Literary Indicator / Informational Indicator / Complementary
Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarificationof
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade First Nine Weeks Row 1 / 4th Grade First Nine Weeks Row 1
Fourth Grade - First Nine Weeks / 4-1.5 Analyze the impact of characterization and conflict on plot.
4-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by characteristics / Social Studies
4-2.1
Land Bridge, Ice Age
4-2.2
Native Americans-Eastern Woodland, Southeastern, Plains, Southwestern, Pacific Northwestern
4-4.5
Importance of language
Science
(for the nine weeks)
Organisms and Their Environment / 4-1.3 Distinguish between first-person and third-person points of view.
4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
Writing Workshop
Launching / 4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
  • Recognizes the author’s use of conflict as a technique to create interest in literary texts.
  • Identifies the development of plot in a literary text.
  • Recognizes how characters are developed in a literary text.
  • Assesses character development in a literary text.
  • Classifies literary texts as: folktale, fable, myth, science fiction, or historical fiction
/
  • Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
  • What is the relationship between?
  • Identify, classify, compare, contrast, differentiate, organizing, attributing
/
  • To establish routines and procedures for the reading workshop, it is recommended that teachers begin with lessons from the First 20 Days from Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell, chapter nine, pages 142-162.
Genre Posters
(SmartBoard) (Promethean)
Story Elements
  • 5 Finger Retell – review (Richardson p. 172)
  • VIP External - Identify character’s most important actions(Richardson p. 215-216)
  • Character Actions –Trait (Richardson, 229)
  • Story elements will be taught as embedded mini-lessons during the interactive read aloud.
Genre Studies (occur throughout the entire school year)
  • Teacher uses a folktale, myth ,etc. and asks students to share what they noticed about the text. Ex. setting, character development, plot. Teacher creates an anchor chart for recording student responses. This takes place over several sessions so that students can see commonalities among the texts.
  • Teacher introduces the term for a specific genre. Students read from the genres and take note of the characteristics in the text.
  • Students predict what to expect from a specific genre that they are reading.
Genre Studies
  • Follow the same procedure using biographies, personal essays, and other informational texts. See Standard 4-2.
/ Daddy Fell Into the Pond by Alred Noyes , A Child’s Anthology of Poetry
Summer Goes by Rusell Hoban, A Year Full of Poetry, Illustrated by Harrison, Stuart-Clark / ☺A Boy Called Slow, Bruchac
  • Heetunka’s HarvestA Tale of the Plains Indians, Jones
/
  • This story can best be classified as…
  • (The character’s) relationship with her brother is best described as …
  • Why does (character) change her feelings about…
Source for many Testing as a Genre items What Every Elementary Teacher Needs to Know About Reading Tests by Charles Fuhrken-Stenhouse Publishers
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade First Nine Weeks Row 2 / 4th Grade First Nine Weeks Row 2
Fourth Grade - First Nine Weeks / 4 – 1.1 Analyze the details that support the expression of the main idea in a given literary text. / 4 – 2.1Summarize evidence that supports the central idea of a given informational text.
Social Studies
4-1.1
Exploration of New World by Spain, Portugal, England; trade, navigation, shipbuilding
4-1.2
Vikings; explorers: Leif Eriksson, Columbus, Hernando De Soto, Ferdinand Magellan, Henry Hudson, John Cabot, Robert LaSalle
4-1.3
Sea routes, land expeditions, territories claimed; French, Dutch and English exploration in N.America, Spanish dominance
Science
(for the nine weeks)
Organisms and Their Environment / 4 -2.5 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information.
Writing Workshop
Complete Launching
Start Raising the Quality of Narrative Writing / 4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
  • Restates supporting details in literary text (1 to 3 paragraphs).
  • Recognizes details that support the main idea in literary text.
  • Recognizes details that support the main idea in passages containing long, complex, or incomplete literary sentences.
/ Analyze: Break information into parts to distinguish the main idea and the details that best supports the main idea. / Main Idea
  • VIP/external (character’s actions) (Richardson p. 215-216)
  • VIP/internal -character’s feelings, including conflicts (Richardson p. 216)
  • Green Questions about VIP (Richardson, p. 214) -meant to support the main idea
  • Use important details to create a main idea statement.
  • Use main idea statement to create titles.
  • For additional support, see Richardson pages 216, 217.
  • Summarize
Central Idea
  • Emphasis on using:
  • Titles/headings
  • Bold face words
  • Repeated words or phrases
  • Illustrations/Photos
  • Locating Important Details T. Stead
Good Choice p. 77-78
  • Classifying details as important or interesting – how does it relate to the title. (Richardson p. 217,219)
  • Two column notes: heading or subheadings/details - Use text with headings that are questions (Richardson p. 217-219)
  • Identify key words within supporting details to create a bullet list (Richardson p. 217-219)
  • Deconstruct/Reconstruct T. Stead Reality Checks p. 34
/ Ferdinand Magellan by J. Patrick Lewis
A World of Wonders , Illustrated by Alison Jay
Christopher Columbus by J. Patrick Lewis
A World of Wonders , Illustrated by Alison Jay / ☺You Wouldn’t Want to be a Viking Explorer, Langley
  • When Jessie Comes Across the Sea
  • Cheyenne Again
  • Pedro’s Journal, Conrad
  • So You Want to Be An Explorer
  • Encounter, Yolen
  • You Wouldn’t Want to Sail with Christopher Columbus, MacDonald
  • What Do We Know About the Vikings?
  • The Viking World, National Geographic
/
  • The passage is mostly about …
  • What is the main idea of this story?
  • What is the central idea of this article?
  • If the article needed a new title, which title would be best?
  • According to the passage, why does…what did…who…
  • Which detail best supports the main/central idea of the passage?
  • Which detail best tells …
  • Which of these is the best summary of the passage?

Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade First Nine Weeks Row 3 / 4th Grade First Nine Weeks Row 3
Fourth Grade - First Nine Weeks / 4 -1.10 Analyze cause-and-effect relationships in literary texts.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues. / 4 -2.8 Analyze informational texts to identify cause-and-effect relationships.
Social Studies
4-1.2, 4-1.3
Repeat
4-1.4
Columbian Exchange
4-2.3
English, Spanish, and French colonies, motivations for settling
4-2.4
Compare European settlements-economy, religion, government, lifestyle
4-2.5
Slave trade, Middle Passage, goods exchanged
4-2.6
Indentured servants, contributions of slaves
4-4.5
Respecting different religious beliefs
Science
(for the nine weeks)
Organisms and Their Environment / 4 –6.3 Organize information by classifying or sequencing.
4-2.6 Use graphic features as sources of information.
Writing Workshop
Complete Raising the Quality of Narrative Writing
Start Essay / l4-1.11 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
  • Identifies cause and effect relationships in literary texts.
  • Explains why a specific effect occurred using information supplied in a literary passage describing events.
  • Determines events as examples of cause and effect in literary text.
  • Determines the cause for a given effect using information supplied from an informational passage.
  • Distinguishes the most logical cause for a given event from other possible reasons in an informational text.
/
  • Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
  • What is the relationship between?
  • Identify, classify, compare, contrast, differentiate, organizing, attributing
/ Cause Effect
Teacher flags effect with stated or inferred
cause and students create questions
using Think Trix. (Richardson, p. 225-227)
 Students flag the effect and create
questions using Think Trix. (Richardson p.
225-227)
Cause Effect
  • Teacher flags effect with stated or inferred cause and students create questions using Think Trix.(Richardson p. 225-227)
(Note: In 3rd grade, students will have worked more with literal cause and effect and will have had limited exposure to inferred cause and effect)
Vocabulary
See pages 200-203, and 288 in Richardson
  • Create opportunities during IRA to emphasize vocabulary strategies.
  • Inside Words ( teacher resource)
/ October Saturday by Bobbi Katz, The Place My Words Are Looking For
My Grandmother Had One Good Coat by Tony Medina, Love to Mama, Illustrated by Paula Barragan / ☺Now Let me Fly, Johnson
  • So you Want To Be An Explorer?, George
  • The Salem Witch Trials, An Untold Mystery from History, Yolen (compare European Settlements in North America in terms of religious emphasis and lifestyles)
  • Pedro’s Journal, Conrad
  • Leif’s Saga: A Viking Tale, Hunt
  • If You Lived in Colonial Times, McGovern
  • A Dear American Book My Name is America
  • Jasper Jonathan
  • Pierce, A Pilgrim Boy, Rinaldi
  • Two Cultures Meet
/
  • According to the passage, why did… or what caused?
  • (The character) is able to find a subject for her poem because-

Richardsonrefers to the text The Next Step in Guided Reading, published 2009.