Fourth Grade Reading Scope and Sequence Overview 2009 ~ 2010
August 24-October 2 October 5-November 6 November 9-December 18 January 5-February 19 February 22-April 16 April 19-June 4
29 days of instruction 25 days of instruction 25 days of instruction 33 days of instruction 33 days of instruction 33 days of instruction
1st 6wks 2nd 6wks 3rd 6wks 4th 6wks 5th 6wks 6th 6wks
□Story elements □Author's purpose □Inferring □Inferring □Fact and opinion □Research Reading
▪Problem Resolution □Main idea □Compare and contrast – ummarization
S T
– ext structure □Graphic Organizers
▪Sequencing □Supporting details – ext structure
T T
– ext structure T
– AKS Reading (Review all
Comprehension
▪Setting □Inferring □Graphic organizers P
– oint of View TAKS objectives and
▪Plot □Graphic organizers □Cause and effect □Graphic organizers application of skills)
□Graphic organizers □Judge the internal □Analyze Culture of Self T
– AKS - April 28, 2010
□Purpose for Reading consistency or logic of and Others
□Identifying Genres stories and texts
□Analyze and Evaluate
Characters
□Choosing Texts □Independent reading on □Independent reading on □Independent reading on □Independent reading on □Independent reading on
□Independent reading on independent reading level independent reading level independent reading level independent reading level independent reading level
Fluency
independent reading level (30 minutes daily) (30 minutes daily) (45 minutes daily) (60 minutes daily) (60 minutes daily)
(30 minutes daily) □Fluency
□Fluency Probes (WPM □Fluency Probes (WPM □Fluency Probes (WPM □Fluency Probes (WPM □Fluency Check (WPM
check (WPM 93) minimum)
97) 101)-Nonfiction Reading 105) 112) 118)
□Paired Reading
□Partner-Share Reading □Partner-Share Reading □Reader's Theater □Reader's Theater
□Apply knowledge of □Prefixes and Suffixes □Derivatives □Apply knowledge of □Derivatives □Use reference materials
letter-sound □Base Words □Use reference materials language structure and □Apply knowledge of letter- □Study origin of affixes
Word Study
correspondence to context to recognize words sound correspondence, and base words (Latin,
recognize words □Prefixes and Suffixes language structure, and Greek, or Anglo-Saxon0
(phonics) □Base Words context to recognize words
□Word Families
□Multiple meaning words □Multiple meaning words □Figurative language □Figurative language □Figurative language □Vocabulary Theater
Vocabulary
□Review compound □Figurative language □Multiple meaning words □Multiple meaning words □Multiple meaning words □Idioms
words □Synonyms and antonyms □Homophones
□Actively engaged during □Actively engaged during □Actively engaged during □Actively engaged during □Actively engaged during □Actively engaged during
Shared Reading and Read Shared Reading and Read Shared Reading and Read Shared Reading and Read Shared Reading and Read Shared Reading and Read
Listening &
Aloud
Speaking
Aloud Aloud Aloud Aloud Aloud
□Listen to evaluate and gain
□Meaningful discussions □Listen to gain information □Listen to evaluate during □Listen to evaluate and □Presentation of research
information during whole
on the purpose for reading during whole group and whole group and small gain information during project
group and small group
small group discussions group discussions discussions □Literature whole group and small □Present dramatic
□Literature Circles Circles group discussions interpretation
□Interpret ideas and □Analyze how visuals □Interpret and analyze □Compare and contrast □TAKS Review □Produce visual for
Representing
Viewing and
events from media extend media how visuals extend film with print version research project
meaning
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 1st Six Weeks - August 24 - October 2 (29 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(A) determine the purposes for Sketch to Stretch
listening such as to gain information, to This is a good way for students to develop
mental images of the text, which improves
solve problems, or to enjoy and Sketch to Stretch comprehension.
appreciate (4-8) Provide students with blank white paper to
□Oral assessments draw on (they could use their response logs). As
Actively engaged □Think-Pair-Share the teacher reads aloud from a text for
2(A) interpret speakers' messages (both approximately 10 minutes, students draw what
during Read Alouds □Reader's
verbal and nonverbal), purposes, and they ―see‖ they then use the drawing to respond
and Shared Reading Response Note by remembering details form the text.
perspectives (4-8)
□Sketch to Stretch The teacher then links the details by asking
3(A) listen to proficient, fluent models inference level questions so that the students us
of oral reading, including selections clues to infer or draw conclusions.
from classic and contemporary works
(4-8)
5(A) adapt spoken language such as □Teacher
word choice, diction, and usage to the Meaningful observation
audience, purpose, and occasion (4-8) participation in □Guided reading
5(D) use effective rate, volume, pitch, discussion with whole □Reader's □Fourth Grade District
and tone for the audience and setting (4- group and small group Response High Frequency Word
8) Notebooks List
□Quick Phonics
6(A) apply knowledge of letter- □Review 20 green letter-sound Screener from 4th
sound correspondences, language highlighted words correspondence □Teacher Grade Reading
Apply knowledge of
structure, and context to recognize from District High observation during Academy pgs. 11-15
letter-sound
Frequency Word guided reading and □Month by Month
words (4-8) correspondence during
List reading Phonics by Patricia
independent and
□Add 5 words a guided reading
conferences Cunningham
week □Thinking Maps
7(A) read regularly in independent- □Day 3 from First words form □Maintaining □Guiding Reader's
level materials (texts in which no more 20 Days - Guiding Daily independent independent and Writer's pgs. 142-
reading log
than approximately 1 in 20 words is Reader's and Writers reading on reading level □AR tests 162
difficult for the reader) (4) independent level text □Making Meaning-
□SRI (when
for 30 minutes Unit 1, Vol. 1
available
Page 2 of 51 10/28/2011 1:29 PM
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 1st Six Weeks - August 24 - October 2 (29 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(B) read regularly in instructional- *93 WPM □Scholastic
level materials that are challenging but *Instructional "Storyworks"
manageable (texts in which no more reading level
than approximately 1 in 10 words is *Lexile level from Reading Levels:
Every student reads at a specific level regardless of the
difficult for the reader; a "typical" individual TAKS grade in which he or she is placed. The reading level
fourth grader reads approximately 93 report or from will change depending upon the material the student is
wpm) (4) Triand □DIBELS reading. The following three levels apply:
Daily instructional Independent—no more than 1 in 20 words is difficult,
□DRA 70 wpm, 80-100% comprehension. The material can be
7(C) demonstrate characteristics of level reading during select vocabulary □Hot/Cold Fluency read without teacher involvement and is likely to be
fluent and effective reading (4-6) guided reading (2 to 3 log words (5 a something that the student would choose.
Checks Instructional—no more than 1 in 10 words is difficult,
times a week) week)
7(D) adjust reading rate based on □93 WPM 80 wpm, 60-80% comprehension. The material is most
likely found in school and read with teacher
purposes for reading (4-8) involvement.
Frustrational—more than 1 in 10 words is difficult,
7(E) read aloud in selected texts in less than 90 wpm, 59% and less comprehension.
Students will get little out of reading the material.
ways that both reflect understanding of Fluency:
the text and engage the listeners (4-8) Fluency is integrally related to comprehension and is a
critical component of successful reading. Fluency
consists of rate, accuracy, automaticity, phrasing, and
expression. It gives language its musical quality, its
7(F) read silently with increasing ease Daily independent □Reading Log rhythm and flow. One way to become a good reader is
for longer periods (4-8) □Guiding Reader's and reading on independent □Reader Response by reading materials that are a good match for an
Writer's pgs. 142-162 level text for 30 minutes individual’s reading ability.
8(A) read classic and contemporary Notebook
□Making Meaning- (during guided reading
works (2-8) Unit 1, Vol. 1 block)
8(B) select varied sources such as
Independent Reading—Establishing a Routine
nonfiction, novels, textbooks, A successful experience with independent reading begins with students choosing their own books based on
newspapers, and magazines when interest and books that fit their reading level. In addition, students need to know the basics: how to use the
school and class library, choose books, and respond to and record their reading. You will want to establish
reading for information or pleasure (4- independent reading as a quiet, productive time so you can easily confer with individuals, work in small groups
5) in literature study, work with students in guided reading groups. During the first month of reading workshop,
you have two critical goals:
8(C) read for varied purposes such as 1.Help your students think of themselves as readers by reading books that they enjoy and having them
to be informed, to be entertained, to participate in all the choices and decisions readers make.
2.Establish the roles and routines of the reading workshop i.e. ―Status of the Class.‖
appreciate the writer's craft, and to Begin with a daily 30 minutes of sustained silent reading combined with a standing homework assignment to
discover models for his/her own read for a half hour each night, keep a list of books read, and respond in a reader’s log with two to three pages
of writing per week.
writing (4-8)
Page 3 of 51 10/28/2011 1:29 PM
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 1st Six Weeks - August 24 - October 2 (29 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
9(A) develop vocabulary by listening Actively engaged □Oral assessments
to selections read aloud (4-8) during Read Alouds □Think-Pair-Share The following Reader Response criteria
and Shared Reading □Reader's Response may be helpful. Be sure to develop the
Notebook criteria WITH your students after
□Sketch to Stretch analyzing models.
□Guiding Reader's and Criteria for Reader Response:
Writer's pgs. 142-162 Includes the title and author
9(B) draw on experiences to bring □Basal Use context clues to □Personal Provides a brief summary
meanings to words in context such as bring meaning to vocabulary log Makes a personal connection
interpreting figurative language and words in text □Add 5 words a Shows your reaction and what you
learned
multiple-meaning words (4-5) Obj. 1 week from
Uses evidence from the text to support
independent your thinking
reading
10(A) use his/her own knowledge and schema
experience to comprehend (4-8)
10(B) establish and adjust purposes for Vocabulary Log of 5 words per week from
reading such as reading to find out, to independent reading
understand, to interpret, to enjoy, and □Teacher
Demonstrate self- -Vocabulary Log
to solve problems (4-8) observation during • Students choose 5 words per week from
monitoring during
10(C) monitor his/her own guided reading and class reading, self-select, or content reading to
independent and record
comprehension and make reading conference
guided reading in their log. The entries must include the
modifications when understanding □Reader's source and show understanding by identifying
breaks down such as by rereading a Response the helper words and writing a definition of
portion aloud, using reference aids, Notebooks the word. Develop criteria with the student for
searching for clues, and asking assessment purposes.
questions (4-8)
10(K) answer different types and levels Respond to □Reader's
New words How I used
of questions such as open-ended, interpretative, open- Response Notebook this week this word
literal, and interpretative as well as test- ended, and literal
like questions such as multiple choice, questions text, page #,
true-false, and short answer (4-8) context
Page 4 of 51 10/28/2011 1:29 PM
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 1st Six Weeks - August 24 - October 2 (29 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
10(L) represent text information in Demonstrate □Student generated □Guiding Reader's
different ways such as in outline, understanding of Thinking Maps and Writer's pgs. 142-
timeline, or graphic organizer (4-8) outlines, timelines and 162 □Basal
Obj. 3 graphic organizers
11(A) offer observations, make Respond to literature □Reader's
connections, react, speculate, interpret, through Reader's Response Notebook
and raise questions in response to texts Response Notebook
(4-8) and or Journal
11(B) interpret text ideas through such
Narrative
varied means as journal writing,
discussion, enactment, media (4-8)
11(C) support responses by referring Setting Plot Characters Problem Resolution
to relevant aspects of text and
his/her own experiences (4-8) Obj. 4 Time Place
12(A) judge the internal consistency Analyze and evaluate traits motives □Thinking Maps Basal
or logic of stories and texts such as characters motivation □Character Sketch
"Would this character do this?"; relationships □Reader's
"Does this make sense here ?" (4-5) conflicts values Response Notebook
Obj. 3 point of view □Graphic
12(D) recognize the distinguishing Recognize external Organizers Basal
features of genres, including distinguishing features attributes
biography, historical fiction, of narrative texts internal attributes
informational texts, and poetry (4-8) character core
12(F) understand and identify literary Guiding Reader's
terms such as title, author, illustrator, and Writer's pgs. 142-
playwright, theater, stage, act, 162
dialogue, and scene across a variety of
literary forms (texts) (3-5)
Page 5 of 51 10/28/2011 1:29 PM
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 1st Six Weeks - August 24 - October 2 (29 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
12(G) understand literary forms by □Guiding Reader's
External Attributes
recognizing and distinguishing among Identify and and Writer's pgs. 142-
such types of text as stories, poems, distinguish the 162
Internal
myths, fables, tall tales, limericks, different types of Attributes
plays, biographies, and autobiographies genre age
Character
(3-7) Core
12(H) analyze characters, including traits relationships
their traits, motivations, conflicts, conflicts
Analyze and evaluate motivations
points of view, relationships, and analyze
characters changes
changes they undergo (4-8) Obj. 2 character feelings
traits gender □Basal
motives values
12(I) recognize and analyze story Analyze story plot points of view □Basal
plot, setting, and problem resolution motivations
problem resolution and
conflicts
(4-8) Obj. 2 how setting affects the physical appearance
point of view
story relationships
13(B) use text organizers, including changes plot
headings, graphic features, and tables □Student generated
setting Week 2- Guiding Reader's and Writer's (First 20
of contents, to locate and organize Identify various text problem/ resolution
□Thinking Maps
Days pages 142-162)
information (4-8) features □Graphic Monday - Day 1-3 & 6
Organizers Tuesday - Day 4-5
Wednesday - Day 7-8
14(B) determine distinctive and Appreciate and discuss Thursday - Day 9 & 11
characteristics of cultures Friday - Day 10
common characteristics of cultures Week 3- Guiding Reader's and Writer's (First 20
through wide reading (4-8) through out text Days pages 142-162)
Monday - Day 14 & 15
14(C) articulate and discuss themes themes Tuesday - Day 16 & 17
and connections that cross cultures (4- connections Wednesday - Day 18
Thursday - Day 19-20
8) Week 4 - Basal
23(B) interpret important events and Interpret information interpret □Teacher observation Lost Lake
Week 5 - Basal
ideas gathered from maps, charts, from visual maps during whole group Amelias Rode
graphics, video segments, or representation of text charts discussion of Week 6 - Making Meaning Unit 3, Vol. 1
technology presentations (4-8) graphics Read/Aloud and Chicken Sunday
Shared Reading
video segments
Page 6 of 51 10/28/2011 1:29 PM
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5 - November 6 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Principles of Learning:
1(A) determine the purposes for Accountable Talk Discussions:
listening such as to gain information, to Accountable Talk is the □Oral assessments It is important to set the
solve problems, or to enjoy and observable indicator of a
Actively engaged Sketch to Stretch □Think-Pair-Share standard and expectations □Comprehension
rigorous curriculum and for a discussion. Possible
appreciate (4-8) socializing intelligence. during Read Alouds □Reader's Response criteria includes:
Toolkit Books
Students must use sound
evidence from the criteria and Shared Reading
Note Freely participates □Read Alouds
Listens carefully and
1(B) eliminate barriers to effective charts, rubrics, and sample □Sketch to Stretch respectfully
□Brain Teasers
listening (4-8)
responses to discuss how to
improve their own thinking
Shares personal □TAKS preparation
experiences and opinions
1(C) understand the major ideas and and writing as well as that of Displays tolerance for material
others. Teachers model the Meaningful participation
supporting evidence in spoken use of Accountable Talk in in discussion with whole
different opinions □Kamico
individual, group and whole
□Teacher Shows confidence in
messages (4-8) group and small group observation own judgment
class discussions. Demonstrates ability to
Model Stems for Student □Literature Circles modify thinking
4(A) connect his/her own experiences, Responses:
I discovered that.... □Reader's Response
information, insights, and ideas with Connect to book by
This reminds me of.... Notebook
those of others through speaking and I predict.... sharing own □Sketch to Stretch
I noticed that.... experiences
listening (4-8) I wonder....
I was confused by....
6(B) use structural analysis to identify Student Comments: I agree
because..I disagree □Language Arts
root words with prefixes such as dis-, because... Why do you think Demonstrate □Thinking Maps
non-, in -; and suffixes such as -ness, - that? Can you tell me more Basal
understanding of (Circle, Tree, and
tion, -able (4-6)
about that? Can you show □Vocabulary
me in the text? Can you prefixes and suffixes Brace Map)
explain that another way? Through Morphemes
7(A) read regularly in independent-
□Reader's
level materials (texts in which no more
Response □DIBELS
than approximately 1 in 20 words is
Notebook □DRA/EDL
difficult for the reader) (4)
□Rereading □Comprehension
Daily independent Toolkit
7(B) read regularly in instructional-
reading on □Language Arts
level materials that are challenging but
independent level text Basal
manageable (texts in which no more
for 30 minutes □97WPM □Content Area Basal
than approximately 1 in 10 words is
□Paragraph □Short passages to
difficult for the reader; a "typical"
Summary monitor fluency
fourth grader reads approximately 97
□Time for Kids Kits
wpm) (4)
Page 7 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5 - November 6 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(C) demonstrate characteristics of Paired Fluency Add 7 new words to Independent Reading—Establishing a Routine
fluent and effective reading (4-6) A successful experience with independent reading
Reading— word wall from High begins with students choosing their own books based on
Every other week, have Frequency Word List interest and books that fit their reading level. In
the students work with a addition, students need to know the basics: how to use
7(D) adjust reading rate based on partner. □Instructional the school and class library, choose books, and respond
purposes for reading (4-8) It is important for the reading level to and record their reading. You will want to establish
students to know independent reading as a quiet, productive time so you
□Lexile level can easily confer with individuals, work in small groups
themselves as readers.
Having students from individual in literature study, work with students in guided reading
groups. During the first month of reading workshop,
maintain their own TAKS report or you have two critical goals:
fluency graph that shows from Triand
an increase in rate and Daily instructional □DIBELS 1.Help your students think of themselves as readers by
7(E) read aloud in selected texts in accuracy will build level reading during select vocabulary □DRA reading books that they enjoy and having them
confident readers. participate in all the choices and decisions readers make.
ways that both reflect understanding of guided reading (2 to 3 log words (5 a □Hot/Cold Fluency 2.Establish the roles and routines of the reading
the text and engage the listeners (4-8) times a week) week) Checks workshop i.e. ―Status of the Class.‖
Begin with a daily 30 minutes of sustained silent reading
combined with a standing homework assignment to read
7(F) read silently with increasing ease for a half hour each night, keep a list of books read, and
respond in a reader’s log with two to three pages of
for longer periods (4-8) writing per week.
8(A) read classic and contemporary
works (2-8)
8(B) select varied sources such as Daily independent □Reading Log
nonfiction, novels, textbooks, reading on □Reader Response
newspapers, and magazines when independent level text Notebook
reading for information or pleasure (4- for 30 minutes (during
5) guided reading block)
8(C) read for varied purposes such as
to be informed, to be entertained, to
appreciate the writer's craft, and to
discover models for his/her own
writing (4-8)
9(A) develop vocabulary by listening Read Aloud schema □Six Traits
to selections read aloud (4-8) metaphor Literature books
Page 8 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5- November 6 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
9(B) draw on experiences to bring Use context clues to idioms □Personal □Basal
meanings to words in context such as bring meaning to figurative vocabulary log
interpreting figurative language and words in text language □Word Wall
multiple-meaning words (4-5) Obj. 1 □Add 5 adjectives
a week from
independent
reading
9(C) use multiple reference aids, □The use of parts of □Parts of Speech □Thesaurus
including a thesaurus, a synonym speech chart Chart in response □Dictionaries
finder, a dictionary, and software, to □Practice using chart
clarify meanings and usage (4-8) thesaurus □Thinking Maps
9(D) determine meanings of □English at Your
Vocabulary Trees— How You Teach Root Words
derivatives by applying knowledge of Instead of giving students a list of roots with their definitions and examples of words that include those roots, have students build vocabulary Command □High
the meanings of root words such as trees. Frequency Words
like , pay , or happy and affixes such To build a vocabulary tree, choose which root word you want students to study and have them write it in the root of the tree. Under the root, □Vocabulary
as dis- , pre- , un- (4-8) Obj. 1 students write its definition. In the trunk of the tree, students write a key word that you provide that uses that root. Under the word, students through Morphemes
write the definition of the word. Then, in the branches that come off the trunk, students write as many other words as they find that use that
root. Students define the word and copy a sentence that uses it. This can be a sentence they heard, one they read, or one they said themselves.
In the twigs, they record where they heard or found the sentence (Beers, 2003, p. 188)
10(A) use his/her own knowledge and □Basal
See example at the end of the second six weeks.
experience to comprehend (4-8) Beers, Kylene. (2003). When Kids Can’t Read What Teachers Can Do. Heinemann.
□Comprehension
Toolkit
10(B) establish and adjust purposes for □Time for Kids
reading such as reading to find out, to □Reading Detective
understand, to interpret, to enjoy, and □Strategies That
to solve problems (4-8) Work
10(C) monitor his/her own □Teacher □Basal
comprehension and make observation during □Comprehension
Demonstrate self-
modifications when understanding guided reading and Toolkit
monitoring and
breaks down such as by rereading a schema reading conferences □Spotlight on
activating prior □Reader's Response
portion aloud, using reference aids, Comprehension
knowledge during Notebooks □Post-its
searching for clues, and asking
independent and to monitor
questions (4-8)
guided reading comprehension
Page 9 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5 - November 6 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
10(F) determine a text's main (or □Basal
Students will determine the main idea of an entire
major) ideas and how those ideas are □Making Meaning □Making Meaning
piece as well as the main idea of individual Thinking Maps
supported with details (4-8) Obj. 1 Vol. II, Unit 6 paragraphs using both literary and expository texts
10(H) draw inferences such as □Basal
□Reader's
conclusions or generalizations and □Making Meaning □Making Meaning
Response
support them with text evidence and □Comprehension
Notebooks
experience (4-8) Obj. 4 Toolkit
□Thinking Maps
10(K) answer different types and levels Respond to □Reader's
of questions such as open-ended, interpretative, open- Response
literal, and interpretative as well as test- ended, and literal Notebook □TAKS Material
like questions such as multiple choice, questions □Reader Inventory □Reading Detective
true-false, and short answer (4-8)
10(L) represent text information in Demonstrate Thinking Maps □Student generated □Time for Kids
different ways such as in outline, understanding of graphic Thinking Maps □Comprehension Toolkit
timeline, or graphic organizer (4-8) outlines, timelines and organizers □Reader's
Obj. 3 graphic organizers Response
Notebook
11(A) offer observations, make □Spotlight on Respond to literature □Basal
connections, react, speculate, interpret, Comprehension - through Reader's □Spotlight Comprehension
and raise questions in response to texts chapter 12 & 13 Response Notebook
(4-8) (pages 108-124) and or Journal
11(B) interpret text ideas through such □Reader's □Basal
varied means as journal writing, Response □Reader's Theater- Laurie Henry
discussion, enactment, media (4-8) Notebook
□Thinking Maps □6 Traits Literature Books
11(C) support responses by referring
to relevant aspects of text and □Language Arts Basal
his/her own experiences (4-8) Obj. 4 □Content Area Basal
□Magazines
□Newsletters
□Make it Real
□Reading Basal
Page 10 of 51 □Touchstone Books 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5 - November 6 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
12(A) judge the internal consistency Analyze and evaluate
or logic of stories and texts such as characters Visual Response—
"Would this character do this?"; Works of art, whatever the media, can be a powerful inspiration for readers and writers.
"Does this make sense here ?" (4-5) In addition, students can apply what they learn about the art and artists’ techniques in order to
appreciate and discuss the fine arts reproductions.
Obj. 3 Discuss:
12(C) identify the purposes of Determine purpose of how colors represent different attitudes and moods.
different types of texts such as to why an author writes (to how visual media can add to the impact of writing when it echoes similar themes.
inform, influence, express, or inform, influence, how the art chosen to illustrate a story can help the reader understand the setting.
entertain (4-8) Obj. 3 express, or entertain)
12(H) analyze characters, including □6 Traits Literature Books
their traits, motivations, conflicts, □Language Arts Basal
points of view, relationships, and Analyze and evaluate □Content Area Basal
changes they undergo (4-8) Obj. 2 characters □Magazines □Newsletters
□Make it Real
13(B) use text organizers, including Demonstrate □Student generated Internet Sources
headings, graphic features, and tables understanding of Thinking Maps
of contents, to locate and organize outlines, timelines and □Reader's Vocabulary
http://jc-
information (4-8) graphic organizers Response
schools.net/tutorials/vocab/index.html
Notebook Comprehension
http://www.readwritethink.org/
23(A) describe how illustrators' choice □Select appropriate Analyze how style □Class discussion http://readinglady.com/
http://literacytoolbelt.tripod.com/
of style, elements, and media help to books for the lessons illustrators extends the elements □Thinking Maps http://www.readingquest.org/strat/home.html
represent or extend the text's meanings from 6 Trait meaning of text media □Sketch to Stretch Word Study
(4-8) literature Bad Case represent □Reader's http://www.betterendings.org/homeschool/W
of the Stripes, Response ords/Root%20Words.htm
Reading Resources
□C omprehension Notebook
www.ed.helper.com
Toolkit - Resource www.dogpile.com
24(A) interpret and evaluate the illustrator
of Short Text page
various ways visual image makers such visual image
20 "Titanic"
as graphic artists, illustrators, and news makers news
photographers represent meaning (4-5) photographers
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Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 2nd Six Weeks - October 5 - November 16 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
Vocabulary Tree
Suggestions for Readers Notebook
☻Write a letter to a character or from one character to another. A truly engaging character can prompt
wonderful writing. This is true for characters with whom readers identify closely -- as well as for those
characters that they come to hate.
☻Create a diary entry in the voice of a character. This can be an ongoing writing assignment. Again, with a
really good character, readers are enticed into his or her world. This can be an excellent -- and authentic --
context for making and verifying predictions, exploring change in characters, and examining characters'
relationships with others.
☻Use the Four-Column Journal Entry strategy. The Four-Column Journal Entry has students divide a sheet
of paper in half lengthwise. They write a short summary on one half. They then respond to their summary,
explaining how they feel about what they read. On a second sheet -- also divided in half lengthwise -- a peer
reads his or her summary and response and adds his or her own response on one half of the paper. On the
other half, the original student writes another response to what the peer said. This gives students a way to
continue a conversation with a classmate, and it also helps them see that there is a real audience for their
writing.
☻Sketch to Stretch is another journal strategy. This strategy uses drawing instead of extended writing. It's a
detract
contract great way to encourage students to think symbolically as they capture images and words as they read.
attract: to cause to come near
External Attributes
Internal
Attributes
age
Character
tract: to pull, drag Core
traits relationships
Author's Write To... conflicts
motivations
changes
feelings
gender
Inform values
Express Entertain Influence points of view
newspaper Shiloh commercial physical appearance
Journal
Page 12 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(C) understand the major ideas and Accountable talk Literature Circles—
supporting evidence in spoken • seriously responds evidence A good resource and excellent addition to the
messages (4-8) to and further school’s professional library is Harvey Daniels’
develops what others book, Literature Circles—Voice and Choice in the
2(B) identify and analyze a speaker's in the group have said Student-Centered Classroom. He states,
persuasive techniques such as • puts forth and techniques □Oral assessments ―Literature circles are small, temporary discussion
promises, dares, and flattery (4-5) demands knowledge □Think-Pair-Share groups who have chosen to read the same story,
that is accurate and Actively engaged □Reader's Response poem, article, or book. While reading each group
3(A) listen to proficient, fluent models relevant to the issue determined portion of the text, each member
during Read Alouds proficient Notebook prepares to take specific responsibilities in the
of oral reading, including selections under discussion
and Shared Reading fluent □Sketch to Stretch upcoming discussion, and everyone comes to the
from classic and contemporary works • requires active group with the notes needed to help perform that
listening oral reading job‖ (Daniels, 1994, p.13).
(4-8)
• uses evidence
3(B) describe how the language of appropriate to the Literature circles combine cooperative learning
literature affects the listener (4-5) discipline (e.g., with independent reading and foster a
proofs in collaborative ideal of student-initiated inquiry.
4(B) compare oral traditions across mathematics, data The biggest benefit lies in the fact that ALL
Thinking Maps students have a voice. Because of the assigned
regions and cultures (4-8) from investigations in
roles that rotate, even the most reluctant
5(A) adapt spoken language such as science, textual participant comes prepared to add to the
word choice, diction, and usage to the details in literature, discussion. The students take responsibility for
documentary sources the discussion, and the teacher maintains the role
audience, purpose, and occasion (4-8) in history) and □Teacher as a facilitator.
• follows established Meaningful
5(B) demonstrate effective communication Observation
norms of good participation in
communications skills that reflect such reasoning. reporting □Literature Circle
discussion with
demands as interviewing, reporting, question Role Sheets
whole and small
requesting, and providing information □Reader's Response
group
(4-8) Note
Literature Circles
5(D) use effective rate, volume, pitch, volume □Guided Reading
and tone for the audience and setting (4- pitch Criteria for Active Listening:
Prepare to expect to learn
8) audience Determine the speaker’s purpose
Listen with a purpose
6(C) locate the meanings, □Independent Determine the speaker’s main idea (s)
pronunciations, and derivations of Reference Books Think of questions that will lead you to explore
unfamiliar words using dictionaries, Evaluation of □Evaluations the topic further
Analyze, evaluate and critique speaker’s main
glossaries, and other sources (4-8) dictionary skills ▪Dictionary points
▪Thesaurus When appropriate, write notes
▪Atlas
Page 13 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(A) read regularly in independent- Daily independent Reader's Theater
level materials (texts in which no more reading on 1. Select scripts from the Reader's Theater Scripts and
independent level
Plays website. It is best to select stories that are well
than approximately 1 in 20 words is independent level instructional level known to students for their first activity.
difficult for the reader) (4) text for 30 minutes 2. Make multiple copies of the selected scripts (enough for
each member of the cast and a copy for the teacher).
7(B) read regularly in instructional- □DIBELS - Fluency 3. Assign groups to work with selected scripts, keeping in
mind the students that should work with above-level, on-
level materials that are challenging but rate level, and below-level scripts.
manageable (texts in which no more Daily instructional □Fluency Probes Instruction and Activities
than approximately 1 in 10 words is level reading during □Quick Reads
1. Introduce Readers Theatre to your class. Give an
overview of what it is and how it will be used in the
guided reading (2 to 3
difficult for the reader; a "typical" □101WPM classroom over the next couple of days. Review Aaron
times a week) Shepard's "RT Tips: A Guide to Readers Theatre," which
fourth grader reads approximately 101 provides tips on staging, scripting, and reading. Encourage
wpm) (4) students to apply these strategies in their preparation and
performance.
7(C) demonstrate characteristics of 2. Introduce the Readers Theatre Evaluation form and
Read 101 WPM fluent make sure that students are aware of how their
fluent and effective reading (4-6) performance will be assessed.
7(D) adjust reading rate based on 3. Place students in groups to work with selected scripts,
and assign students in each group the role (or roles) they
purposes for reading (4-8) will read.
4. Have students use a highlighter to highlight their roles
7(E) read aloud in selected texts in in the script. It is a good idea for each student in the group
ways that both reflect understanding of to use a different color highlighter or for students with
multiple roles to highlight each of their roles in a different
the text and engage the listeners (4-8) color.
5. Provide time for the groups to practice reading through
the scripts. Circulate around the room and give assistance
7(F) read silently with increasing ease Daily independent 45 minutes of silent as needed.
for longer periods (4-8) reading on reading 6. Have groups take turns "performing" their script in
front of the class.
8(A) read classic and contemporary independent level □Reader's Response 7. Lead a class discussion on ways that the groups could
text for 45 minutes make their performance more enjoyable for the audience,
works (2-8) Notebook reminding them of tips from "Readers on Stage."
8(B) select varied sources such as (during guided □Reading Log
nonfiction, novels, textbooks, reading block)
newspapers, and magazines when
reading for information or pleasure (4-
5)
8(C) read for varied purposes such as entertained
to be informed, to be entertained, to informed
appreciate the writer's craft, and to writer's craft
discover models for his/her own models for
writing (4-8) writing
Page 14 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
9(A) develop vocabulary by listening ESL Strategy Actively engaged □Oral assessments
Six Steps to Effective Vocabulary
to selections read aloud (4-8) Learning key phrases through during Read □Think-Pair-Share
Instruction
Total Physical Response □Reader's Response
Alouds and Shared
Total Physical Response Notebook 1. The teacher provides a description,
(TPR) activities greatly Reading □Sketch to Stretch
multiply the language input explanation, or example of the new term.
and output that can be 2. Students restate the explanation of the new
9(B) draw on experiences to bring handled by beginning English
language learners (ELLs).
Use context to context □Personal term in their own words.
meanings to words in context such as figurative vocabulary log 3. Students create a nonlinguistic
bring meaning to
TPR activities elicit whole- representation of the term.
interpreting figurative language and body responses when new words in text language □Add 5 words a
4. Students periodically do activities that help
multiple-meaning words (4-5) Obj. 1 words or phrases are multiple-meaning week from them add to their knowledge of vocabulary
introduced. Teachers can
develop quick scripts that words independent reading terms.
provide ELLs and other 5. Periodically students are asked to discuss
10(A) use his/her own knowledge and students with the vocabulary
and/or classroom behaviors
schema the terms with one another.
experience to comprehend (4-8) related to everyday situations. prior knowledge 6. Periodically students are involved in games
For example, "Take out your that allow them to play with the terms.
10(B) establish and adjust purposes for math book. Put it on your purpose for
desk. Put it on your head. Put
reading such as reading to find out, to it under the chair. Hold it in reading
your left hand."
understand, to interpret, to enjoy, and
to solve problems (4-8) Students become ready to talk Demonstrate self- □Teacher
sooner when they are learning
by doing. TPR activities help monitoring during observation during
10(C) monitor his/her own students adjust to school and independent and monitor guided reading
understand the behaviors
comprehension and make required and the instructions guided reading comprehension conference
they will hear. This will help
modifications when understanding them in mainstream □Reader's Response
breaks down such as by rereading a classrooms, in the halls,
Notebooks
during lunchtime, during fire
portion aloud, using reference aids, drills, on field trips, and in
searching for clues, and asking everyday life activities.
questions (4-8) TPR strategies are good
teaching strategies for all
10(D) describe mental images that text students, not just ELLs. Visualize mental visualization □Sketch to Stretch
descriptions evoke (4-8); images that text
evokes effect
10(E) use the text's structure or Understand the text structure □Thinking Maps
cause
progression of ideas such as cause cause and effect cause and effect utilizing cause and
and effect or chronology to locate chronology effect
relationship
and recall information (4-8) Obj. 3 progression □Graphic organizers
(graphic from TAKS Stems
organizers) Page 15 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
10(H) draw inferences such as Draw conclusions TAKS stem □Reader's Response Reader Response--Open-ended
conclusions or generalizations and from text read question key Notebook When you share your thoughts and feelings about
something you've read, you are responding to text.
support them with text evidence and independently and words □T-Chart Sometimes you share your thoughts in a class discussion
experience (4-8) Obj. 4 during Read Aloud
while other times you share by writing an essay or
response. Whether in a class discussion or a written
response, you must support your personal responses and
10(I) find similarities and differences Compare and similarities □Thinking Maps interpretations with evidence from the text.
This kind of response requires you to locate specific
across texts such as in treatment, contrast texts differences □Matrices places in the text that support your ideas.
scope, or organization (4-8) Obj. 3 treatment
scope Criteria for Effective Open-ended Responses
10(K) answer different types and levels Respond to organization □Reader's Response The response reflects a clear understanding of the
question.
of questions such as open-ended, interpretative open- Notebook Important words or phrases are used from the text as
literal, and interpretative as well as test- ended questions support.
Personal ideas/thoughts are reasonable and can be
like questions such as multiple choice, supported with text.
true-false, and short answer (4-8) The response has a sense of organization (thoughts are
not random).
There is a sense of completeness.
10(L) represent text information in Demonstrate outline □Student generated
different ways such as in outline, understanding of timeline Thinking Maps
timeline, or graphic organizer (4-8) outlines, timelines, graphic organizer
Obj. 3 and graphic
organizers
11(A) offer observations, make Respond to literature connections
connections, react, speculate, interpret, through Reader's interpret
and raise questions in response to texts Response Notebook speculate
(4-8) raise questions □Reader's Response
11(B) interpret text ideas through such Notebook
varied means as journal writing,
discussion, enactment, media (4-8)
11(C) support responses by referring Support responses textual evidence □Reader's Response Author Study- Chris Van Allsburg
to relevant aspects of text and with textual referring Notebook
his/her own experiences (4-8) Obj. 4 evidence support
Page 16 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
11(D) connect, compare, and Compare and connect □Venn diagrams Implications for Instruction and Evidence of
contrast ideas, themes, and issues contrast idea and contrast □Thinking Maps Understanding (11C)
across text (4-8) Obj. 4 themes across texts themes □Graphic Organizers This student expectation is "opposite side of the
coin" of inference and conclusion. In this case, the
12(B) recognize that authors Determine purpose of ideas question gives students the conclusion as part of
why an author writes (to issues the question and then asks, "which of the following
organize information in specific
inform, influence, sentences/statements from the passage supports the
ways (4-5) Obj. 4 express, or entertain) conclusion (that was given in the question). Note
that every question contains some slight variation
12(D) recognize the distinguishing Recognize of the phrase "information from the passage."
features of genres, including distinguishing The typical form of the question is: "Which
sentence/statement/idea in/from the/this
biography, historical fiction, features of narrative selection/story/article
informational texts, and poetry (4-8) text shows/tells/implies/supports/suggests (a conclusion
given in the question)"
12(E) compare communication in Compare and compare □Thinking Maps Students need frequent experience reading and
different forms such as contrasting a contrast story communication □Graphic Organizers responding to quality text. For this student
dramatic performance with a print variations or print dramatic □Reader's Response expectation, the questions should reflect a complex
Notebook analysis of text calling on students to support a
version of the same story or with dramatic performance conclusion provided by the teacher.
□Compare/Contrast
comparing story variants (2-8) Obj. performance story variant As students respond to the teacher's complex
3 questions, they should:
• Begin with a conclusion provided by the teacher
12(G) understand literary forms by Identify and stories □Character Core and then validate/support with text evidence,
primarily direct quotations, from the text.
recognizing and distinguishing among distinguish different poems □Tree Map (deductive process). This is the process that most
such types of text as stories, poems, types of genres myths closely resembles the TAKS multiple-choice
questions--selecting an answer and then supporting
myths, fables, tall tales, limericks, fables
that answer with test evidence. This approach most
plays, biographies, and autobiographies tall tales closely resembles the thinking that is called for by
(3-7) limericks this student expectation.
• Draw their own conclusions and then validate/
14(A) compare text events with his/her Make text to text, support them with text evidence, primarily direct
own and other readers' experiences (4- text to self, and text quotations, from the text (inductive process). ).
This is the process that most closely resembles the
8) to world connections open-ended/constructed response questions on the
Chart Text to text, high school TAKS tests.
14(B) determine distinctive and culture text to self, and text
common characteristics of cultures characteristics to world
through wide reading (4-8) Appreciate and
connections
discuss different
14(C) articulate and discuss themes cultures through text themes
and connections that cross cultures (4-
8)
Page 17 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 3rd Six Weeks - November 9 - December 18 (25 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
23(A) describe how illustrators' choice Analyze how and why Teacher observation of □Picture books from
of style, elements, and media help to illustrators' chose a students' meaningful 6 Trait Writing
represent or extend the text's meanings specific medium to contributions to group
(4-8) extend the meaning of discussions
the text
Implications for Instruction and Evidence of Understanding (11D)
This student expectation asks students to compare and contrast:
• Characters
Internet Sources • Themes
Read Aloud • Ideas
http://www.trelease-on- Most questions have asked students to compare.
reading.com/rah.html This student expectation is tested using basically two kinds of questions:
Reader Response • connecting characters/ideas/themes across two texts and
http://www.webenglishteacher.com/bo • connecting characters/ideas/themes within a single text.
okreports.html Connect Ideas:
• In this selection, in what way does Grandpa Delgado feel connected to the old barn?
ELL Strategies • Why was the Inuit bear hunter mentioned in both the announcement and the story?
http://www.colorincolorado.org/educat Connect Sign/Message to Plot
ors/teaching • Read the four protest signs below. Which of these signs would most likely have been carried by a member of the Friends of the Everglades?
Vocabulary Instruction Compare/Contrast of Characters
http://www.ldonline.org/article/5759 • How is Sete different from his friends?
http://www.readwritethink.org/lessons/ • How are Kathy in ―Training Luke‖ and Annie in ―Saddle Up!‖ alike?
index.asp?grade=2&strand=2&engage Comparison of Ideas
ment=19&display.x=37&display.y=11 • The newspaper article and Lisa’s report both tell about —
Idioms • An idea present in both selections is —
Comparison of Characters
http://www.idiomsite.com/ • How is the first woman who is questioned in ―The Sultan’s Pearls‖ like the first man who is questioned in ―The King’s Gold‖
Literature Circles • One similarity between the selections is that both show—
http://www.literaturecircles.com/readin • One idea present in both of these selections is —
gs.htm • One concept that is important in ―New Life on Mount Saint Helens‖ but not in ―Moving On‖ is that of —
http://www.funlessonplans.com/readin • Which of the following is an important message in both stories?
g_lesson_plans/literature_circles.htm Comparison of Ideas Within a Text
Visual Media Lessons • What is one idea found throughout this article?
http://www.readwritethink.org/lessons/ • Which of these is an idea that is present throughout the selection?
Comparison of Events
index.asp?grade=2&strand=3&engage
• According to the article, how was Douglas’s career as a journalist similar to her attending college?
ment=29&display.x=40&display.y=8 Comparison of Themes
• Which of these is a theme in both selections?
• An important theme in both stories is that —
Page 18 of 51 10/28/2011
the
Page 19 of 51 10/28/2011
h for
rage
oup
rent
Page 20 of 51 10/28/2011
new
help
mes
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Page 22 of 51 10/28/2011
wing
the
sion
plex
ting
most
Page 23 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 4th Six Weeks - January 5 - February 19 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
2(B) identify and analyze a speaker's Develop examples
persuasive techniques such as Analyze persuasive of: ▪an □Newspaper
promises, dares, and flattery (4-5) media advertisement advertisements
▪persuasive letter Read Alouds
2(C) distinguish between the speaker's Target fact and verifiable One of the most important things adults can do in
opinion and verifiable fact (4-8) preparing children for success in school and in
opinion by distinguish
□Thinking Maps reading is to read aloud with them.
distinguishing the opinion ☺Listeners build listening and comprehension skills
differences fact through discussion during and after reading.
☺Listeners increase their vocabulary foundation by
3(A) listen to proficient, fluent models hearing words in context.
of oral reading, including selections ☺Listeners improve their memory and language
from classic and contemporary works skills as they hear a variety of writing styles and
□Oral assessments paraphrase their understanding.
(4-8) ☺Listeners gain information about the world around
Actively engaged □Think-Pair-Share
3(B) describe how the language of them.
during Read Alouds □Reader's Response ☺Listeners develop individual interests in a broad
literature affects the listener (4-5) and Shared Reading Note variety of subjects and they develop imagination and
□Sketch to Stretch creativity: what better way to build skills which
3(C) assess how language choice and foster inquiry?
delivery affect the tone of the message
(4-5)
4(B) compare oral traditions across Compare oral
Tall Tales
regions and cultures (4-8) traditions across □Thinking Maps
"El Cuycu"
cultures
Types of Accountable Talk:
6(B) use structural analysis to identify Demonstrate ☺Link to our own lives (ex: "This reminds me of the time
root words with prefixes such as dis-, understanding of □Thinking Maps when I...")
☺Reference the text (ex: "I said that because in the book, I
non-, in -; and suffixes such as -ness, - prefixes and suffixes (Circle, Tree, and read...")
tion, -able (4-6) Brace Map) ☺Question why an author did something (ex: "I wonder why
the author...")
☺Look at elements of the author's writing style (ex: "The
author uses a lot of humor in their writing.")
6(C) locate the meanings, □Independent ☺Build on what others say (ex: "What you said makes me
pronunciations, and derivations of Reference Books think the author...")
☺Validates other's thoughts (ex: "I agree with ___. When I
unfamiliar words using dictionaries, Evaluation of □Evaluations read that, I thought the same thing and...")
glossaries, and other sources (4-8) dictionary skills ▪Dictionary ☺Encourage speaker to look deeper by using appropriate
questions (ex: "I didn't notice that. Show me what part of the
▪Thesaurus book made you think that.")
▪Atlas
Page 24 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 4th Six Weeks - January 5 - February 19 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(A) read regularly in independent- Daily independent
level materials (texts in which no reading on
more than approximately 1 in 20 independent level
words is difficult for the reader) (4) text for 45 minutes
7(B) read regularly in instructional- □DIBELS - Fluency Think-Pair-Share is a cooperative discussion
level materials that are challenging rate strategy developed by Frank Lyman and his
but manageable (texts in which no Daily instructional □Fluency Probes colleagues in Maryland. It gets its name from the
level reading during three stages of student action, with emphasis on
more than approximately 1 in 10 □Quick Reads what students are to be DOING at each of those
words is difficult for the reader; a guided reading (2 to □105 WPM stages.
"typical" fourth grader reads 3 times a week)
1) Think. The teacher provokes students' thinking
approximately 105 wpm) (4) with a question or prompt or observation. The
students should take a few moments (probably not
7(C) demonstrate characteristics of □Paragraph minutes) just to THINK about the question.
Reading 105 WPM
fluent and effective reading (4-6) summary
7(D) adjust reading rate based on 2) Pair. Using designated partners, nearby
neighbors, or a desk mate, students PAIR up to talk
purposes for reading (4-8) about the answer each came up with. They compare
7(E) read aloud in selected texts in their mental or written notes and identify the
answers they think are best, most convincing, or
ways that both reflect understanding most unique.
of the text and engage the listeners (4-
8) 3) Share. After students talk in pairs for a few
moments (again, usually not minutes), the teacher
7(F) read silently with increasing ease □Reading Log calls for pairs to SHARE their thinking with the
for longer periods (4-8) rest of the class. She can do this by going around in
Daily independent □Reader's Response round-robin fashion, calling on each pair; or she
8(A) read classic and contemporary reading on Notebook can take answers as they are called out (or as hands
works (2-8) independent level □Reading are raised). Often, the teacher or a designated
helper will record these responses on the board or
8(B) select varied sources such as text for 45 minutes Conferences on the overhead.
nonfiction, novels, textbooks, (during guided □Think, Pair, Share
newspapers, and magazines when reading block) □Teacher
reading for information or pleasure (4- Observation
5)
8(C) read for varied purposes such as
to be informed, to be entertained, to
appreciate the writer's craft, and to
discover models for his/her own
writing (4-8) Page 25 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 4th Six Weeks - January 5 - February 19 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
9(A) develop vocabulary by listening Actively engaged □Oral assessments Level 3 Questions -answers will not be in
to selections read aloud (4-8) during Read Alouds □Think-Pair-Share passage as stated in correct answer choice, but
and Shared Reading □Reader's Response correct answer will be based on clues and
evidence in the text and understanding of
9(B) draw on experiences to bring Notebook
synonym-based words.
meanings to words in context such □Sketch to Stretch
as interpreting figurative language Question stems for 9B
and multiple-meaning words (4-5) ▪Which words in paragraphs __ and __ help
the reader understand what __ means?
Obj. 1 ▪In paragraph __, what does the word __
9(D) determine meanings of Use context clues to □Personal mean?
▪In paragraph __, the word __ is used to let the
derivatives by applying knowledge bring meaning to vocabulary log reader know that ___.
of the meanings of root words such words in text □Add 5 adjectives a
as like , pay , or happy and affixes week from Question stems form 9D
such as dis- , pre- , un- (4-8) Obj. 1 independent reading▪In paragraph __, which words help the reader
□Thinking Maps what __ means? Note: The student must
identify the context clues for the meaning of
(Tree Map) the word.
10(A) use his/her own knowledge and Use schema to bring □Reader's Response ▪In paragraph __, the word __ means __.
experience to comprehend (4-8) meaning to the text Notebook
10(B) establish and adjust purposes
for reading such as reading to find out, Criteria for a Good Summary:
to understand, to interpret, to enjoy,
and to solve problems (4-8) Broad enough to cover the main points
Avoids focus on detail
10(C) monitor his/her own Students will self- self-monitor fix- □Post-it notes form Clear connection among ideas
Uses key words found in the text
comprehension and make monitor during up strategies independent reading Avoids opinion and repetition
modifications when understanding independent reading (self-monitoring)
breaks down such as by rereading a through the use of 3 = Strong
coding the text, the use 2 = Average
portion aloud, using reference aids, 1 = Weak
of post-it notes, and
searching for clues, and asking
thinking aloud This can be incorporated into the modeling of
questions (4-8)
the ―Student Response to Literature.‖ Part of
10(G) paraphrase and summarize Students will produce paraphrase □Written summaries that criterion requires students to include a
written summaries of summarize summary with their impressions and support
text to recall, inform, and organize in Reader Response with relevant text.
ideas (4-8) Obj. 1 reading and answer test- Notebook
like questions
Page 26 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 4th Six Weeks - January 5 - February 19 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
10(H) draw inferences such as Students will draw infer □Reader Response Implications for Instruction and Evidence of
conclusions or generalizations and conclusions from inferences Notebook Understanding (10J)
Note that there is only one fact/opinion question
support them with text evidence text read and answer draw conclusions □T-chart available for analysis, and it comes from the TAKS
and experience (4-8) Obj. 4 test-like questions textual evidence Information Booklet. This student expectation was
fact not assessed at any grade level in 2003, probably
opinion because of test specifications that say that
10(K) answer different types and □Formative fact/opinion, ―will be assessed only in expository or
levels of questions such as open- assessments mixed selections in which it is clear that the
author’s intent is to persuade.
ended, literal, and interpretative as □Scholastic Reader Assumptions about this skill are based on the same
well as test-like questions such as Demonstrate through □Reader Response skill and how it was assessed on TAAS.
A ―fact statement‖ contains no value language
multiple choice, true-false, and short out-lines, timeline Notebook
An ―opinion statement‖ contains value language
answer (4-8) and graphic (e.g., good, difficult, easy, beautiful, should, etc.)
organizers Teachers should not teach students ―if you can
10(L) represent text information in prove it, it’s a fact; if you can’t prove it, it’s an
different ways such as in outline, opinion. There are many opinions for which
Thinking Maps mountains of evidence could be assembled as
timeline, or graphic organizer (4-8)
―proof,‖ e.g. ―George Washington was a good
Obj. 3 President.‖
11(A) offer observations, make Demonstrate outline □Student generated Identifying a statement as either a fact statement of
connections, react, speculate, understanding of timeline Thinking Maps opinion statement has nothing to do with the truth
of the statement—it has to do with the form of the
interpret, and raise questions in outlines, timelines, graphic □Thinking Maps as statement, e.g., the presence/absence of value
response to texts (4-8) and graphic organizers an assessment tool language.
organizers Thinking Maps The graphic organizer, below, may assist some
students to visualize and manipulate their thinking
11(B) interpret text ideas through such respond to literature react Readers Response to differentiate between fact and opinion.
varied means as journal writing, through readers speculate Notebook
discussion, enactment, media (4-8) response notebook interpret
raise questions
11(C) support responses by respond to literature Readers Response
referring to relevant aspects of text through readers Notebook
and his/her own experiences (4-8) response notebook
Obj. 4
12(B) recognize that authors Determine purpose of
why an author writes (to
organize information in specific
inform, influence,
ways (4-5) Obj. 4 express, or entertain)
Page 27 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 4th Six Weeks - January 5 - February 19 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
12(D) recognize the distinguishing Recognize genres □Venn diagrams
features of genres, including distinguishing biography □Thinking Maps
biography, historical fiction, features of narrative historical fiction □Graphic Organizers
informational texts, and poetry (4-8) text poetry
12(J) describe how the author's author's
Interpret the author's
perspective or point of view affects perspective
point of view and Reading response
the text (4-8) Obj. 3 author's point of
how that view point notebook
23(C) use media to compare ideas and view
affects the text
points of view (4-8)
24(B) compare and contrast print, compare Venn diagram
visual, and electronic media such as contrast
film with written story (4-8). point of view
Visual Response— Differences Differences
Works of art, whatever the media, can Similarities
be a powerful inspiration for readers
and writers.
In addition, students can apply what
they learn about the art and artists’
techniques in order to appreciate and
discuss the fine arts reproductions.
Discuss:
how colors represent different attitudes Internet Sources
and moods. TAKS Resources
how visual media can add to the http://www.dcschools.com/TAKS/downloads/Reading%20Grades%2003-
impact of writing when it echoes similar 06%20(2003-2006).pdf
themes. http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/78
how the art chosen to illustrate a story Vocabulary
can help the reader understand the http://jc-schools.net/tutorials/vocab/index.html
setting. Comprehension
http://www.readwritethink.org/
http://readinglady.com/
http://literacytoolbelt.tripod.com/
http://www.readingquest.org/strat/home.html
Word Study
http://www.betterendings.org/homeschool/Words/Root%20Words.htm
Page 28 of 51 10/28/2011
kills
ound
and
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talk
pare
d in
nds
Page 30 of 51 10/28/2011
e in
but
the
der
Page 31 of 51 10/28/2011
AKS
was
ry or
ame
nt of
Page 32 of 51 10/28/2011
Page 33 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 5th Six Weeks - February 22 - April 16 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
1(A) determine the purposes for Observable evidence of Accountable Talk:
listening such as to gain information,
• Teacher models Accountable Talk during class
to solve problems, or to enjoy and discussions to probe for understanding and promote
appreciate (4-8) □Oral assessments deeper discussions of the content.
Actively engaged
□Think-Pair-Share • Teacher uses a systematic process to teach
1(B) eliminate barriers to effective during Read Alouds students how to engage each other in Accountable
□Reader's Response Talk.
listening (4-8) and Shared Reading
Note • Teacher and students use phrases or questions
1(C) understand the major ideas and that promote and extend thinking about a given
supporting evidence in spoken idea/topic, problem, hypothesis, concept, etc. Some
examples are as follows:
messages (4-8) - How did you come up with that answer?
2(D) monitor his/her own - Can you prove that?
- Tell me more about…
understanding of the spoken message
and seek clarification as needed (4-8) Meaningful □Teacher - Did anyone come up with an example that
worked?
participation in observation - Did anyone come up with an example that didn’t
discussion with whole □Guided reading work?
3(A) listen to proficient, fluent models
group and small □Reader's Response - Why do you think that?
of oral reading, including selections - Say more about why you think that?
group Notebooks - What do other people think?
from classic and contemporary works
- Is that always true?
(4-8) - When is it not true?
4(A) connect his/her own experiences, Use Think-Pair-Share Teacher Observation - Would you like to show a way to prove that it’s
always true?
information, insights, and ideas with to process the - Would you tell us about your example?
those of others through speaking and information from the - Would you tell us about your work?
listening (4-8) speaker - Does anyone want to comment on the example
that …gave?
5(A) adapt spoken language such as - Would one group be willing to tell us way they
word choice, diction, and usage to the came up with…?
audience, purpose, and occasion (4-8) □Teacher
- I tried to …
Meaningful Observation - I agreed with what they said because…
participation in □Literature Circle - First I used the definition of…
5(D) use effective rate, volume, pitch, communication - This made me think about…
discussion with whole Role Sheets
and tone for the audience and setting reporting - Can you clarify what you meant when you
and small group □Reader's Response said…?
(4-8) question
Literature Circles Note □Guided
5(F) clarify and support spoken ideas volume pitch Reading
with evidence, elaborations, and audience
examples (4-8)
Page 34 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 5th Six Weeks - February 22 - April 16 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary ESL Strategies Resources/ Materials
Concepts Indicator
6(A) apply knowledge of letter- □Continue to add letter-sound
Apply knowledge of □Teacher Reading Fluency is highly related to reading
sound correspondences, language words from District correspondence comprehension. Help students increase his/her
High Frequency letter-sound observation during
structure, and context to recognize fluency by using the following strategies:
Word List correspondence guided reading and☺Echo your partner: you read a sentence or
words (4-8) during independent reading conferences
section of the text first; the student follows
□Add 5 words a
week and guided reading □Thinking Maps closely-echoing your reading.
☺Read the entire section of text to the student;
7(A) read regularly in independent- Daily independent words form next the student reads it to you.
□Maintaining ☺Recast stories as scripts and invite students
level materials (texts in which no reading on independent
reading log to perform them.
more than approximately 1 in 20 independent level text reading level ☺Have students read the text several times in a
□AR tests
words is difficult for the reader) (4) for 60 minutes row, each time working on their fluency.
7(B) read regularly in instructional- □DIBELS - Fluency ☺Engage students in choral reading, shared
level materials that are challenging but rate reading, and readers theater.
Daily instructional level ☺Share poetry by reading it together a number
manageable (texts in which no more □Fluency Probes of times.
than approximately 1 in 10 words is reading during guided □Quick Reads
reading (2 to 3 times a
difficult for the reader; a "typical" □112 WPM
week)
fourth grader reads approximately 112
wpm) (4) Reader Response--Open-ended
When you share your thoughts and feelings about
7(C) demonstrate characteristics of something you've read, you are responding to text.
Read 112 WPM automaticty
fluent and effective reading (4-6) Sometimes you share your thoughts in a class discussion
while other times you share by writing an essay or
7(D) adjust reading rate based on response. Whether in a class discussion or a written
purposes for reading (4-8) response, you must support your personal responses and
interpretations with evidence from the text.
7(E) read aloud in selected texts in 60 minutes of silent This kind of response requires you to locate specific
ways that both reflect understanding reading places in the text that support your ideas.
Criteria for Effective Open-ended Responses
of the text and engage the listeners (4- The response reflects a clear understanding of the
8) question.
Important words or phrases are used from the text as
Daily independent
7(F) read silently with increasing ease □Reader's Response support.
Personal ideas/thoughts are reasonable and can be
reading on
for longer periods (4-8) Notebook supported with text.
independent level text The response has a sense of organization (thoughts are
8(A) read classic and contemporary □Reading Log
for 60 minutes not random).
works (2-8) There is a sense of completeness.
(during guided
8(B) select varied sources such as reading block)
nonfiction, novels, textbooks,
newspapers, and magazines when
reading for information or pleasure (4-
5) Page 35 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 5th Six Weeks - February 22 - April 16 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary ESL Strategies Resources/ Materials
Concepts Indicator
8(C) read for varied purposes such as □Engage in read inform Reading response
to be informed, to be entertained, to alouds using non- entertain notebooks
appreciate the writer's craft, and to fiction text craft Reading logs
discover models for his/her own □Independent level Level 3 Questions -answers will not be in
writing (4-8) texts 60 minutes passage as stated in correct answer choice,
but correct answer will be based on clues and
9(A) develop vocabulary by listening Read Aloud evidence in the text and understanding of
to selections read aloud (4-8) synonym-based words.
9(B) draw on experiences to bring Use context clues to idioms □Personal vocabulary
log Question stems for 10F
meanings to words in context such bring meaning to figurative ◦What is the story mainly about? (main idea)
as interpreting figurative language words in text language □Word Wall
◦What is paragraph __ mostly about? (main
and multiple-meaning words (4-5) □Add 5 adjectives a idea)
week from independent ◦Why does __ go to ___? (supporting detail)
Obj. 1
reading ◦Why is __ often ___? (supporting detail)
9(D) determine meanings of □The use of parts of □Parts of Speech
derivatives by applying knowledge speech chart Chart in response
of the meanings of root words such □Demonstrate chart
as like , pay , or happy and affixes understanding of □Thinking Maps
such as dis- , pre- , un- (4-8) Obj. 1 prefixes and suffixes
10(E) use the text's structure or Understand the text structure □Thinking Maps Level 3 Questions
progression of ideas such as cause cause and effect cause and effect utilizing cause and Question stems for 10G
and effect or chronology to locate chronology effect
relationship ◦Which of these is the best summary of this
and recall information (4-8) Obj. 3 progression □Graphic organizers
(graphic organizers) from TAKS Stems story?
◦Read the first part of a summary of "__" to
answer the next question. Which o f the
10(F) determine a text's main (or main idea Written main idea following best completes the summary
Students will determine the main idea of an above?
major) ideas and how those ideas major idea statements on entire
entire piece as well as the main idea of ◦Which is the best summary of the selection?
are supported with details (4-8) supporting details piece from
individual paragraphs using both literary ◦Which is the best summary of this journal?
Obj. 1 independent reading
and expository texts
10(G) paraphrase and summarize Students will monitor paraphrase □Thinking Maps
text to recall, inform, and organize reading by pulling out summarize □Herring bone
ideas (4-8) Obj. 1 important information recall technique
inform □Think, Pair, Share
organize
□Cued retell
Page 36 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 5th Six Weeks - February 22 - April 16 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
(H) draw inferences such as infer □Reader Response
Draw conclusions inference Notebook
conclusions or generalizations and
drawing conclusions
support them with text evidence and from text read drawing □T-chart
experience (4-8) Obj. 4 independently and generalizations
during Read Aloud support with textual
evidence
(I) find similarities and differences Compare and contrast similarities □Venn diagram
Level 4 Questions:
across texts such as in treatment, features across text differences □Graphic organizers The answer is based on analysis of the text
scope, or organization (4-8) Obj. 3 treatment □Tree Map and or the author. The student must take
scope apart the question in order to identify the
organization correct answer.
10(J) distinguish fact and opinion in Students will distinguish Fact and opinion
fact from opinion in
fact Question stems for 10I
various texts (4-8) Obj. 4 statements in readers ◦How is title of story different from title of
literary and expository text opinion
notebook in response informative text? (paired passage)
to Read Aloud or ◦What do character from story one and
10(K) answer different types and respond to character from story two have in common?
levels of questions such as open- interpretive and open- Shared Reading
(paired passage)
ended, literal, and interpretative as ended questions ◦What is one difference between character
well as test-like questions such as from story one and character from story two?
(paired passage)
multiple choice, true-false, and short
◦A similarity between these two selections is
answer (4-8) that both ___ (paired passage)
10(L) represent text information in Demonstrate outline Student generated ◦Both of these stories describe .... (paired
different ways such as in outline, understanding of timeline Thinking Maps passage)
timeline, or graphic organizer (4-8) outlines, timelines, and graphic organizers Thinking Maps as an
Obj. 3 graphic organizers Thinking Maps assessment
tool
11(A) offer observations, make respond to literature react Readers Response
connections, react, speculate, through readers speculate Notebook Question Stems for 11C (Level 3)
◦Which information below supports the
interpret, and raise questions in response notebook interpret conclusion of __? (conclusion is stated in the
response to texts (4-8) raise questions question stem and the answer is the text
11(B) interpret text ideas through such respond to literature Readers Response evidence that supports the conclusion)
◦ Which sentence in the story best shows the
varied means as journal writing, through readers Notebook
reader that ___? (text evidence)
discussion, enactment, media (4-8) response notebook ◦What information in the selection supports the
11(C) support responses by Students will support textual evidence □Readers Response conclusion that ___. (text evidence)
referring to relevant aspects of text responses with textual Notebook ◦Which sentence from the selection shows that
evidence ___? (text evidence)
and his/her own experiences (4-8) □TAKS Practice
Obj. 4 Page 37 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 5th Six Weeks - February 22 - April 16 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
11(D) connect, compare, and Connect, contrast, and themes Story Matrix ESL Strategy
contrast ideas, themes, and issues compare ideas, themes, compare (Participate in Class How pre-reading relates to ELLs
and issues across texts connect construction and English language learners (ELLs) have great
across text (4-8) Obj. 4 difficulty jumping into new texts without any
contrast develop own for background support. Students should know at least
independent reading) something about the topic before reading. Some
12(A) judge the internal consistency traits topics may be unfamiliar to students, such as
□Analyze and motives recreational activities at the beach if students have
or logic of stories and texts such as
evaluate characters motivation never been to the beach before. Pictures, drawings,
"Would this character do this?"; □Thinking Maps
□Determine purpose relationships or short skits can help develop relevant background
"Does this make sense here ?" (4-5) conflicts □Character Sketch information.
of why an author
Obj. 3 values □Readers Response
writes (to inform, point of view
Students need to know at least 90 to 95% of the
12(B) recognize that authors Notebook words they read if they are going to comprehend
influence, express, or external attributes
organize information in specific the text. Therefore, it is important to use several
entertain) internal attributes strategies to build background knowledge that leads
ways (4-5) Obj. 4 character core to better reading comprehension and overall
12(C) identify the purposes of Determine the inform □Class charts created achievement for ELLs. It doesn't hurt to review
purpose of why an influence through student responses many words we often take for granted – not only
different types of texts such as to
(continue to add for the benefit of ELLs, but also for students who
inform, influence, express, or author writes express additional examples) may not come to school with a rich vocabulary
entertain (4-8) Obj. 3 entertain □Thinking Maps background or exposure to certain experiences.
12(E) compare communication in compare and contrast story variant
different forms such as contrasting story variants
a dramatic performance with a
print version of the same story or
Internet Sources
comparing story variants (2-8) Obj.
TAKS Information Booklet
3 http://www.tea.state.tx.us/student.assessment/taks
12(H) analyze characters, including conflict /booklets/reading/g5e.pdf
their traits, motivations, conflicts, internal TAKS Study Guide
Analyze and evaluate Character http://www.tea.state.tx.us/student.assessment/reso
points of view, relationships, and urces/guides/study/Gr5Rdg_Mth_Sci.pdf
characters analysis
changes they undergo (4-8) Obj. 2 TAKS Resources
http://www.dcschools.com/TAKS/downloads/Rea
12(I) recognize and analyze story Analyze story plot plot ding%20Grades%2003-06%20(2003-2006).pdf
plot, setting, and problem resolution problem resolution and resolve □Story Matrix Test-Taking Tips
http://www.glencoe.com/sec/teachingtoday/weekl
(4-8) Obj. 2 how setting affects the affect □Story Map
ytips.phtml/78
story
http://www.readnaturally.com/howto/ideas_questi
12(J) describe how the author's interpreting point of author's perspective Reading response ons.htm
perspective or point of view affects view author's point of notebook
the text (4-8) Obj. 3 view
Page 38 of 51 10/28/2011
mote
Some
didn’t
it’s
hey
Page 39 of 51 10/28/2011
her
ent;
in a
mber
Page 40 of 51 10/28/2011
Page 41 of 51 10/28/2011
?
s is
s the
that
Page 42 of 51 10/28/2011
east
ave
ngs,
ound
leads
taks
reso
Rea
eekl
uesti
Page 43 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 6th Six Weeks - April 19 - June 4 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary ESL Strategies Resources/ Materials
Concepts Indicator
4(C) identify how language use such Basic steps to follow when starting a
Students will Reader's Response
as labels and sayings reflects regions research project:
identify how Notebook 1. Define your problem or question
and cultures (4-8)
language is used in 2. Decide what sources of information you
5(B) demonstrate effective Develop own story can use (make a list)
folk tales, poems and
communications skills that reflect as a diary entry in 3. Locate your sources
legends that reflect
such demands as interviewing, Reader's Response 4. Start reading, printing, taking notes
the culture and 5. Organize all the data you have and write
reporting, requesting, and providing Notebook
region your paper or complete your assignment
information (4-8)
6. Evaluate how well you did. What could
5(C) present dramatic interpretations Use readers theater to you do differently next time?
of experiences, stories, poems, or demonstrate
plays to communicate (4-8) interpretations of text
5(E) give precise directions and Students will give Self-assessment as an Research Cycle
instructions such as in games and directions or instructions journal entry on role in Question - identifying and listing the questions
as a role during literature literature circle you need to explore
tasks (4-5) circles students Plan - developing a strategy to find pertinent
information rapidly
5(F) clarify and support spoken ideas Support thinking with Personal reflections Gather - harvesting information which casts
evidence and examples light on the key questions
with evidence, elaborations, and of literature circle Sort, Sift and Analyze - rearranging the puzzle
during literature circles
examples (4-8) conversations. pieces, looking for patterns
Synthesize - making sense of the puzzle pieces -
6(C) locate the meanings, Use dictionary skills getting the picture
pronunciations, and derivations of to locate information Evaluate - figuring out what's missing, what else
unfamiliar words using dictionaries, for research project is needed
glossaries, and other sources (4-8)
7(A) read regularly in independent- Daily independent Double Entry
level materials (texts in which no reading on Journal (in Reader's ▪Most challengingthe stages above before acquiring
passages through
questions require several
more than approximately 1 in 20 independent level Response Notebook) enough insight and evidence to move to the next
words is difficult for the reader) (4) and final stage.
text for 60 minutes
7(B) read regularly in instructional- □118 WPM ▪We call this process a cycle because the researcher
intentionally goes round in circles while seeking
level materials that are challenging □Extension activities understanding.
but manageable (texts in which no Daily instructional from guided reading
more than approximately 1 in 10 level reading during Report - sharing insights persuasively
words is difficult for the reader; a guided reading (2 to
"typical" fourth grader reads 3 times a week)
approximately 118 wpm) (4) Page 44 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 6th Six Weeks - April 19 - June 4 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
7(C) demonstrate characteristics of Sample Self-assessment for Inquiry and
The Growth of a Read 118 WPM Research Writing
fluent and effective reading (4-6)
Writing Project Student's Name: ________Date: ______
7(D) adjust reading rate based on 60 minutes of silent
purposes for reading (4-8) [seeds] _____ Writer's reading Yes No
Notebook: A place to ___ ___ Did I identify a question, problem, or issue
7(E) read aloud in selected texts in plant seeds and grow to research?
ways that both reflect understanding ideas.
of the text and engage the listeners (4- ▪Quick-writes ___ ___ Did I narrow my question, problem, or
▪Lists Daily independent issue to make it manageable?
8) ▪Topics
reading on ___ ___ Did I locate enough information to find a
7(F) read silently with increasing ease
[sprouts] ____ Discovery independent level solution to my question, problem, or issue?
for longer periods (4-8) Draft: A place to grow □Reader's Response or
text for 60 minutes
8(A) read classic and contemporary stories. Notebook Did I have to modify my question, problem, or issue
▪Get the whole story (during guided to fit the available information?
works (2-8) □Reading Log
out. reading block)
8(B) select varied sources such as ▪Write quickly. ___ ___ Did I use a variety of sources for my
nonfiction, novels, textbooks, information?
[bud] ____ Second/Final
newspapers, and magazines when Draft: A place to feed ___ ___ Did I collect, sort, and evaluate the
reading for information or pleasure (4- and nourish stories. important information that I needed?
5) ▪Make changes.
▪Add details. ___ ___ Did I organize the important information to
9(A) develop vocabulary by listening ▪Cross out. Active listening during address my question, problem, or issue?
to selections read aloud (4-8) ▪Edit. read aloud of expository
▪Very best text ___ ___ Does my product show others what I have
handwriting. learned or concluded? Explain.
9(C) use multiple reference aids, Use reference
including a thesaurus, a synonym [bloom] ____ Published materials to locate
Note cards
finder, a dictionary, and software, to Piece: A place to display information for
developed stories.
clarify meanings and usage (4-8) ▪Final changes.
research project
9(E) study word meanings ▪Teacher edit.
▪Special Study meanings of Questions help focus and give direction to
systematically such as across
paper/format. words related to Vocabulary log research. Through investigations you can show
curricular content areas and through ▪Typed or very best students the value of questions and their role in
Texas history
current events (4-8) handwriting. learning. You can also show them that real research
involves using a variety of means to get
10(A) use his/her own knowledge and Use schema to Reader's Response information, not simply paraphrasing one or two
experience to comprehend (4-8) comprehend Notebook sources. Formulating questions is a complex task
10(B) establish and adjust purposes Establish and adjust □Teacher
Literature Circles for any researcher. Students will need a model of
how to formulate questions that will lead to
for reading such as reading to find out, reading according to observations investigations.
to understand, to interpret, to enjoy, purpose for reading □Literature circles
and to solve problems (4-8)
Page 45 of 51 10/28/2011
Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 6th Six Weeks - April 19 - June 4 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
10(L) represent text information in Student will □Outline
Inquiry and Research Approach:
different ways such as in outline, organize information □KWL Charts
timeline, or graphic organizer (4-8) in various ways □Timeline Plan, Focus, and Locate Resources
Obj. 3 □Cause & Effect ▪define the information problem
▪activate prior knowledge
12(D) recognize the distinguishing Charts ▪explore and clarify topic (including ▪wonder,
Recognize and □Tree Map listen, observe, interview, talk in small groups,
features of genres, including
incorporate features share personal ideas and questions)
biography, historical fiction, ▪set purpose (using a purpose question and sub-
of informational text
informational texts, and poetry (4-8) questions)
13(A) form and revise questions for Guiding Readers and Students will create investigations □KWL charts ▪identify the information needed in order to
complete the task or solve the problem
investigations, including questions Writers p. 423-438 questions to set a inquiry □Questions for determine the range of possible sources
arising from interests and units of purpose for reading questions inquiry determine best sources and seek out those resources
▪determine key words for use in searching in table
study (4-5) and inquiry
of contents, indexes, and Internet sites.
13(B) use text organizers, including Guiding Readers and Use and incorporate headings Use of textual
headings, graphic features, and tables Writers p. 423-438 text organizers in graphic features organizers in final Access, Process, and Assess Information
▪access information (locate)
of contents, to locate and organize research table of contents product ▪make sense of and assess information
information (4-8) (reading/viewing/listening carefully, ▪discussing
ideas, judging information).
13(C) use multiple sources, including Guiding Readers and Demonstrated sources Student generated
understanding using Record, Organize, and Prepare Findings
electronic texts, experts, and print Writers p. 423-438 electronic text online research log ▪extract and record relevant information from each
multiple sources to locate
resources, to locate information information relevant to
print resources source (making jot notes, recording bibliographic
relevant to research questions (4-8) research information)
▪connect, synthesize, and organize information
13(D) interpret and use graphic Guiding Readers and Interpret information maps Teacher observation ▪prepare a presentation of synthesized information
in a format appropriate to audience and purpose.
sources of information such as maps, Writers p. 423-438 from visual time lines during whole group
graphs, timelines, tables, and diagrams representation of tables discussion of Read Present and Exchange Information
to address research questions (4-5) text diagrams Alouds/Shared ▪present the information
▪judge the effectiveness of the presentation and its
Reading processes
▪reflect and determine new insights and questions,
and plan for improving further research.
13(E) summarize and organize Guiding Readers and Demonstrate summarize Student generated
information from multiple sources by Writers p. 423-438 summarization & organize charts, note taking &
taking notes, outlining ideas, or organization of note note-taking outlining ideas
making charts (4-8) taking, outlining outlining
ideas, and making making charts
charts
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Clint ISD Instructional Planning Guide - Fourth Grade Reading
2009 - 2010 Clint Independent School District 6th Six Weeks - April 19 - June 4 (33 days of instruction)
Processes/ Skills/ Performance
Standards Lesson Vocabulary Resources/ Materials
Concepts Indicator
13(F) produce research projects and Guiding Readers and Demonstrate ability visuals Student generated Guidelines for Visual Display
reports in effective formats using Writers p. 423-438 to research and visuals 1. You will need a poster board or display board that
will step up.
visuals to support meaning, as effectively use of 2. You may include:
appropriate (4-5) report format ▪pictures
▪time lines
13(G) draw conclusions from Guiding Readers and Draw conclusions draw conclusions Reader's Response ▪maps
information gathered from multiple Writers p. 423-438 from information Notebook ▪graphs
sources (4-8) from multiple ▪charts
▪audio or other technology
sources 3. Use only your original writing.
independently and 4. Be sure that all written work is typed or written in
during read aloud your best handwriting.
5. Be sure the written work and the visual displays
13(H) use compiled information and Guiding Readers and Apply knowledge to lingering Meaningful are neat.
knowledge to raise additional, Writers p. 423-438 add unanswered questions participation and 6. You may use the computer for typing or to make
graphs and charts.
unanswered questions (3-8) questions discussion with 7. Remember color and balance.
whole group ▪Make sure there are no large empty
spaces.
23(A) describe how illustrators' Understand how enhance Use of graphics, ▪Make sure the board does not have a
choice of style, elements, and media graphics extend or extend color, and or media cluttered look.
help to represent or extend the text's enhance the writing in visual display ▪Make sure that written information and
pictures go together.
meanings (4-8) 8. Think about what your audience will see when
25(A) select, organize, or produce Guiding Readers and Demonstrate Whole group they look at your display.
▪What will be interesting?
visuals to complement and extend Writers p. 423-438 understanding of discussion ▪What will they learn?
meanings (4-8) visuals for extended
meaning
25(B) produce communications using Guiding Readers and Demonstrate ability Student generated reports
technology or appropriate media such Writers p. 423-438 to develop class
Internet Sources
as developing a class newspaper, newspaper and/or Research Guide
multimedia reports, or video reports (4- reports http://www.sasked.gov.sk.ca/docs/ela/writing01.html
http://members.tripod.com/exworthy/writing.htm#Developing%20%20Research%20Papers
8) http://www.big6.com/showarticle.php?id=128
http://www.discoveryeducatornetwork.com/kr/default.cfm?node_id=125211
Texas History Website
http://www.tsha.utexas.edu/tools/teks/teks4/index.html
Social Studies Website
http://ofcn.org/cyber.serv/academy/ace/soc/elem.html
Student Guide on Research
http://www.big6.com/kids/3-6.htm
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