Reading Grade 4 Unit Overview Unit 6 by Q1Diqd

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									                                                   Manatee Core Curriculum Unit Overview
                                                               Reading Grade 4
                                                 Unit 6: Synthesis and Interpretation (30 Days)

           Key Learning:
                            Readers interpret narrative and non-fiction texts to synthesize understandings.



                                                                Unit Essential Question
                               How do readers interpret narrative and non-fiction texts to synthesize understandings?



              Concept                                Concept                               Concept                             Concept
Building Reading Habits-               Text Structure                        Interpretation                       Synthesis
Broadening My Reading (Ongoing)        LA.4.1.7.5; LA.4.1.7.3; LA.4.1.7.4    LA.4.1.7.3; LA.4.1.7.2; LA.4.2.2.1   LA.4.1.7.1; LA.4.1.7.2; LA.4.1.7.7
LA.4.1.7.8; LA.4.2.2.5                                                       LA.4.2.1.2                           LA.4.2.2.1
   Lesson Essential Question(s)         Lesson Essential Question(s)            Lesson Essential Question(s)         Lesson Essential Question(s)
 How do readers set goals to           How do readers use what they         How do readers identify and         How do readers utilize
    read more widely?                    know about text structures to           interpret primary sources?           technology as a resource to
 How do readers develop their           read across a variety of texts?      How are readers influenced by          gather and synthesize
    own reading preferences             What is the text structure of a         an author’s perspective?             information?
    (favorite authors, genres, etc)?     biography?                           How do readers identify and         How do readers select reliable
 How do readers identify and           How do readers use the text             analyze cause and effect             resources in order to
    apply monitor/fix-up                 structures and graphic sources          relationships in order to draw       synthesize?
    strategies in order to               to deepen their                         conclusions?                      How do readers generalize
    successfully read                    understanding?                       How is the theme of a                  information from multiple
    independently?                                                               biography shaped by a                sources and perspectives?
                                                                                 character’s actions?
       Concept Assessment                     Concept Assessment                    Concept Assessment                    Concept Assessment
Students will compile a list of        Using their knowledge of graphic      During an individual conference,     Using the timeline from the text
books that they would like to read.    sources, the students will create a   the teacher will confer with a       structure concept assessment, the
The teacher will evaluate the list     timeline of their life. Their         student on his/her progress with     student will interview a partner on
for evidence of books from a           timeline can include diagrams and     researching their person of          his or her life. Using a partner’s



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                                                Manatee Core Curriculum Unit Overview
                                                            Reading Grade 4
                                              Unit 6: Synthesis and Interpretation (30 Days)

variety of genres, including new   pictures from their life. The teacher   significance. The teacher will use a   timeline and the student’s
genres to the reader.              will evaluate the timeline for          checklist to make sure the child has   interview notes on his/her
                                   sequential progression of events,       made progress with his/her             partner, the student will write a
                                   selection of significant and            timeline, has multiple primary and     short biography of his/her
                                   meaningful events, and visual           secondary sources, and has made        partner. The teacher will
                                   representation of these events          notes on significant events from       evaluate the biography for a
                                   (pictures, letters, diagrams, etc).     these sources on his/her story         synthesis of significant events
                                   Save this timeline for the synthesis    board or outline.                      from a person’s life, along with
                                   concept assessment.                                                            evidence from the timeline and
                                                                                                                  the interview notes.
    Instructional Suggestions            Instructional Suggestions               Instructional Suggestions            Instructional Suggestions
   The teacher will conduct          The teacher will present books         The teacher will gather             The teacher will demonstrate
    book talks and interactive         from a variety of genres. The           different examples of primary          how technology can be used
    read alouds that focus on          teacher will model how to               sources (letters, photographs,         as a resource, including
    biography. Teachers will           preview the books, compare              journal entries, documents,            websites, online interviews,
    encourage students to select       and contrast the books, utilize         speeches, etc) and discuss what        videos, etc.
    books from their                   text structures and discuss how         primary sources are.                The teacher will explain that
    independent reading that           readers would read the                 The teacher will model through         not all resources are reliable
    include biography.                 different books. Teacher will           a think aloud, reading and             sources of information. An
   Teacher will confer with           model choosing one book and             reviewing one primary source,          author’s bias or lack of
    individual students, reviewing     writing one strategy that she           and discussing the information         understanding can cause
    their reading history in order     would use to read the book.             that this source provides. The         information to be
    to set goals for reading books    In small groups, the students           teacher will record information        misrepresented. Show
    over the summer. This will         will explore books from                 on a story board or outline.           examples of websites with
    include genres that the            different genres. The students          For primary sources, see the           incorrect information and
    student has not read before.       will preview the books,                 Resource section at the bottom         discuss the importance of
    Refer to the class genre chart     compare and contrast the                of this unit overview.                 checking sources. Other
    for a list of ideas.               books, utilize text structures,        In partners or flexible small          examples are magazines that
   The students will share their      and discuss how they would              groups, students will explore          we see in the grocery store
    lists with a partner,              read the books for different            other primary sources. They            (National Enquirer, etc).
    explaining their book choices      purposes. Students will choose          will discuss the information           Explain how any person can
    and making suggestions             one book and will write one             provided and write about what          publish information on the
    about other books the buddy        strategy that they would use to         the source taught them about           web (Wikipedia), even if he is
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                                                Manatee Core Curriculum Unit Overview
                                                            Reading Grade 4
                                              Unit 6: Synthesis and Interpretation (30 Days)

    might like to read.                 read the book.                        the individual.                     not an expert. However, some
   Remind students of author          During independent reading           Students will continue their        websites are published by
    studies and genre studies from      time, the student will practice       independent research, utilizing     experts and are valid and
    the year, books studies,            this skill in a book on their         primary sources for their           reliable sources of
    literature circles, and book        independent level.                    chosen person. They will            information. This is why
    recommendations. Encourage         In order to introduce                 record information on a story       readers must confirm
    students to identify what they      biography, see description on         board or outline.                   information from multiple
    like about specific authors,        p. 664 of “Jim Thorpe’s Bright       Please note that “My Brother        sources.
    genres, and themes within           Path.” The teacher will gather        Martin” is an 8.2 readability      Working in partnerships or
    books. Give students                many examples of biographies.         level. Therefore, this text is      flexible small groups, the
    opportunities to talk to their      As a class, create a list of          best suited for teacher             students will visit a website or
    partners about their reading        characteristics of biography.         modeling or using the resource      read an entertainment
    preferences. Based on the           Refer back to the class chart         CD.                                 magazine article (see
    book discussions with other         from the previous LEQ, noting        Using the text “My Brother          resources). The students will
    students, visits to the school      how the text structure in a           Martin” (TE pp. 642-654), the       decide if the website or article
    library, etc., have students        biography is different from           teacher will discuss how the        contains bias or
    create a summer reading list of     other genres. Explain to              author is Martin Luther King,       misinformation. The students
    books they would like to read.      students that they will be            Jr.’s sister. Therefore, her        will write to explain if the
    Encourage students to               doing a study of one person’s         relationship with Martin will       website or article would be a
    continue choosing books that        life so that students can begin       impact her perspective when         valid resource, and they will
    they enjoy reading during the       thinking about what person            writing the text. While             explain why they think so. If
    summer.                             they would like to study.             reading, note when the              the resource may not be valid,
   Students will identify the         Using the text “Jim Thorpe’s          author’s perspective shows          then the students will write
    monitor and fix-up strategies       Bright Path” (TE pp. 664-673),        itself. During reading, track       why the author may have
    that work best for them.            the teacher will think aloud          the character’s actions             chosen to write the
    Students will write these in        about significant events from         throughout the story on sticky      article/website in this way.
    their reading response journals     the character’s life, noting          notes. While reading, the          The students will evaluate the
    and will write how these            dates and sequence words.             teacher models how these            sources of information that
    strategies help them.               The teacher would also note           actions are effects and how         they have chosen for their
    Teachers will encourage             clues about the character’s           these effects become causes         research project. They will
    students to use these               personality. The teacher will         of new actions. After reading,      decide if the sources are valid
    strategies as they                  record each event on a sticky         use cause and effect sticky         and reliable, and they will
    independently read over the         note.                                 notes to identify the theme of      ensure that they have a variety
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                      Manatee Core Curriculum Unit Overview
                                  Reading Grade 4
                    Unit 6: Synthesis and Interpretation (30 Days)

summer.      In partnerships or flexible small     the text.                             of resources.
              groups, the students will            In partnerships or flexible          Model gathering information
              continue reading (TE pp. 674-         small groups, students will           from multiple sources for
              677) and use sticky notes to          read another Martin Luther            Martin Luther King, Jr. Refer
              write important events,               King story written from a             students back to the
              sticking them into their reading      different author’s perspective        information gathered from
              response logs.                        (newspaper article, etc,). They       “My Brother Martin.” In
             After students have recorded          will track the character‘s            addition, visit websites,
              the important events, the             actions on sticky notes, paying       speeches, and other trade
              teacher will model how to find        attention to the cause and            books written about Martin.
              where the sticky note events          effect relationships that unfold      Write important events from
              fit on the timeline (TE pp. 678-      in the story. After reading, use      each resource on a story board
              679). Students will continue in       the notes to identify the theme       or outline, and then model
              partnerships, finding where           of the text and how the               how to generalize the
              the events fit on the timeline.       author’s perspective in their         information from each source.
             At this point, the students           text is different from the           Teachers will model how to
              should have chosen one                perspective in “My Brother            take the information and
              person of significance to study.      Martin.”                              create a presentation.
              Students should gather               Using primary and secondary           Students can choose how they
              primary and secondary sources         sources, the students will            want to present the
              to read during independent            continue researching their            information. Choices can
              reading time as they research         chosen person. They will              include power point/keynote,
              this person.                          attend to the author’s                song or rap, poster, book, or
              The students will use a blank         perspective in each resource          other. All presentations need
              timeline to record important          and how the perspective               to include the timeline of
              events from their chosen              differs. The student will use         important events from the
              person’s life, based on their         sticky notes to record cause          person’s life (either spoken or
              research of this person.              and effect relationships in their     written), information about
             For an introduction on                resources.                            the character’s personality,
              teaching graphic sources (a           Note: All sticky notes can be         and what the character
              visual representation of              placed in student response            contributed to society.
              information, which is a type of       logs.                                Students will work on their
              text features), see Guide on                                                presentation during
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                                                 Manatee Core Curriculum Unit Overview
                                                             Reading Grade 4
                                               Unit 6: Synthesis and Interpretation (30 Days)

                                        the Side pp. 116-117.                                                     independent reading time.
                                        -Using the text “The Man Who                                              The presentation is the unit
                                        Went To The Far Side of the                                               assessment (see below).
                                        Moon” (TE pp. 742-755), the
                                        teacher will model previewing
                                        the text to identify graphic
                                        sources. They will use the
                                        graphic sources (tables,
                                        pictures, captions…) to predict
                                        what the text will be about.
                                        During reading, use the
                                        modeling notes in the story to
                                        think aloud about this concept.
                                     Using the leveled readers from
                                        this story, the students will
                                        work in partners or flexible
                                        small groups. Students will use
                                        the graphic sources to preview
                                        text. They will write about
                                        what graphic sources they see
                                        and how the sources help
                                        them to understand the text.
                                     During independent reading
                                        time, the students will practice
                                        this skill in a book on their
                                        independent level.
              Vocabulary                          Vocabulary                           Vocabulary                          Vocabulary
biography, book talk, author’s      compare, contrast, biography,          biography, primary and secondary   timeline, text structure, biography,
studies, genre studies, book        graphic sources, timeline, text        resources, author’s perspective,   synthesis, interview, resources,
studies, literature circles, book   structures, text features, genre,      cause and effect relationships,    reliable, perspective, generalize,
recommendations, theme, monitor     primary and secondary sources          conclusions, theme                 bias
and fix-up strategies

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                                                                                                                                              READING - 5
                                                    Manatee Core Curriculum Unit Overview
                                                                Reading Grade 4
                                                  Unit 6: Synthesis and Interpretation (30 Days)

                                                              Language and Word Study
                            * Identify the focus for language and word study instruction based on pre-assessments that
                                           support differentiation for language and word study instruction.
Phonics                                                schwa: TE pp. 659i, 659j
LA.4.1.4.1.; LA.4.1.4.2; LA.4.1.4.3                    final syllables
* For phonics instruction, see Reading Street          prefixes: mis, non, re, TE pp. 685i, 685j
    unit references and Guide on the Side pp.          suffixes: less, ment, ness, ful, ly, ion, TE pp. 711i, 711j, 737i, 737j
    67-86.
Fluency                                                characterization/dialogue
LA.4.1.5.2                                             rhythmic language
* For fluency instruction, see Reading Street          tempo: TE pp. 738l, 738m, 761a
    unit references and Guide on the Side pp.          rate
    55-65.                                             emotion
                                                       punctuation clues: TE pp. 712l, 712m, 737a
Vocabulary                                             word structure: TE pp. 640, 641, 647, 659c
LA.4.1.6.3; LA.4.1.6.4; LA.4.1.6.6; LA.4.1.6.7         unfamiliar words: TE pp. 662, 663, 673, 685c
LA.4.1.6.8; LA.4.1.6.10                                reference sources: TE pp. 662, 663, 673, 685c
* For vocabulary instruction, see Reading              multiple word meaning
    Street unit references and Guide on the Side  context clues: TE pp. 688, 689, 701, 711c
    pp. 67-86.                                         homonyms


Unit Assessment              Students will develop a multi-media project referencing multiple reliable sources focusing on the life of a person of
                             significance. The teacher will evaluate the project for a synthesis of information from multiple reliable sources.




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                                                                                                                                                     READING - 6
                                Manatee Core Curriculum Unit Overview
                                            Reading Grade 4
                              Unit 6: Synthesis and Interpretation (30 Days)

Resources      Reading Street: “The Man Who Went to the Far Side of the Moon,” “Jim Thorpe’s Bright Path,” “To Fly: The Story
                of the Wright Brothers,” “My Brother Martin”
               Guide on the Side

            Websites:
             Web Page Evaluation: http://www.lesley.edu/library/guides/research/evaluating_web.html
             Martin Luther King Websites: http://mlk-kpp01.stanford.edu/index.php,
              http://www.socialstudiesforkids.com/subjects/martinlutherking.htm




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                                                                                                                            READING - 7

								
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