grade ,q - usd 443 intranetintranet.usd443.org/wested/curriculum/fourth grade/4th reading... ·...

Houghton Mifflin Reading 4th Grade

,q Theme 1 Journeys*

Back to School 4.1.4.3 GPredictlInfer 4.1.4.5 GPhonics/ decoding 4.1.1.1 GMonitorl Clarify

Akiak (Fiction) 4.2.1.1 astory Structure 4.2.1.2 GSummarize 4.1.4.5 GInference 4.2.1.1 GDetails 4.1.4.5 GDrawing Conclusions 4.1.4.8 GCause & Effect 4.1.4.3 GPredicting

Grandfather's Journev (Personal Narrative) 4.1.4.5/4.1.4.3GPredict/Infer 4.1.4.5 GInference 4.1.4.6 GSequence

Finding the Titanic (Nonfiction) 4.1.4.9 GMain Idea ,

4.1.4.5 GInference 4.2.1.1 GDetails 4.1.4.2 Text Features 4.1.4.1 1GAuthor's Viewpoint

Bv The Shores of Silver Lake (Historical Fiction)

4.2.1.1 GDetails 4.1.4.5DInference 4.1.4.7 GCompare/ Contrast 4.1.4.7 GProblem Solving

-Read and Compare Chester Chicket (Fiction)

4.1.4.5 GInference 4.1.4.5 GDrawing Conclusion

The Parcel Post Kid (Nonfiction) 4.1.4.5 GInference 4.1.4.5 DDrawing Conclusion

Theme-Mysteries 4.2.1.1 GGenre 4.2.1.2 DStory Elements /Structure 4.1.4.5 GInference 4.1.4.7 GCompare/Contrast

Theme 2 American Stories

Thomas and The Library Lady (Fiction) 4.1.4.3 QPredict/Infer

QSequence 4.1.4.5 QInference

Tanya's Reunion (Realistic Fiction) 4.2.1.1 QCharacter Development

(noting details) 4.1.4.5 QInference

GSingular & Plural Nouns

Boss of the Plains (Biography) 4.1.4.9 QSummarize 4.1.4.5 QInference 4.1.4.5 QDraw Conclusions 4.1.4.8 OCause/Effect

A Very Important Day (Realistic Fiction)

4.1.4.5 QInference 4.1.4.5 Q ~ r a w i n ~ Conclusions 4.2.1.3 QStory Structure 4.1.4.7 QCompare/Contrast

Theme- Wrap-Up Ameila and Eleanor Go for a Ride (Historical Fiction)

4.1.4.5 QInference 4.1.4.6 QSequence 4.1.4.7 QCompare/Contrast

Duke Ellington (Nonfiction) 4.1.4.5 OInference 4.1.4.6 OSequence

Media Link GReading a newspaper article

Theme- Plays Tales of A 4th Grade Nothing

4.1.4.4 GBeginning, Middle, End 4.1.4.9 QSummarize 4.1.3.4 QSuffixes


Theme 3 That's Amazing!

The Stranger (Fantasy) 4.2.1.1 ONoting Details 4.1.3.4 acornpound Words 4.1.4.8 OCause & Effect 4.1.4.5 OInference 4.1.4.5 QDrawing Conclusions 4.1.3.2 OSynonyrns

Cendrillon (Fairy Tale) 4.1.4.7 OCornpare/Contrast 4.1.4.8 0 Cause/ Effect 4.1.4.5 OInference 4.1.4.5 QDrawing Conclusions 4.2.1.1 ONoting Details

Heat Wave (Tall Tale) 4.1.4.8 OCause & Effect 4.1.3.2 OStory Structure 4.1.4.5 OInference

Read and Compare The Borrowers (Fantasy) 4.1.4.7 acornpare/ Contrast 4.1.4.5 OInference

OFantasy/ Reality

Lord of the Fleas (Nonfiction) 4.1.4.8 acornpare/ Contrast 4.1.4.5 OInference

OFan tasy / Reality

Theme 4 Problem Solvers

Mv Name is Maria Isabel (Fiction) 4.1.4.3 OPredicting Outcomes 4.1.4.5 OInference 4.1.3.4 OSuffix/Base Word 4.2.1.1, 4.3.1.2 OStory Structure

Marvin of the Great North Woods (Fiction) 4.1.3.4 OPrefur/Suffx 4.1.4.7 OProblem/Solution 4.1.4.7 OCompare & Contrast 4.1.4.3 OPredicting 4.1.4.8 OCause/Effect

The Last Dragon (Fiction) 4.1.3.4 OPrefur/Suffur 4.1.4.5 OInference 4.1.4.5 ODrawing Conclusion 4.2.1.3 OPlot 4.1.4.7 OProblem Solving

OSequence 4.1.4.7 OCompare & Contrast

Sine: to Stars (Fiction) 4.2.1.1 OCharacters Physical Traits 4.2.1.2 OSetting 4.2.1.3 OMajor Conflict 4.2.1.3 OStory Structure 4.1.4.7 OCompare/Contrast 4.1.4.5 ODrawing Conclusions 4.1.3.2 OAntonyms 4.1.4.5 OInference

Connect & Compare Juan Verddes (Fiction) 4.1.4.7 OProblem/Solution

OSummarize OPredicting Outcomes

4.1.4.7 OCompare 4.2.1.2 Wetting 4.1.2.1 OFluency

Louis Braille (Nonfiction) 4.1.4.7 oProblem/ Solution

OSummarize OPredicting Outcomes

4.1.4.7 OCompare 4.2.1.2 OSetting 4.1.2.1 OFluency

Theme- Poetry 4.1.3.4 OPrefur 4.2.1.2 OSetting 4.1.4.5 OInference 4.1.3.5 OSimile/Metaphor 4.1.4.8 OCause/Effect 4.1.4.7 OCompare/Contrast 4.1.3.5 OAnalogies


Theme 5 Heroes

Happy Birthday Dr. King (Fiction) 4.1.4.8 aCause/Effect 4.1.4.3 OPredict 4.1.4.5 GInference 4.1.4.5 aDraw Conclusion 4.1.3.4 aSuffm/ Prefm

Gloria Estefan (Biography) GMaking Judgments

4.1.4.7 acornpare & Contrast 4.1.4.14 aFact/ Opinion

Lou Gehrig (Biography) 4.1.4.14 aFact/ Opinion

OMaking Judgments 4.1.4.7 acornpare & Contrast

OAuthor 's Viewpoint

Math Link Figuring It Out

GReading a Chart 4.1.4.2 GText Features 4.1.4.6 or 7 acornpare & Contrast

Theme- Pourquoi Tales OQuestioning GFolktales

4.2.1.2 OSetting 4.1.4.8 aCause/Effect

Theme Wrap-Up

Stormy, Misty's Foal (Realistic Fiction) 4.1.4.7 acornpare & Contrast

Theme 6 Nature: Friend and Foe

Salmon Summer (Nonfiction) 4.1.4.9 QSummarize 4.1.4.5 QInference

QFollowing Directions -social studies link

-Adverbs

Wildfires (Expository Nonfiction) 4.1.4.10 OMain Idea 4.1.4.9 asupporting Details 4.1.4.8 aCause/Effect 4.1.4.14 OFact & Opinion 4.1.3.4 DSuffixes

Skylark (Historical Fiction) 4.1.4.5 OInference 4.1.4.3 OPredict 4.1.4.5 OInference 4.1.4.8 aCause/Effect

Connect & Compare Lost On A Mountain In Maine (Nonfiction) 4.1.4.5 OInference 4.1.4.10 a Main Idea 4.1.4.9 asupporting Details

The Volcano Disaster (Fiction) 4.1.4.5 OInference

Saca~awea (Biography) 4.1.4.14 aFact/ Opinion

Reading, Grade: 4th Mastery Check 1,4 and 8 Benchmark #: 4.1.2.1 State Lanquaqe: The student uses knowledge of conventions (e.g., question mark, exclamation point, commas, apostrophes, colon, semi-colon, dash) to read fluently at instructional or independent reading levels.

Student Friendly Lannuaqe: I can use conventions (question marks, exclamation points, comnlas, apostrophes, colons, serni-colons and dashes) to me understand what I read

Concept (Students w~ll know): Conventions

Skills (Students will do):

Uses Read fluently

DOK Level:

2

Biu Ideas: Using conventions while reading helps with reading flow and comprehension.

Essential Questions: Why is it important to read fluently? How will that help with comprehension?

Core Materials Houghton Mifflin Reading: Any passage

Supplemental Materials:

Teachinq Strateqies:

Listening State Indicator 4.1 2 .1 GR4 I

Reading State Indicator 4 . 1 .2. 1

A 1. 1. 7

I I

Concept (Students will know):

Level 21

Skills (Students will do): DOK Level I

The student recognizes the differences of intonation with questions, exclamations, commands, and statements.


Intonation Question Exclamation Command Statement

Skills (Students will do): DOK Level

Big Ideas:

Recognizing the difference of intonation improve listening comprehension.

Essential Questions:

Speaking State Indicator 14.1.2.1 ,


1 I Level 2 1

I

The student uses appropriate greetings with a variety


Greetings Responses


Big Ideas:

Using greetings and a variety of responses is essential to speaking.


What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of responses?

Writing State lndicator 4.1 2 . 1

1 Level 12 1 The student uses ending punctuation and commas (e. g., lists, dates, and cities to states).

I I


Punctuation Commas


Use

Big Ideas:

using mechanics supports writing.


What is punctuation? What are commas? How does using mechanics support writing?

Reading, Grade: 4th Mastery Check 1 Benchmark #: 4.1.3.2 State Lannuane: The student identifies and uses synonyms, antonyms, homographs, and homophones to determine the meaning of words.

Concept (Students will know): Synonyms Antonyms Homographs Homophones

Student Friendly Language: I can identify and use (synonyms, antonyms, homophones and homographs) to help me figure out the meaning of words.

Skills (Students will do): identifies uses determine the meaning

Bin Ideas: Using synonyms, antonyms, homographs, and homophones helps readers determine the meaning of unfamiliar words and enhances vocabulary.

Essential Questions: Name a synonym and antonym for the word happy. How could using this knowledge help you read for meaning?

DOK Level:

2

Core Materials Houghton Mifflin Readirlg: Antonyms: TE2: 181 G, R 17; TE4: 51 1 F Homographs: TE4: 467 Homophones: TE1 : 57F, 133D; TE5:581 G Synonyms: TE1 : 107G; 'rE2: 185; TE3: 3236, R15


Teaching Stratenies:

-

Listening State Indicator 4.1.3.2 GR4 1 Speaking State lndicator 14.1.3.2

A 1. 1. 10 - A 1. 1. 11

Reading State Indicator 4.1 3.2

Level 21 The student identifies intermediate synonyms and

Level 121 A 2. 1. 7


lntermediate Antonyms

The student makes inferences and draws conclusions from short passages.


Conclusion Inference


Infer Conclude 2

Big Ideas:

Drawing conclusions and making inferences form text improves listening skills.


conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing a conclusion from a short passage improve listening

Level 21


Identify I 1

The student tells what is happening in a picture using simple sentences.


Summary Simple Sentences


Big Ideas:

Oral description develops language skills.


What is a simple sentences? How does describing a picture develop oral language

Big Ideas:

l ~ e c o ~ n i z i n ~ synonyms and antonyms improve


How do synonyms and antonyms differ? How does recognizing synonyms and antonyms

Writing State Indicator 4.1.3.2

I I

Concept (Students w~ll know):


7 7 1

Big Ideas:

Essential Questions: I

Reading, Grade: 4th Mastery Check 1 Benchmark #: 4.1.4.1 4A State Language: The student distinguishes between fact and opinion in various types of appropriate -level texts.

Concept (Students will know): Fact Opinion Various types of text

Student Friendlv L a n ~ u a ~ e : I can distinguish between fact and opinion when I read different types of reading passages.

Skills (Students will do): distinguishes

Big Ideas: It helps a reader make judgments. Analyzing fact and opinion helps a reader make judgments. .

Essential Questions: How can you determine that a statement is a fact? Which clues in the passage tell that it is an opinion? Why does a reader need to know the difference between a fact and an opinion? How does knowing the difference between fact and opinion help a reader?

DOK Level:

2

Core Materials

Houghton Mifflin Reading: Possible passages: (Any passage) Gloria Estefan, Lou Gehriq, Sacagawea, and Wildfires

Social Studies Material


Teaching Strategies:

Listening State Indicator 14.1.4.14 GR 4 1

1 1 Level 2 1 The student makes inferences and draws conclusions from short passages.


Conclusion Inference


Infer Conclude 2

Big Ideas:

Drawing conclusions and making inferences from text improves listening skills.

Essential Questions: What is a conclusion? What is an inference? How do you draw conclusions form short passages? How do you make inferences for a short passage? How does making an inference and drawing a conclusion form a short passage improve listening comprehension?

Reading State Indicator 14.1 A.14

Level 21 The student distinguishes fact and opinion in various

I Concept (Students will know): I

Opinion r Skills (Students will do): DOK Level

Big Ideas:

Distinguishing between fact and opinion is critical to reading comprehension.


between fact and opinion critical to reading comprehension? How is distinguishing between fact and opinion critical to

Speaking State Indicator 4.1.4.14

The student responds to questions using appropriate complete sentences.

A 2 .1 .6

I I


Questions Complete Sentences

Level 2


Respond Use

I I

Big Ideas:

Responding to questions and using complete sentences enhances oral communication.


What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?

I I

The student clarifies and classifies information.



A 4.2.1

Classification Clarification

Level 2


Classify

Big Ideas:

Classification and clarification of information improve writing.


What is classification? What is clarification? How does classification and clarification of information improve writing?

Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.3.4 State Lannuage: The student determines meaning of words through knowledge of word structure (e.g., contractions, root words, prefixes, suffixes). Concept (Students will know): Meaniqg of words Word structure

Student Friendly Lannuage: I can determine the meaning of words by knowing word structure (compound nouns, contractions, root words, prefixes and suffixes). Skills (Students will do): Determines

Bin Ideas: Knowing about and using word structure helps the reader determine the meaning of words.

Essential Questions: What are contractions Why are they important? What are root words? How does knowing them help us understand new words? What are prefixes? How does knowing the meaning of them improve our comprehension? What are suffixes? How does knowing the meaning of them improve our comprehension?

DOK Level:

2

Core Materials Houghton Mifflin Reading: Any passage (use Index for pages)


Teachinn Stratenies:

Listening State Indicator 4.1.3.4 GR4 1 Speaking State Indicator 4.1.3.4

I I


A 1. 1. 8

I ~~~~~u res

Level (21


Demonstrate Correct Reco nize r2= Big Ideas:

The student demonstrates ability to correct language by recognizing obvious incorrect forms and structures.

Correcting and recognizing incorrect forms and structures assist listening comprehension.


What is a grammatical form? What is a grammatical structure? How does correcting and recognizing incorrect forms and structures assist listenins com~rehension?

Reading State lndicator 4.1.3.4

w Level

rn Concept (Students will know):

r Skills (Students will do): DOK Level

0 - Big Ideas: r r Essential Questions:

A 3.1.7 A 3.1.9 I-

A 3. 3. 6


Level 21 I 4. 5. 1 Level E 7 I

The student identifies prefixes, suffixes and root words.


Prefixes Suffixes Root Words


Big Ideas: Knowing prefixes, suffixes, and root words helps decode words. Knowing prefixes, suffixes and root words helps determine meaning of multi-syllabic words.


The student uses prefixes and suffixes correctly.


Prefixes Suffixes


Big Ideas:


What is a prefix? What is a suffix? How does using prefixes and suffixes aid in writing?

Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.7A State Language: The student compares and contrasts information (e.g., topics, character traits, themes, problemlsolution, cause effect relationships) in one or more appropriate-level text(s) and identifies comparelcontrast signal words.

Concept (Students will know): Topics Character traits Themes Problemlsolution Causeleff ect Comparelcontrast signal words

Student Friendly Language: I can compare and contrast information I have read in a reading passage and identify the signal words. (topics, character traits, themes, problemlsolution, causeleffect and signal words)

Skills (Students will do): Compare Contrast Identifies

Big Ideas: Using compare and contrast helps readers understand how to pick out similarities and differences in various types of texts. Essential Questions: What are the essential signal words that help students recognize compare and contrast texts? How do students use compare and contrast to identify similarities and differences in varying aspects of various texts?

DOK Level:

2

Core Materials Read Kansas! Cards Trade and Travel on the Overland Trails: set of 2 cards

Houghton Mifflin Reading: Possible passages: BY The Shores of Silver Lake,

Mysteries, A Very Important Day, Ameila and Eleanor Go for a Ride, Cendrillon, Marvin of the Great North Woods, Sing to Stars, Juan Verddes, Poetry, Gloria Estefan, LOU Gehrig, and Stormy, Misty's Foal



I 'Concept (Students will know): I

Listening State Indicator 14.1.4.7 GR 4

I Skills (Students will do):

A 1.1.11

DOK Level

1 =

Level 2

I I

Big Ideas:

Identifying key details improves listening comprehension.

The student identifies key details from short passages.

I I


Reading State Indicator (4.1.4.7

I Skills (Students will do): DOK ~ e v e l 1

I Concept (Students will know): I


I Essential Questions: I

Writiug State Indicator (4.1.4.7

A 4.2.4

A 2.1.5

Level 2 7 The student writes using a variety of text structures (e. g., compare/contrast, descriptive, cause-effect, and problem solution).

Concept (Students w~ll know):

Level 121

~ e x t Structure

The student retells stories with a beginning, middle, and end.


Beginning Middle End Stories


Big Ideas:

Retelling stories according to the sequence of events supports comprehension.


of events? How does retelling support


Big Ideas:

Recognizing text structure, voice, purpose and audience support writing.


What is text structure? How does recognizing text structure, voice, purpose and audience support writing?

Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.8A State Language: The student links cause and effects in appropriate-level narrative and expository texts. Concept (Students will know): Cause Effect Narrative text Expository text

Student Friendly Language: I can use what I know about cause and effect to help me understand narrative and expository passages. Skills (Students will do): links

Bin Ideas: Relatiqg cause and effect helps the reader make connections within the text.

Essential Questions: What are clue words in the passage that identify cause and effect relationships?

How does identifying the relationship between cause and effect help a reader?

DOK Level:

2

Core Materials Houghton Iblifflin Reading: Possible passages: Akiak, Boss of the Plains, The

Stranger, Cendrillon, Poetry, Happy Birthday Dr. Kina Wildfires, and Skylark



Listening State Indicator 4.1.4.8 GR4 (

1 Level 1

rn I Concept (Students will know): I

Big Ideas:

1 Skills (Students will do): DOK ~ e v e l

1 Essential Questions: I

1

Reading State Indicator 14.1.4.8

Level

1 Concept (Students will know):

s Skills (Students will do): DOK Level

0 - Big Ideas:

1 Essential Questions:


I Concept (Students will know):

Big Ideas:

I

I Skills (Students will do): DOK Level

1 Essential Questions: I

I


A 4.2.4

Level 12 The student writes using a variety of text structures (e. g., cornparelcontrast, descriptive, cause-effect, and problem solution).


Text Structure


Big Ideas:

Recognizing text structure, voice, purpose and audience support writing.


Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.9A State Language: The student retells main ideas or events as well as supporting details in appropriate-level narrative and expository texts.

Concept (Students will know): Main idea Events Supporting details Narrative text Expository

Student Friendlv Language: 1 can retell the main ideas or events as well as details to show I understand the reading passage. (narrative, expository and technical)

Skills (Students will do): Retells

Big Ideas: Retelling the main idea and supporting details help the reader understand.

Organizing the main idea and details into beginning, middle, and end supports comprehension.

Essential Questions: What three parts are important to retelling? Why identify the main idea and the supporting details? What relationship do the supporting details have to the main idea? How does identifying the main idea help the reader understand the text? How does identifying the supporting details help the reader understand the text?

DOK Level:

2

Core Material Read Kansas! Cards Immigrant Contributions: set of 6 cards

Houghton Mifflin Reading: Any passage



Listening State Indicator 4.1.4.9 G R 4 1 Speaking State Indicator 4.1.4.9

A 1.1.9 .-

A 1.1.11

Reading State Indicator 4.1.4.9

~ e v e l 2 A 2.1.5

L

A 3.3.3 ~ e v e l 121

The student identifies the main idea of a short passage.


Main Idea

Sk~lls (Students will do): DOK Level

Big Ideas:

Identifying the main idea improves listening comprehension.


How does identifying the main idea improve listening comprehension?

~ e v e l 2

The student identifies the basic sequence of events in stories read, using key words or phrases.

The student retells stories with a beginning, middle, and end.


Beginning Middle End Stories


Big Ideas:

Retelling stories according to the sequence of events supports comprehension.



Key Words Sequence of Events Key Phrases

I Skills (Students will do): DOK ~ e v e l I Identify Ure Big Ideas:

~ e c o ~ n i z i n ~ key words and key phrases helps I sequencing.


wha t is sequencing? What are key words? What are 1 I key phrases? 1 I I HOW do key words and key phrases help to sequence I I events? 1 I

The student uses sequence and transitional words correctly (e.g., first, then, next, after). 1


I I


Sequence Words Transitional Words

A 4.2.2 - A 4.5.1

1 I


~ e v e l 21

Big Ideas:

using sequence and transitional words help to organize writing.

L I


What are transitional words? How do sequence and transitional words assist in

Reading, Grade: 4th Mastery Check 3 and 8 Benchmark #:4.1 .I .I State Language: The student uses decoding skills that include knowledge of structural analysis automatically when reading.

Concept (Students will know): Decoding skills Structural analysis

Student Friendly Language: I can use decoding skills (chunking, root words, affixes, compounds, hyphenated words, word endings, contractions, and syllables) to read. Skills (Students will do):

Uses

Big Ideas: Decoding skills are helpful in reading unfamiliar words.

Essential Questions: How does knowing the word mat help you read the word automatic? Use the chunk "amp1' to decode the word encampment.

DOK Level:

2

Core Materials Houghton Mifflin Reading: Any passage


Teaching Strateqies:

Listening State lndicator 14. I. 1.1

Reading

A 1.1.6

State lndicator 4.1 . I . 1

Level 12 The student identifies initial, medial, or ending sounds.


Initial Sounds Medial Sounds Ending Sounds

Sk~lls (Students will do): DOK Level

Big Ideas:

Identifying an initial, medial, and endiqg sound improves listening comprehension.


What is an ending sound? How does identifying an initial, medial, and ending sound improve listening


A 3.1.2

Level 21

I Concept (Students will know):

The student applies knowledge of letter-sound correspondences to identify intermediate (level 2) words.


Letter-sound Correspondence Intermediate Words


Identify

Big Ideas:

Applying letter-sound correspondence assist in identifying intermediate (level 2) words.


I

I Skills (Students will do): D O K L ~ V ~ I I

I Big Ideas:

Writing State Indicator 4.1 .I .I

I

I Essential Questions: I

A 4.6.7

Level 12 The student spells high frequency words correctly.


High Frequency Words


Big Ideas:

Using high frequency words impacts writing.


grade ,q - usd 443 intranetintranet.usd443.org/wested/curriculum/fourth grade/4th reading... ·...

Documents