austin isd updated july 2015curriculum.austinisd.org/.../gr4crm1_1st20days_reading_week4.pdf ·...

Austin ISD Updated July 2015

Grade level: Fourth Grade Reading Lesson Name: First 20 Days of Reading - Week 4 Grading Period: 1st 9 Weeks, Arc 4 Estimated timeframe: Dual Language –Spanish Language Arts, 9 days (Sept.8-18), 30-35 min. daily

Monolingual – 5 days (Sept.14-18), 60 min. daily These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components Lesson Objectives:

Students will analyze the unique characteristics of historical fiction texts and make inferences about the character(s). They will write a book recommendation for a historical fiction book they read. Students will identify similes and metaphors in their reading and explain what the author is describing in the text. They will ask questions of a text and read to search for the answers.

Students will summarize the distinguishing features of fantasy, folktales, realistic fiction and historical fiction books. They will give two examples of each genre and explain the role of the characters in these genres and how they interact. They will explain why one particular genre is their favorite.

Language Objectives:

The students will read historical fiction books, discuss their features, and converse with partners to explain inferences. They will write a book recommendation and write to explain similes and metaphors. Students will read and discuss questions they have in their minds as they read.

Prior Learning: Students can understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding.

Standards (Texas Essential Knowledge and Skills):

4.19 Fig 19 Reading Comprehension/Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. 4.F19D make inferences about text and use textual evidence to support understanding 4.F19B ask literal, interpretive, and evaluative questions of texts 4.F19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)

4.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 4.8A identify that authors use of similes and metaphors to produce imagery

4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 4.2B use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words

College and Career Readiness:

Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

Draw and support complex inferences from text to summarize and draw conclusions.

Essential Questions:

What are the unique features of historical fiction texts?

Why is it important to make inferences about characters?

How do you write a book recommendation?

Why do readers ask questions while they read?


Enduring Understandings:

Historical fiction texts are based on historical events. They have authentic settings but the characters are fictional.

It is important to make inferences about characters to fully understand the reasons why they act the way they do in the story. The story’s theme is often embedded in the actions, dialogue, thoughts, and feelings of characters.

In a book recommendation, readers tell a short summary and the genre of the book. They explain why they liked the book and the reasons why they think others will also like the book.

Asking questions while we read is a good comprehension strategy. It keeps the reader alert to making sure the story makes sense.

Vocabulary Essential: historical fiction, recommendation, inferencing, similes, metaphors

Lesson Preparation

Fountas & Pinnell ‘First 20 Days of Reading’ found in Guiding Readers and Writers. (This week will focus on Days 16-20)

Text Selections from Texas Treasures: “Leah’s Pony”, Unit 6, p. 679 Read Aloud Anthology, “The Present From France”, p. 31 Read Aloud Anthology, “Reading and Riding”, p. 86 Read Aloud Anthology Grade 3, “The Memory Quilt”, p. 184

Text Selections from Texas Tesoros: “El dragón despierta, Terremoto de San Francisco en 1906”, Unidad 4, p. 506 En voz alta, “El Regalo de Francia”, p. 9 En voz alta, “Cabalgatas y Lecturas”, p. 25 En voz alta Grade 3, “La Colcha de los recuerdos”, p. 156

PowerPoint presentation of pictures from Civil Rights Movement; pictures are attached at the end of these lessons.

Prepare copies of graphic organizer: Taking a Closer Look at Genres (Day 1), found at the end of this lesson plan

Prepare copies of the poems “The Final Deployment” by Anna Prokos or “Friendship” by Emma Guest (Day 3) found at the end of this lesson plan

Prepare copies of the excerpt from Baseball Saved Us, by Ken Mochiszwiki (Day 4) found at the end of this lesson plan

Historical fiction books from the library (Patricia Polacco and Eve Bunting have great picture books to use during this week)

Ruth and the Green Book by Calvin Alexander Ramsey for shared reading

Additional historical fiction picture books: The Wall, by Eve Bunting Baseball Saved Us, by Ken Mochiszwiki Train to Somewhere, by Eve Bunting Peppe the Lamplighter, by Elisa Bartone Cheyenne Again, by Eve Bunting The Unbreakable Code, by Sara Hoagland Hunter Grandfather’s Dream, by Holly Keller When Jessie Came Across the Sea, by Amy Hest

Faithful Elephants, by Yukio Tsuchiya The Librarian of Basra, by Jeanette Winter


Anchors of Support

Elements of Historical Fiction Genre Anchor Chart

Inferencing anchor chart #1 Inferencing anchor chart #2


Similes and Metaphors (Make this anchor in advance of Lesson 18)

Differentiation

Strategies

Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their summary responses while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for cooperative learning opportunities (pair them strategically). Allow them to use illustrations to help communicate their summary. Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow them to use illustrations to help communicate their summary. Allow for cooperative learning opportunities.

Extension for Learning: Have students research the actual history of the events in the texts.

21st Century Skills

Apply Technology Effectively Use technology as a tool to research, organize, evaluate

and communication information.

Students can use Kidspiration ® program to create the character study graphic organizer with a partner and share with other students and the teacher. (If this is not currently loaded on your computers, it can be added by going to Start—Control Panel—Programs and Features—Install a Program from the Network—click on Inspiration and then (at the top) click “Install.” Tutorials are available within the program or by going to Atomic Learning (through the AISD Cloud).

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle - Day 1

Engage Refer to pp. 156-157 of Guiding Readers and Writers for a more complete description of this lesson on “Creating a List of Your Reading Interests”.

Tell your students that today you are going to help them discover their reading

interests.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4


Explain to them that keeping a list of their reading interests will help them think about the types of books that they will enjoy reading. The reading inventory also helps the teacher to recommend books to students.

You may use the “Reading Interests” form found in Appendix 14 of Guiding Readers and Writers or the reading interest inventories referenced below.

Using one of the reading interest inventories found on Laura Candler’s website, model for students how you fill out the inventory (think aloud) and show how you can use this information to guide your book selection.

http://www.lauracandler.com/filecabinet/literacy/PDFRead/ReadingInterestInventories.pdf

Have your students complete one or all of the reading interest inventories found on this website.

Have the students glue the reading interest inventories into their Reading Notebooks.

Lesson Stages SE Focus Lesson: Review the Whole Group Focus Lesson expectations.

Visual Discovery Lesson - CREATIVE LEARNING STRATEGY: ART TALK

Facilitate a conversation with students (about an image) to engage and promote creative thinking. Students use evidence to make connections and infer information.

Begin by showing a power point of pictures and artwork from the civil rights movement. (See the pictures at the end of this set of lessons.) Allow students 30 seconds to view the picture before moving on the next one. (See Activity 1 for questions to prompt student thinking.)

ACTIVITY 1 Remind students of your Good Listener Expectations.

After students have had time to view the pictures, post the questions below and have students answer the questions in groups of 4 or with partners. They may answer the questions on notebook/chart paper. - What did you notice about the pictures? - Where and when do you think this might be taking place? Why do you think that? - If you were a person in the picture, what do you think you would be doing?

Saying? Feeling? Why? - Why do you think people were marching? - What do you predict happened next?

It may be helpful to keep the slideshow going so students can see the pictures again, or to print out pictures for each group.

After each group has had time to answer the questions, allow students to do a gallery walk and observe other groups thoughts and answers to the questions.

Ask students what genre they think would most likely be related to the types of pictures they just observed.

ACTIVITY 2 Review the expectations for Partner Work or Group Work.

The students will be participating in a book flood of historical fiction books.

Each group of students should have 4-5 historical fiction books at their table to preview.

Allow 7-10 minutes to preview the books independently then have them work in partners to complete the ‘Taking a Closer Look at ___________ Genre’ graphic organizer (found at the end of this lesson plan.)

Have students fill in the blank with Historical Fiction.

http://www.lauracandler.com/filecabinet/literacy/PDFRead/ReadingInterestInventories.pdf


Focus Lesson

Come back together as a class and have students share what they wrote on their graphic organizer

Create an Elements of Historical Fiction anchor chart. See the anchor chart in the Anchors of Support section for suggestions for this anchor. Be sure to create all anchor charts with your students, using their words and clarifying misunderstandings as you create the chart. Students are more likely to remember and refer back to charts that they have helped to create.

Create a class definition of historical fiction and add this definition to the Genre Anchor Chart you began in week 1 and have been adding to each week as students read different fiction genres (found in the Anchors of Support section.)


Engage Refer to pp. 157-159 of Guiding Readers and Writers for a more complete description of this lesson on “How to Write Book Recommendations”.

Say, “One way to find good books to read is by listening to the recommendations of others.”

Show one of the examples of the book recommendations in Guiding Readers and Writers. Discuss what the author has done in this writing and create a chart to show ‘How to Write a Book Recommendation’.

Tell students that you will teach them about making inferences during today’s lesson, and they will begin reading the historical fiction book for which they will write a recommendation.

Tomorrow you will model how to write a book recommendation on a book you have shared as a class to give a clear example.

Lesson Stages SE Focus Lesson

Review the Elements of Historical Fiction anchor chart the class created together yesterday.

Explain to the students that many times authors do not explicitly spell out all the details in a story. They leave some information for readers to figure out on their own. This is called ‘inferencing’. For example, when they looked at the Civil Rights photos in yesterday’s lesson, they were able to figure out many things about what the people in the photos might be saying, thinking, or feeling based on the details in the photos. These are inferences. We combine the information in the photos and our background knowledge and what we know about these kinds of situations to make inferences about the time and place where the photos were taken as well as the people in the photos.

BOOK RECOMMENDATIONS:

Write the title of the book (underlined) and the author’s

name at the top.

Tell a little summary without giving the whole story away.

Tell what genre the book is.

Explain why you liked it and why you think someone else

would like it. Be as specific as you can.

Include one inference you made while reading the book.


Make the connection to inferring while reading: Readers do the same thing when we are reading. We use the clues we are given in the text and combine them with our background knowledge and what we know about the situations being described to figure out parts of the story that the author does not tell us directly.

Show the Inferencing anchor #1 (in Anchors of Support section above.) Tell students that they’re going to practice this inferencing skill today.

Read aloud Ruth and the Green Book by Calvin Alexander Ramsey (or another preselected historical fiction picture book.)

While reading, pose the following questions to students: - What is the setting of the story? - Why does the setting play an important role in this historical fiction text? - What conflict is Ruth’s family facing as they are on their trip? - What historical event is this text based on? - How does Ruth’s character change throughout the story? - What can we figure out about Ruth’s personality from the clues in the story and

what we know about situations like this?

ACTIVITY 1 Review the expectations for Partner Work

Begin an anchor chart similar to the Inferencing anchor chart #2 in the Anchors of Support section above. Tell the students that they will be using evidence from the story to make inferences about how the characters feel or what they are thinking in the story Ruth and the Green Book. Provide an example to get them started.

Have the students work with their partners to continue making inferences about the story. Three additional inferences should be enough.

Have one pair of students combine with another pair to share their inferences. As students share they should explain how they know the author is making each inference (evidence in the text + background knowledge.)

ACTIVITY 2 Remind students of the Independent Reading Expectations.

Students will practice writing a book recommendation for one of the historical fiction stories recommended in this lesson plan. (This project may continue for another day.)

They will read the book independently and think about places where they have figured out something about the character(s) that the author did not explicitly tell them—they have made an inference.

They will write a recommendation in their Reader’s Notebooks following the directions from the ‘How to Write Book Recommendations’ anchor chart. They will include one inference they made in their book recommendation.

It is likely that the students will only have time to read and make inferences today. They may write their recommendation tomorrow.


Engage Refer to pp. 157-159 of Guiding Readers and Writers for a more complete description of this lesson on “How to Write Book Recommendations”.

Remind the students of the book recommendations that you started learning about yesterday. Review the anchor chart:


Show the second example of the book recommendations in Guiding Readers and Writers.

Point out evidence in the student recommendation that shows each item in the Book Recommendations chart.

Model how to write a book recommendation using Ruth and the Green Book by Calvin Alexander Ramsey or another book you used to introduce the historical fiction genre on Day 17.

Include one inference the students made while reading this book. Lesson Stages SE Focus Lesson

Review the Whole Group Focus Lesson expectations.

Explain to the students that authors use different types of sensory language to create imagery in fictional stories, including historical fiction.

Similes and metaphors are two types of sensory language that authors use to make a story more interesting by using words to compare two different things and create a picture in the reader’s mind. Using similes and metaphors is a good way to help the reader’s imagination.

Show the Similes and Metaphors anchor chart (in the Anchors of Support section above) and be explicit in your explanation of the difference between similes and metaphors.

Show examples of similes and metaphors in historical fiction books. For example, “Bombs were dropped on Tokyo every day and night, like falling rain.” (from Faithful Elephants, by Yukio Tsuchiya) Another example from Faithful Elephants: “He was still patting the tombstone tenderly as the cherry blossoms fell on the grave, like snowflakes.”

ACTIVITY 1 Remind students of the Partner Work Expectations.

Provide a copy of the poem “The Final Deployment” by Anna Prokos or “Friendship” by Emma Guest to each set of student partners. The students will read the poem and search for examples of similes and metaphors within the poem. (“Friendship” only contains similies.) Partners should circle the similes or metaphors, label them, and explain what the author is describing when using the simile or metaphor.

ACTIVITY 2 Remind students of the Independent Work expectations.

Students will finish writing a book recommendation for the historical fiction story they have chosen to read.

BOOK RECOMMENDATIONS:

Write the title of the book (underlined) and the author’s

name at the top.

Tell a little summary without giving the whole story away.

Tell what genre the book is.

Explain why you liked it and why you think someone else

would like it. Be as specific as you can.

Include one inference you made while reading the book.


They will read the book independently and think about places where they have figured out something about the character(s) that the author did not explicitly tell them—they have made an inference.

They will write a recommendation in their Reader’s Notebooks following the directions from the ‘How to Write Book Recommendations’ anchor chart. They will include one inference they made in their book recommendation.

Students may write their book recommendation together with their partner or they may write it independently and consult their partner for advice as needed.


Engage Refer to pp. 159-160 of Guiding Readers and Writers for a more complete description of these lessons on “Checking for Understanding as you Read” and “Solving Unknown Words”.

Create a chart with your class about what to do when you are reading and something doesn’t seem to make sense. Suggestions include:

When readers come to words they don’t know, they have lots of ways to figure them out. Create a ‘Solving Unknown Words’ anchor chart using the students’ ideas. Your chart may look something like this:

Lesson Stages SE Focus Lesson

Review the ‘Reading is Thinking’ chart the class created during Weeks 1 and 2. Explain that all these types of thinking are going on simultaneously while we read. At times, we rely on one type of thinking more heavily than another in our attempt to make sure we are understanding what we are reading.

Today we’re going to focus on “Asking Questions While We Read”.

Choose another historical fiction book to read aloud. As you read, model the types of questions you might ask about the text. Questions may include: - What’s going on here?

How to be Sure You Understand the Author’s Message: Readers notice when something doesn’t make sense. They have different ways to solve the problem.

1. Readers stop and think about what they know. 2. Readers go back and reread the sentence of the

paragraph to clarify the author’s meaning. 3. Readers continue reading and look for more information. 4. Readers ask for help with understanding.

Ways Readers Solve Words: 1. Readers look at the letters and letter clusters and think

about their sounds. 2. Readers look at parts of words. 3. Readers use what they know about other words to figure

out new words. 4. Readers think about what would make sense and then

check with the letters.


- What does that word mean? Do I have any context clues that can help me? - Why did this character do this (say this, react that way)? - What is this character going to do? What is he/she thinking? - What will happen next?

Write your questions on Post-It Notes and add them to the pages where you stop to ask the questions. Point out when you come to the part of the text that answers your question.

Tell the students that readers have what might be considered a conversation going on inside their heads as they read. They ask questions about the text and look for the answers on a regular basis. They ask questions and do all these other types of thinking (on the ‘Reading is Thinking’ chart) as needed to make sure they are understanding the text.

ACTIVITY 1

Provide the excerpt from Baseball Saved Us to each set of partners (found at the bottom of this lesson.)

Students will read the excerpt with their partner and discuss the questions that come into their minds as they read the text. They will write their questions in the margins of the excerpt.

Tell the students that they will likely not have the same questions at the same time in the story. That’s okay! This activity is meant to get them talking about the different types of questions that pop into readers’ heads as they read.

Teacher should actively monitor the partners’ discussions, checking for understanding, clarifying instructions, and scaffolding instruction as needed.

ACTIVITY 2 Remind students of the Independent Reading Expectations.

Students read independently, paying attention to the strategies they use to make sure they understand what they are reading, including asking questions about the text.

They will create a 2-column chart in their Reader’s Notebook to record and explain the questions they asked while reading and whether they found the answers:

Whole Group Closure: Ask 2 volunteers to share a question they had in their mind as they read and the answer they found as they continued to read.

Title and author of book

Questions in my mind as I read Answers I found as I continued to read


Engage Refer to pp. 160-161 of Guiding Readers and Writers for a more complete description of this lesson on “Using Punctuation to Help You Understand”.

“Readers use the punctuation in a story to understand the author’s message. When you read, the punctuation marks help you in many ways.”

Choose an excerpt from a story you have read as a class that demonstrates a variety of punctuation. Read the excerpt aloud and talk about what you do as a reader when you encounter each type of punctuation (voice drops when you reach a period, pause a little at a comma, quotation marks tell the reader when a character is talking, exclamation point tells us that the character shows emotion in that sentence.)


Summarize: “Punctuation marks help you understand what the author is trying to say.”

Lesson Stages

SE Focus Lesson Remind students of the Partner Work Expectations. This Performance Assessment is a culminating assessment of the four fictional genres the students have been studying during Weeks 1-4.

Provide the directions for today’s Summative Assessment:

Students will work with their Reading partners to complete this assessment. They may create a poster, a brochure, a slideshow or Powerpoint, or any other presentation form.

Each student will add their own description of their favorite genre and why it is his/her favorite.

Partners may want to divide the work so that one partner works on two genres and the other partner works on two genres.

Activity 2

Provide time for students to complete the Summative Assessment project.

Whole Group Closure If there is time, have the students participate in a gallery walk to observe other groups’ work. Provide Post-It Notes for students to give positive feedback to each group’s project.

Evaluation

Check for Understanding

Formative:

Partner Turn and Talks

‘Taking a Closer Look at ___________ Genre’ graphic organizer (Day 16)

Inferencing T-chart (Day 17)

Book Recommendation (Day 18)

Questioning the Text 2-column Chart (Day 19) Summative:

Literary Genre Guide Project

Literary Genre Guide:

Your local school district is seeking help for 4th grade teachers. Their classes have gotten larger, so it’s more difficult for teachers to make sure students understand the literary genres.

They need literary experts, like you, to create a guide to give their 4th graders at the beginning of the school year. Each student will get a guide (made by another student) to help them understand these genres.

In order to be helpful, guides must do the following things: o Identify the unique features of these 4 Fiction Genres: Fantasy, Folktales,

Realistic Fiction, and Historical Fiction. o Explain the unique characteristics of each genre. o Provide two titles of books that are written in each genre. o Explain the role of the characters and how they interact within each genre. o Tell your readers which genre you enjoy most and explain why that is your

favorite.

Extension: Include a brief “How-To Guide” that gives hints to a reader about reading strategies that will help them better understand a text from one or more of these genres.


Taking a Closer Look at Genre: ________________________

Inquiry Our Thinking

What is this genre usually

about?

How are the ideas in this

genre organized?

Are there any ideas that are

repeated in most texts

written in this genre?

What is a typical example

of this genre like?

What are some famous

examples of this genre?


Pictures to Use for Engage PowerPoint Art Talk


Excerpt from Baseball Saved Us,

by Ken Mochizuki

One day, my dad looked out at the endless

desert and decided then and there to build a baseball field.

He said people needed something to do in Camp. We weren’t in a camp that

was fun, like summer camp. Ours was in the middle of nowhere, and we were

behind a barbed-wire fence. Soldiers with guns made sure we stayed there, and

the man in the tower saw everything we did, no matter where we were.

As dad began walking over the dry, cracked dirt, I asked him again why we

were here.

“Because,” he said, “America is at war with Japan, and the government thinks

that Japanese Americans can’t be trusted. But it’s wrong that we’re in here.

We’re Americans too!” Then he made a mark in the dirt and mumbled something

about where the infield bases should be.

Back in school, before Camp, I was shorter and smaller than the rest of the

kids. I was always the last to be picked for any team when we played games.

Then, a few months ago, it got even worse. The kids started to call me names and

nobody talked to me, even though I didn’t do anything bad. At the same time the

radio kept talking about some place far away called Pearl Harbor.

One day Mom and Dad came to get me out of school. Mom cried a lot

because we had to move out of our house real fast, throwing away a lot of our

stuff. A bus took us to a place where we had to live in horse stalls. We stayed

there for a while until we came here.

This Camp wasn’t anything like home. It was so hot in the daytime and so cold

at night. Dust storms came and got sand in everything, and nobody could see a

thing. We sometimes got caught outside, standing in line to eat or to go to the

bathroom. We had to use the bathroom with everybody else, instead of one at a

time like at home.

austin isd updated july 2015curriculum.austinisd.org/.../gr4crm1_1st20days_reading_week4.pdf ·...

Documents