY THREE

Book:

Lou Gehrig: The Luckiest Man by David A. Adler

DAY TWO

Book:

Book:

Wilma Unlimited

by Kathleen Krull

Comparing Theme

LEQ:

LEQ: How can a reader compare and contrast themes in different text?

4-RL7.2

LEQ: How can a reader compare and contrast themes in different text?

4-RL7.2

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1

Vocabulary

Universal theme

theme

inference

summarize

synthesize

legend

myth

Vocabulary

Universal theme

theme

inference

summarize

synthesize

legend

myth

Vocabulary

Vocabulary

universal theme

theme

inference

summarize

synthesize

legend

myth

compare

contrast

treatment of theme

Vocabulary

universal theme

theme

inference

summarize

synthesize

legend

myth

compare

contrast

treatment of theme

DAY FIVE:

Books:

DAY ONE

Text:

“The First Fire”

(U7A7)

DAY FOUR

Texts:

“The First Fire” &

“How Rabbit Brought Fire to the People”

DAY THREE

Texts:

“The First Fire” &

“How Rabbit Brought Fire to the People”

DAY TWO

Text:

“How Rabbit Brought Fire to the People” (U7A8)

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