literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/pg grade 4 uni… · web...

Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 4

Unit 5: Making Inferences (Fiction and Poetry)3 Weeks

Students should understand and be able to:Comprehension Focus

Students explore the difference between explicit and implicit meanings in text. Students continue to use questioning and understanding text structure to make sense of narrative texts. Students make inferences to understand text. Students visualize to create mental images from text. Students read independently.

Social Development Focus Students analyze the effect of behavior on others and the group work. Students analyze why it’s important to be respectful. Students develop the group skill of asking clarifying questions. Students develop the group skill of confirming that they understand another person’s thinking by repeating back

what they heard. Students develop the group skill of including everyone and contributing to the group. Students have a class meeting to discuss working with different kinds of partners.

Mentor Texts Hurricane My Man Blue

Making MeaningWeek 1

Day 1: Read-aloud Hurricane

Pair students and introduce a new social skill

Model using a prompt to confirm another person’s thinking

Read aloud with “Stop and Ask Questions”

Use questions to discuss the story

Highlight inferences Discuss repeating what

partners said IDR: Teach self-

monitoring

Day 2: Strategy Lesson

Review confirming each other’s thinking

Review the story and reread

Add to the “Reading Comprehension Strategies” chart

Find and discuss inferences

Reflect on confirming each other’s thinking

IDR: Practice Self-monitoring

Assessment: finding clues to make inferences

Day 3: Independent Strategy Practice

Review making inferences

Read independently Model looking for

inferences during rereading

Reread independently and talk in pairs

Discuss what students noticed

Discuss how students worked together

Day 4: Class Meeting

Gather for a class meeting

Discuss challenges of working with different partners

Start the “Ways to Work with Any Partner” chart

Reflect on the ground rules and adjourn

IDR: Read independently/write in IDR journals

Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.10 By the end of the year,

examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the

examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 12

Vocabulary Words: anticipate, distinguish, musty, hitch, taunt, pay no mindWord-learning Strategies: Recognizing words with multiple meanings, Recognizing synonyms, Recognizing antonyms, Recognizing idiomsDay 1 Introduce and

define new words Talk about other

meanings of the word

Vocabulary activities

More Strategy Practice: Discuss multiple meanings of words

Day 2Review wordsDiscuss questions

using the wordsExtension: Discuss

the prefix un-

Day 3 Introduce new

words and review synonyms and antonyms

Review idioms Vocabulary

activities

More Strategy Practice: Discuss synonyms and multiple meaning words

Day 4 Review words Vocabulary

activities

Day 5 – Ongoing Review Display word cards

and review the words

“Tell Me a Story”

Assessment: comprehension of word meanings, using new words spontaneously, using synonyms in writing

Individual Vocabulary Progress Assessment: Word Check 3 (BLM28)

Student Self-Assessment: (BLM33)

Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and

L.4.5 demonstrate understanding of figurative language, word relationships, and

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-

phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or

nuances in word meanings.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

upon rules for discussions and carry out assigned roles.

information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.


Day 1: Read-aloud – “My Man Blue” from My Man Blue

Introduce asking clarifying questions

Introduce poetry Introduce the poem and

read aloud Discuss the poem Discuss using clarifying

questions or statements IDR: Review self-

monitoring and practice rereading

Extension: Write poems

Day 2: Strategy Lesson – “When We First Met” from My Man Blue

Review asking clarifying questions

Review making inferences

Introduce the poem and read aloud

Look for clues to character’s feelings

Introduce the double-entry journal

Complete a double-journal entry as a class

Discuss working together IDR: Practice rereading

with wondering/questioning

Day 3: Guided Strategy Practice – “Second Son” from My Man Blue

Review making inferences and get ready to work together


Discuss the poemIntroduce and complete a

double-entry journal individually

Discuss inferencesIDR: Practice rereading with

wondering/questioningExtension: Discuss

personification, Share favorite poems

Assessment: make inferences based on


Review the week Read independently and

mark clues Use a double-entry

journal to record clues and inferences

Discuss inferences Reflect on working

together

evidence from textCommon Core State Standards

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a

groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.W.4.10 Write routinely over

range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: secure, thoroughly, indignantly, sustain, serene, stalkWord-learning Strategies: Recognizing synonyms, Recognizing words with multiple meanings, Using the suffix –ly to determine word meanings, Recognizing antonymsDay 1 Introduce and

define new words Review synonyms Discuss multiple

meanings for words

Review the suffix –ly

More Strategy Practice: Review the suffix –ly


activities

Day 3 Introduce and

define new words Review synonyms Review antonyms

More Strategy Practice: Discuss multiple meanings of words


activities

Day 5 – Ongoing Review Display word cards

and review the words

“What Do You Think Will Happen?”

Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise

that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry

L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of



actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

out assigned roles. collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

out assigned roles. out assigned roles.

clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.


Day 1: Read-aloud – “Grounded” from My Man Blue

Introduce “Heads Together”


Discuss the poem in groups and as a class

Discuss working in groups of four

IDR: Read independently and make inferences

Day 2: Guided Strategy Practice - “The Watcher” from My Man Blue

Get ready to work in groups of four

Introduce and read the poem aloud

Discuss the poem and students’ visualizations

Add to the “Reading Comprehension Strategies” chart

IDR: Document IDR conferences/have student write in IDR journals


Review the importance of using strategies during independent reading

Read independently Model visualizing and

prepare to reread Reread independently

and mark with self-stick notes

Use a double-entry journal to record visualizations

Discuss in groups and as


Prepare to reread independently

Reread, infer, and mark clues

Use a double-entry journal to record clues and inferences

Discuss the students’ clues and inferences

Discuss working together

Individual Comprehension Assessment: making

about inferences Extension: Read more

poems from My Man Blue

Assessment: describe the poem, visualizations, making inferences

a class Reflect on the group work

inferences

Social Skills Assessment: social development

Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories,

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under

dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others

RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4

range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of othersW.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of othersW.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: rugged, conceal, amiable, dubious, sandwiched, blurt outWord-learning Strategies: Recognizing words with multiple meanings, Recognizing synonyms, Using the suffix –ly to determine word meaningsDay 1 Introduce and

define new words Discuss the word

and multiple meanings

Review synonyms Vocabulary

activities

More Strategy Practice: Play “Synonym Match”

Day 2 Review words Create a sentence

Day 3 Introduce new

words and review synonyms

Vocabulary activities

More Strategy Practice: Review the suffix -ly

Day 4 Review words Create a sentence

Day 5 – Ongoing Review Display word

cards and review the words

“Does That Make Sense?”

Assessment: comprehension of word meaning, recognize and use words with multiple meanings, enjoyment of learning new words

Common Core State Standards L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms)

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or

restatements in text) as a clue to the meaning of a word or phrase.L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the

stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied

meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Prepare the “Self-monitoring Questions” chart for use during IDR (Step 7 p. 226). Make a transparency of the “Excerpt from Hurricane” (BLM9). Prepare the chart for Independent Strategy Practice (Step 3, p. 233). Prepare to model making inferences in independent reading (Step 3 p. 233). Collect narrative texts for the students to read independently throughout the unit. Make a transparency of “Double-entry Journals About ‘When We First Met’” (BLM10). Collect poetry for the students to read independently in the coming weeks. Prepare to model making inferences in independent reading (Step 4, p. 257). Make a chart with the first eleven lines of “Grounded.” Make a transparency of “The Watcher” (BLM11). Prepare to model visualizing independent reading (Step 3 p. 273). Make copies of the Unit 5 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Review More Strategy Practice on pp. 274-275, 282-283, 298, 306, 319-320, and 328 Write three definitions of rugged on the board (BLM14). (Step 3 p. 315.) Collect and use the following word cards for ongoing review: 50, 55, 56, 57, 58, 59, 60, 61, 62, 64, 65, 66, 67, 69, and 71

literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/pg grade 4 uni… · web...

Documents