Create a Reading Environment Procedures and Routines
And Testing As A Genre / Resources/Assessments
4th Grade: Unit 1 – August/September 4th Grade: Unit 1 – August/September
Reading Literary Texts RL
RL.5.1Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.
RL.6.1Determine the development of a theme within a text; summarize using key details.
RL.8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
RL.9 Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.
RL.13 Read independently and comprehend a variety of text for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time
Reading Informational Text RI
Writing
W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
W.4 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
W.6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames
Communications
C.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s on views while respecting diverse perspectives.
/ Interpreting Characters: The Heart of the Story (Heinemann published Unit of Study 1)
Bend I: Establishing a Reading Life
- Create a reading environment – procedures and routines
- Retell to cement comprehension and use partners and checklists to lift the level of envisionment
- Develop ideas and grow theories about characters using the story arc to notice important details about characters
- Notice author’s craft
- Find complications in characters
- Use debates to prompt rich conversations around books and ground evidence back in the text
- Study other elements of the text by looking at the whole story
- Connect thoughts to build interpretations
- Find meaning in recurring images, objects, and details
Bend I: Creating and Developing Stories and Characters that Feel Real
- Live like writers, seeing ideas for fiction stories everywhere and collect those ideas
- Collect a few true small moment stories to help launch into fictionalizing these moments
- Story-tell ideas to a partner
- Choose an idea and develop their ideas, focusing on the main character – wants and needs, believable characteristics
- Use a story arc to plan, draft, and revise
- Focus on storytelling rather than summarizing
- Prepare pieces for audiences through more focused drafting, deep revision work, and editing
- Teach writers to consider the importance of setting in a story
- Rethink the evolution of their stories – the solutions are those we make; not magic
- Teach them how to conceive, develop, plan, and carry through their own independent fiction projects
- Inflected endings (-ing, -ed, -s, -es)
- Unusual past tense words and plurals
Independent Reading Assessment Fiction
- Teaching Reading Engagement
- Characters
-Think About What a Character Wants, to Help You Develop an Idea (p. T36)
-Become the Character (p. T36)
- Theme
-Use Prompts to Articulate a Theme (p. T62)
- Plot and Setting
- Author’s Craft
-Relish the Wordplay (p. T55)
The Reading Strategies Book by Jennifer Serravallo
- Teaching Reading Engagement
-2. 17 Visualize to Focus (p. 64)
-2. 24 Read with a Focus to Focus (p.71)
- 2. 27 Hear the Story (p. 74) Characters
-6. 21 Piling Together Traits to Get Theories (p. 186
- Theme
-7. 20 Respond to Issues that Repeat (p. 213)
- Plot and Setting
-5. 8 What’s Your Problem (p. 141)
-5. 22 Vivid Setting Description and Impact on Character (p. 155)
- Author’s Craft
-11. 15 Context + Clues = Clarity (p. 314)
-11. 23 Be Alert for Word Choice (p. 322) / Reading
Tiger Rising by Kate DiCamillo (main read aloud)
Bridge to Terabithia by Katherine Paterson
Fox by Margaret Wild
Those Shoes by MaribethBoelts
Fly Away Home
Writing
Three Billy Goats Gruffs or a familiar fairy tale
Fireflies by Julie Brinkloe
Pecan Pie Baby by Jacqueline Woodson
Excerpt from Pippi Goes on Board or a text that shows a character through action
Short video clip of a film or tv show that shows a variety of camera angles
“Eleven” by Sandra Cisneros
An Angel for Solomon Singer / Assessments
Reading:
Give Unit 1 pre-assessment before starting unit
Give Unit 1 post-assessment after finishing the unit
**See for assessments**
Running Records
Writing:
Give narrative on demand before starting the unit
Give same narrative on demand after completing the unit
**See Writing Pathways**
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Resources/Assessments
4th Grade: Unit 2 – October 4th Grade: Unit 2 – October
Reading Literary Text (RL)
Reading Informational Texts
RI.5.1Ask and answer inferential questions to analyze meaning beyond the text; refer to the details and examples within a text to support inferences and conclusions.
RI.6 Summarize key details and ideas to support analysis of central ideas.
RI.7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.
RI.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
RI.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
RI.12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time
Writing
W.1 Write arguments to support claims with clear reasons and relevant evidence.
Communications
C.2Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
C.3Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
C.4Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences
/ Reading the Weather, Reading the World
(Heinemann published Unit of Study 2)
Bend I: Learning from Text
- Embrace the challenge of nonfiction reading by making connections, activating prior knowledge, and noticing text structures
- Use authors’ signals to notice the challenges posed by texts that are structured as hybrids
- Tackle tricky vocabulary
- Plan for a research project
- Read multiple texts on a subtopic to synthesize what has been learned
- Write to grow research-based ideas, while remembering not to skip the “hard stuff” (complex texts, technical passages)
- Compare and contrast while reading and thinking across two topics
- Seek out patterns and relationships of new topics that lead to new investigations
- Evaluate credible sources
- Analyze author’s craft
Bend I: Writing to Learn
- Begin with a quick, intense immersion into the whole process of this type of writing
- Gather entries by writing long about ideas about people, objects, events, etc
- Develop thesis statements and build plans for their essays
- Collect and write out evidence to support the reasons for their opinions
- Decide on a system of organizing evidence
- Construct a draft using transition words and phrases to create cohesion
- Revise with goals in mind
- Transfer and raise the quality of work from personal to persuasive
- Develop persuasive opinions that are more generalized and develop and plan for a persuasive essay
- Include a greater variety of evidence
- Self-assess and reflect on growth
- Syllable Juncture
-V/CV (long), V/CV (short) and VVCV (long) patterns (human, river, reason)
-VCC/CV, VC/CCV and VV patterns (athlete, pilgrim, create)
Reading Minilessons
The Reading Strategies Book by Jennifer Serravallo
- Main Idea
-8. 3 Topic/Subtopic/Details p. 224
-8. 5 Boxes and Bullets p. 226
-8. 19 Consider Structure p. 240-241
- Key Details
-9.4 Check Yourself p. 253
-9.6 Consistently Ask, “How Do I Know?” p. 255
-9. 18 Answering Questions p. 267
- Text Features
-10. 9 Diagrams Show and Tell p.282
-10. 12 Don’t Skip It! p. 285
-10. 18 Cracking Open Headings p. 291
- Author’s Craft
-11. 6 Look to Text Features p. 305
-11. 19 It’s Right There in the Sentence! P. 318 / Reading
High interest NF books on Science topics
National Geographic Everything Weather by Kathy Furgang (main read aloud)
DK Eyewitness: Hurricane and Tornado by Jack Challoner
Exploring Weather by Wilmore
Hurricanes by Lauber
Hurricanes by Seymour Simon
Snow is Falling by Branley
Blizzard: The Storm that Changed America by Murphy
“Phoenix Zoo: The Phoenix Zoo Saves the Arabian Oryx” – YouTube
Articles from newsela.com
What Do You Do with an Idea? – Kobi Yamada
The following come from the online resources on readingandwritingproject.com
A Sport
Video clips of extreme weather
“Fire making with sticks – Andrew Newton”
US Drought Monitor website
Calliope: Exploring World History (March 2012 issue)
Writing
Teacher exemplar writing
See Lucy Calkins CD-rom for sample student writing / Assessments:
Reading:
Give Unit 2 pre-assessment before starting unit
Give Unit 2 post-assessment after finishing the unit
**See for assessments**
Running Record
Writing:
Give opinion on demand before starting the unit
Give same opinion on demand after completing the unit
**See Writing Pathways**
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Resources/Assessments
4th Grade: Unit 3 – November/December 4th Grade: Unit 3 – November/December
Reading Literary Texts
RL.7 Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.
RL.8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
RL.10 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary
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.
RL.12.1 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure, drama, or poem.
Reading Informational Text (RI)
Writing
W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
W.5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Communications
C.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
/ Historical Fiction Clubs (Heinemann published Unit of Study 4)
Bend I: Tackling Complex Texts
- Focus on deep comprehension and synthesis of complex story elements
- Keep track of multiple plot lines, many characters, and shifts in time and place
- Focus on interpretation, especially to perspective and point of view while carrying ideas across a text
- Notice and theorize about significant details that help convey the larger messages of the story
- Read across fiction and nonfiction texts more critically
- Notice power relationships and perspectives and consider implications that these historical stories have for their present lives
Curricular Calendar Unit 3/ (If…Then…Curriculum)
Bend I: Collect, Select, and Develop Story Ideas
- Generate ideas for stories through research
- Generate ideas by thinking of one’s own desires and problems
- Generate ideas by considering historical contexts: examine timelines and facts for possible conflicts, characters, and plots
- Test story ideas and characters for historical accuracy and consider other possibilities
- Facilitate planning and storytelling; create a cohesive, focused plot
- Develop believable, interesting characters
- Draft and revise: craft a compelling historical fiction story
- Revisit historical fiction elements with greater attention to historical detail and meaning
- Pay attention to story scope and believability
- Revise for historical accuracy
- Craft satisfying endings
- Edit and revise story based on students’ needs
- Revisit editing checklists
- Ambiguous Vowels (oy/oi, ou/ow, au, aw, al) (voyage, moisture, county, drowsy, saucer, awful, also)
- r-Influenced a/o (garden, airplane, compare, morning, before)
- Schwa + R spelled er, ir, and ur (nervous, thirty, sturdy)
- Schwa + R influenced e in accented syllables (er, ear, ere) (mercy, early, severe)
Lessons taken from The Reading Strategies Book by Jennifer Serravallo
- HF Characters, Plot, and Setting
-5. 24 FQR (Facts/Questions/Responses) Sheets for Filling in Gaps p. 157
-5. 26 Historical Notes Prime Prior Knowledge p.159
-6. 22 Consider Character in Context p. 187 / Reading
Historical fiction picture and chapter books by SS topic for clubs
Number the Stars by Lois Lowry (main read aloud)
Rose Blanche by Roberto Innocenti
“Things” by Eloise Greenfield
Out of the Dust
Article from (online resources)
The Witch of Blackbird Pond
American Girl
Sarah, Plain and Tall
Writing
HF books from momentous, world-changing events, such as, The Boston Tea Party, American Revolution, Civil War, a period already studied in SS
Freedom Summer by Deborah Wiles
Pink and Say by Patricia Polacco
The Other Side by Jacqueline Woodson / Assessments:
Reading:
Give Unit 4 pre-assessment before starting unit
Give Unit 4 post-assessment after finishing the unit
**See for assessments**
Running Record
Writing:
Give narrative on demand before starting the unit
Give same narrative on demand after completing the unit
**See Writing Pathways**
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Resources/Assessments
4th Grade: Unit 4 – January 4th Grade: Unit 4 – January
Reading Literary Text (RL)
Reading Informational Texts
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.
RI.6 Summarize key details and ideas to support analysis of central ideas.
RI.7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.
RI.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning.
RI.9 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, jargon; acquire and use general academic and domain-specific vocabulary.
RI.10.1 Identify and describe the difference between a primary and secondary account of the same event or topic.
RI.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
Writing
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis and content.
W.5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Communications
C.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources
/ Reading History: The American Revolution
(Heinemann published Unit of Study 3)
Bend I: Researching History
- Orient themselves to a text set
- Use text structures to organize information and notes
- Note-take on what’s important while synthesizing across texts
- Bring topic to life
- Recognize different points of view
- Analyze evidence to support claim
- Rehearse and stage a debate
- Use easier texts to gain background knowledge on a topic then use strategies to tackle harder texts
- Study all parts of a text to determine main ideas
- Use strategies to develop a richer conceptual knowledge of key vocabulary
- Draw upon knowledge of interpretation to ask questions about history to learn about the past
(Heinemann published Unit of Study 3)
Bend I: Informational Books: Making a Conglomerate of Forms
- Class topic of the American Revolution, then students will select a more focused topic that the class has already studied
- Rely on research already done
- Complete a small book in which each chapter is written in a different genre (how-to, essay, stories, etc)
- Narrow in on a subtopic
- Choose a logical structure for the book to help readers understand the most important information in their pieces
- Use sophisticated transition words and phrases in a purposeful way
- Present important information though the use of historical details, text features, and quotations
- Develop own ideas about the information
- Generate life lessons from their topics
- Generate questions and then hypothesize and research answers to those questions
- Unaccented final syllables
-er, ar, or (other, collar, color)
Reading Minilesson
The Reading Strategies Book by Jennifer Serravallo
- Text Features
-10.13 Integrate Features and Running Text p. 286
-10.14 Hop In and Out Using the Table of Contents p. 287
-10.15 Maps p. 288
-10.20 Primary Sources p. 293
-10.21 Take your Time (Line) p. 294
- Main Ideas
-8.11 Add Up Facts to Determine Main Idea p. 232
-8.13 Opinion-Reasons-Evidence p. 234
-8.19 Consider Structure p. 240-241
-8.20 Determining Author’s Purpose, Point of View p. 242
- Vocabulary
-11.22 Read Up a Ladder p. 321
- Writing About Reading
-13.10 Note Taking Helps to Understand Nonfiction p. 364 / Reading
Subtopics of the American Revolution texts
Video clip of Patrick Henry’s “Give me liberty or give me death!” on YouTube at 5:07
Video clip of Samuel Adams speech from Liberty’s Kids Episode #1 from YouTube at 5:57-6:54
Liberty!: How the Revolutionary War Began by Penner
The Revolutionary War by Josh Gregory
“No More King” video on search terms: kings schoolhouse
King George: What Was His Problem?
The Split History of the American Revolution by Michael Burgan
“The Famous Ride of Paul Revere”
“Paul Revere’s Ride” by Longfellow
Extra Texts
Short Nonfiction for American History: The American Revolution and Constitution by Anne Goudvis and Stephanie Harvey
George Versus George: The American Revolution as Seen From Both Sides by Schanzer
Give Me Liberty: The Story of the Declaration of Independence by Russell Freemand
The Midnight Ride of Paul Revere by Longfellow
Writing
A list of trade books on the American Revolution
Liberty!: How the Revolutionary War Began by Penner
The Eve of the Revolution by Barbara Burt
What’s the Big Idea, Ben Franklin? By Jean Fritz
Can’t You Make Them Behave , King George? By Jean Fritz / Assessments:
Reading:
Give Unit 3 pre-assessment before starting unit
Give Unit 3 post-assessment after finishing the unit
**See for assessments**
Running Record
Writing:
Give opinion on demand before starting the unit
Give opinion same narrative on demand after completing the unit
**See Writing Pathways**
I