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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