Fourth Grade Reading Pacing Guide for 2009-10

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Fourth Grade Reading Pacing Guide for 2009-10 Powered By Docstoc
					                                                                                Fourth Grade Reading Pacing Guide for 2009-10

                                              First Quarter                                  Second Quarter                              Third Quarter                                  Fourth Quarter
                                 Identifies and uses features of text such as maps, diagrams, graphs, indexes, and           Identifies and uses features of text such as maps, diagrams, indexes, and glossaries to
                                  glossaries to construct meaning                                                              construct meaning
  Concepts




                                 (1g) Use bold print, italics, titles, subtitles, quotations, and underlined words to        Uses knowledge of print conventions such as parentheses, asterisks, and abbreviations
   About
   Print




                                  comprehend text



                                 Identifies the sound of poetry, including alliteration, onomatopoeia, and rhyme scheme
      Awareness
      Phonemic




                                 (1h) Use word recognition skills and           (1h) Use word recognition skills and        (1h) Use word recognition skills and            (1h) Use word recognition skills
                                  resources for comprehension (for                resources for comprehension (for             resources for comprehension (for                 and resources for comprehension
  (Includes Systemic Phonics)




                                  example, plurals, past tense spelling,          example, suffixes)                           example, suffixes, prefixes, compound            (for example, syllables)
    Sources of Information/




                                  possessives)                                                                                 words)                                          Integrates graphophonic information
                                 Integrates graphophonic information                                                                                                           easily and automatically (for
         Cuing System




                                  easily and automatically (for example,                                                                                                        example, consonants and vowels)
                                  consonants and silent letters)

                                   (for explicit detailed information, please      (for explicit detailed information,         (for explicit detailed information, please       (for explicit detailed information,
                                   refer to 4th Grade Skills Block Lesson          please refer to 4th Grade Skills Block      refer to 4th Grade Skills Block Lesson           please refer to 4th Grade Skills Block
                                   Plans located on the APS literacy               Lesson Plans located on the APS             Plans located on the APS literacy website)       Lesson Plans located on the APS
                                   website)                                        literacy website)                                                                            literacy website)


                                 Reads 110 WPM at Mondo text level Q            Reads 110 WPM at Mondo text level          Reads 118 WPM at Mondo text level R             Reads 118 WPM at Mondo text level
                                 Reads orally with understanding of              Q/R                                        Reads orally with understanding of               S
                                  phrasing, punctuation, content, form, and      Reads orally with understanding of          phrasing, punctuation, content, form, and       Reads orally with understanding of
                                  author’s style                                                                              author’s style
    Fluency




                                                                                  phrasing, punctuation, content, form,                                                        phrasing, punctuation, content, form,
                                 Adjusts reading based on purpose                and author’s style                         Adjusts reading based on purpose                 and author’s style
                                                                                 Adjusts reading based on purpose                                                            Adjusts reading based on purpose




                                                                                                                                                                                                                         1
Revised 2009-10
                                                                           Fourth Grade Reading Pacing Guide for 2009-10

These                                       First Quarter                                Second Quarter                                  Third Quarter                                 Fourth Quarter
indicators are
designed for
                             (1c) Identify supporting details and          (1c) Identify supporting details and            (1c) Identify supporting details and          (1c ) Identify supporting details and
whole class                  main idea                                     main idea                                       main idea                                     main idea
instruction.                  Identifies main idea by determining          Locates details in text to support and          Uses note taking strategies to record       Locates details in text to support and
Resources                        what is important in text (whole book,        justify main idea              Glaciers        main ideas, supporting details, relevant      justify main idea                   With
labeled RA
are Read                         chapter, passage or text type)                and Other Icy Bergs: “Millennium               background knowledge, and questions           Courage: “Seven Women Who
Aloud                            The Science of Flight “Flying                 Adventure” (RA)                                The Mighty Hippopotamus (SR)                  Changed America” (SR)
selections and                   Machines” (RA) The Outback “The            Uses note taking strategies to record           Identifies main idea and links with         Identifies main ideas by determining
those labeled
SR are Shared
                                 Australian Outback” (SR)                      main ideas, supporting details, relevant       information in text                           what is important in text
Reading                       Uses note taking strategies to record           background knowledge, and questions            Nicolaus Copernicus: The Earth is a           Safari Encyclofact: “Household
selections                       main ideas, supporting details relevant       Glaciers and Other Icy Bergs                   Planet (SR)                                   Garbage” (SR)
                                 background knowledge and questions            “Glaciers, Ice Sheets, and Ice Bergs”,      (4d) Make predictions and draw                 Skims nonfiction text to isolate relevant
It is
recommended                   Identifies the main idea and links to           Come to Bali “Welcome to Bali” (SR)         conclusions about stories                        text passages to answer personal
to supplement                    overall messages, themes, and or           Identifies main idea by determining             Previews text to activate and connect to      questions               Safari
these passages                   information from the passage                  what is important in text (whole book,         prior knowledge to make predictions           Encyclofact: “Household Garbage”
with grade
level
                                 Volcano World “Race the Lava Flow”            chapter, passage or text type) Herbert         prior to and or during reading                (SR)
appropriate                      (SR)                                          Fieldmouse: Secret Agent (SR)                  Come to Bali “Monkey Business” (SR)        (4d) Make predictions and draw
poetry to                    (4d) Make predictions and draw                 Skims nonfiction text to isolate relevant       Develops, confirms or adjusts              conclusions about stories
support                      conclusions about stories                         text passages and further information          predictions during reading                  Previews text to activate and connect to
district
interim and                   Previews text to activate and connect to        to answer personal questions Come to           Come to Bali “Monkey Business” (SR)           prior knowledge to make predictions
CSAP tests.                      prior knowledge to make predictions           Bali “Welcome to Bali” (SR)                 (5a) Use organizational features of              prior to or during reading Xtreme
                                 prior to and during reading               (4d) Make predictions and draw                  printed text (for example, page                  Weather: “The Flood Rescue Team”
                                 Fatima (SR), Beyond the Moon “The         conclusions about stories                       numbering, alphabetizing, glossaries,            (SR)
                                 Space Trash Machine” (RA), The             Uses nonfiction text structures to            chapter heading, table of contents,            Develops, confirms or adjusts
                                 Outback:“The Australian                       predict, construct meaning, and deepen      indexes, captions) to locate information         predictions during reading
                                 Outback”(SR)                                  understanding                Maria Sanz     1b Summarize long text passages                  Xtreme Weather: “The Flood Rescue
                              Uses elements of story structure in             de Sautuola (SR)                              Summarizes nonfiction by indentifying         Team” (SR)
                                 fiction text to predict, construct         Develops, confirms, or adjusts                   and reorganizing important ideas and       (5a) use organizational features of
                                 meaning and deepen understanding              predictions or understandings during           information into new understandings        printed text (for example, page
                                 How to be Nice (And Other Lessons I           reading                                        Kids You Ought to Know (SR)                numbering, alphabetizing, glossaries,
                                 Didn’t Learn) (SR)                            Ballooning: “Hot Air”(RA)                     Summarizes nonfiction by identifying       chapter heading, table of contents,
                             (5a) Uses organizational features of          (5a) Use organizational features of                and reorganizing important ideas and       indexes, captions) to locate information
     Reading Comprehension




                             printed text (for example page                printed text (for example page                     information into new understandings        (6b) Identify character, setting, plot,
                             numbering, alphabetizing, glossaries,         numbering, alphabetizing, glossaries,              International Explorers: “Famous           problem, and solution
                             chapter headings, table of contents,          chapter headings, table of contents,               Explorers” (RA)                             Understands different points of view or
                             indexes, catptions) to locate information     indexes, caption) to locate information         (1d) Draw inferences using contextual            makes judgments about a range of
                              Links features of text to knowledge of       Links features of text to knowledge of        clues                                            characters in fiction
                                 text to deepen understanding                  text to deepen understanding          The     Combines context with relevant prior          Mountain Sports: “Snowboard Mania”
                                 Mysterious Spinners (SR), Volcano             Little Mermaid (SR), Herbert                   knowledge to create personal meaning          (RA), Sagebrush and Paintbrush: The
                                 World “Race the Lava Flow” (SR)               Fieldmouse: Secret Agent (SR)                  from text                                     Story of Charlie Russell, the Cowboy
                             (6b) Identify character, setting, problem     (6b) Identify character, setting, problem          Smart Adapters “Seth Learns to Adapt”         Artist (SR)
                             and solution                                  and solution                                       (SR)
                              Understands different points of view or      Interprets information gained from plot,
                                 makes judgments about a range of              setting and characterization in fiction
                                 characters in fiction                         to form new understandings The Little
                                 In the Pool “The Trial” (SR)                  Mermaid (SR)




                                                                                                                                                                                                                       2
Revised 2009-10
                                                                           Fourth Grade Reading Pacing Guide for 2009-10

These                                        First Quarter                               Second Quarter                                   Third Quarter                                 Fourth Quarter
indicators are
designed for
                             (1b) Summarize long text passages              Interprets information from                     Infers cause and effect relationships      (1b) Summarize long text passages
whole class                   Summarizes fiction text by identifying         characterization to form new                     implied in text                            Compares and contrasts information in
instruction.                      important details and synthesizing          understandings                                   Smart Adapters “Seth Learns to Adapt”         texts to gain new understandings or to
Resources                         them into coherent understandings           Young Robin’s Hood (SR)                          (SR), Antarctica: “Boss of Antarctica”        deepen understandings
labeled RA
are Read                          How to be Nice (And Other Lessons I       Uses elements of story structure in               (RA)                                          Memories (RA)
Aloud                             Didn’t Learn) (SR)                          fiction texts (characterization, setting,      Returns to text to explain and justify     (6a) Read and respond to a variety of
selections and                Compares and contrasts information in          theme, plot, chapter titles) in order to         inferential thinking                      literature (for example, fiction, poems
those labeled
SR are Shared
                                  texts to gain new understandings to         predict construct meaning and deepen             International Explorers: “Caught in       and nonfiction)
Reading                           deepen understanding                        understanding                           In       Time” (RA)                                 Makes critical judgments as part of
selections                         How to be Nice (And Other Lessons I        the Green Room (RA)                          (4c ) Differentiate fact from opinion             personal response when establishing
                                  Didn’t Learn) (SR)                       (1b) Summarize long text passages                 Distinguish between fact and opinion           individual point of view
It is
recommended                  (1d) Draw inferences using contextual          Summarizes nonfiction by identifying              Sagebrush and Paintbrush: The Story of        With Courage: “Seven Women who
to supplement                clues                                            and reorganizing important ideas and             Charlie Russell, the Cowboy Artist (SR)       Changed America” (RA)
these passages                Infer cause and effect relationships           information into new understandings          (4b) Use reading to define and solve          (4a) Determines author’s purpose
with grade
level
                                  implied in text                             Maria Sanz de Sautuola (SR)                  problems                                      (4e) Recognize the author’s point of
appropriate                       Mango’s Revenge (SR), The Outback         Summarizes fiction text by identifying         Generates questions of text and reads       view
poetry to                         “The Australian Outback” (SR)               important details and synthesizing them         with a clear focus to identify answers      Identifies intent, bias and purpose and
support                       Return to text to explain and justify          into coherent understandings                    (explicit or implicit in text)                 critically evaluates their influence on
district
interim and                       inferential thinking                        The Science of Flight; “Another Day in          The Mighty Hippopotamus (SR), Biking           the reader
CSAP tests.                       Fatima (SR)                                 Space” (RA)                                     Down the Mountain: “Mountain Biking”           With Courage: “Seven Women who
                              Combines context with relevant prior         Compares and contrasts information in            (RA)                                           Changed America” (SR)
                                  knowledge to create personal meaning        texts to gain new understandings to           Generates questions of text and reads       (6d) Read and respond to literature as a
                                  from text                                   deepen understanding                            with a clear focus to identify answers     way to explore the similarities and
                                  Mysterious Spinners (SR)                    Glaciers and Other Icy Bergs                    (explicit or implicit in text)             differences among stories an the ways in
                              Identifies intent, bias, purpose or other      “Glaciers, Ice Sheets, and Ice Bergs”            Ballooning: “Hot Air Ballooning” (SR)     which those stories reflect the ethnic
                                  authorial devices, critically evaluate      (SR)                                         (4a) Determines author’s purpose              background of the author and the
                                  their influence on the reader, and       (1d) Draw inferences using contextual           (4e) Recognize the author’s point of          culture in which they were written
                                  formulate personal response              clues                                           view                                          Making Connections
                                  How Advertising Works (SR)                Return to text to explain and justify          Asks questions of author to understand       Activates understandings gained from
                             (6a) Read and respond to a variety of            inferential thinking                            author’s bias, purpose, or point of view       sources other than personal experience
     Reading Comprehension




                             literature (for example, fiction, poems,         Maria Sanz de Sautuola (SR), Herbert            Kids You Ought To Know (SR), Come to           to make text to world connections to
                             nonfiction)                                      Fieldmouse: Secret Agent (SR)                   Bali “Monkey Business” (SR)                    deepen understanding of text
                              Makes critical judgements as part of         Combines context with relevant prior          (5c) Take notes, outline and identify             Biking Down the Mountain: “Over the
                               personal response when establishing            knowledge to create personal meaning         main ideas in resource materials                  Mountain” (RA)
                               individual points of view                      from text                                     Uses notetaking strategies to record        Visualizing
                               Mango’s Revenge(SR)                             Grandpa (RA)                                   main ideas, supporting details, relevant    Links descriptive language in text to
                             Comprehension Monitoring                      (4c) Differentiate fact from opinion               background knowledge and questions             personal experiences and knowledge to
                              Establishes a purpose for reading and       (5d) Sort information as it relates to a           How to Start Your Own Business (SR)            create sensory images to deepen
                               analyzes whether or not that purpose was    specific topic or purpose                                                                         connection with text
                               met                                         (4a) Determine author’s purpose                                                                   Sagebrush and Paintbrush: The Story
                                In the Pool “The Trial” (SR), How           Identifies bias, purpose or other                                                               of Charlie Russell, the Cowboy Artist
                               Advertising Works (SR)                         authorial devices and critically evaluate                                                      (SR)
                                                                              their influence on the reader Young                                                         Identifies and understands the purpose
                                                                              Robin’s Hood (SR)                                                                              of similies, metaphors, personification
                                                                            Asks questions of author to understand                                                          and hyperbole in context
                                                                              author’s bias, purpose or point of view                                                        Valley of Hope (RA), Dreams By Day,
                                                                           Garbage: “Waste” (RA)                                                                             Dreams By Night (SR)


                                                                                                                                                                                                                       3
Revised 2009-10
                                                                           Fourth Grade Reading Pacing Guide for 2009-10

These                                       First Quarter                               Second Quarter                                 Third Quarter                                  Fourth Quarter
indicators are
designed for
                             Making Connections                            (1c) Identify sequential order in            (6d) Read and respond to literature as a        Summarizing/Synthesizing
whole class                   Links to personal experience to construct   expository text                              way to explore the similarities and              Synthesizes important information
instruction.                   meaning and deepen understanding            Comprehension Monitoring                     differences among stories and the ways             across texts to create new
Resources                      Fatima (SR), Over the Long Distance:         Engages actively in reading by             in which those stories reflect the ethnic          understandings
labeled RA
are Read                       “Fun Runs” (RA)                                recognizing and attending to thought      background of the author and the                   Safari Encyclofact: “Household
Aloud                         Activates understandings gained from           processes that occur before, during and   culture in which they were written                 Garbage” (SR), Dreams By Day,
selections and                 sources other than personal experiences        after reading                             Making Connections                                 Dreams By Night
those labeled
SR are Shared
                               to make text to world connections to            Glaciers and Other Icy Bergs              Makes links to personal experience to         Text Structure
Reading                        deepen understanding of text                   “Glaciers, Ice Sheets, and Ice Bergs”        construct meaning and deepen                  Uses text structures of chronology,
selections                     Volcano World “Race the Lava Flow”             (SR)                                         understanding of text                           cause and effect, point of view and
                               (SR)                                         Rereads to clarify meaning or concepts        Kids You Ought to Know (SR), How to             intent to construct meaning and deepen
It is
recommended                  Questioning                                      Ballooning:“Hot Air Ballooning” (SR)         Start Your Own Business (SR)                    understanding
to supplement                 Asks questions of self by accessing prior   Making Connections                           Visualizing                                        Xtreme Weather: “Storms” (RA)
these passages                 knowledge or clarifying overall              Relates to text outside personal            Links descriptive language in text to          Analyze the use of poetic devices such
with grade
level
                               understandings                                 experience by making text to text            personal experiences and knowledge to           as repetition, imagery, figurative
appropriate                     Beyond the Moon: “Way Out There”              connections to construct meaning             create sensory images to deepen                 language, rhythm, rhyme, pattern
poetry to                      (RA), How Advertising Works (SR)               Ballooning: “Hot Air Ballooning” (SR)        connection with text                            Dreams by Day, Dreams by Night (SR)
support                      Visualizing                                    Makes text to world connections to            Nicolaus Copernicus: The Earth is a
district
interim and                   Identifies and understands the purpose of      deepen understanding of text                 Planet (SR)
CSAP tests.                    similes, metaphors and personification         Come to Bali “Welcome to Bali” (SR)       Summarizing/Synthesizing
                               Mango’s Revenge                             Visualizing                                   Synthesizes important information
                              Links descriptive language in test to        Identifies and understands the purpose         across texts to create new
                               personal experiences and knowledge to          of similes, metaphors and                     understandings
                               create sensory images to deepen                personification                               The Mighty Hippopotamus (SR)
                               connection with text                           The Little Mermaid (SR)                    Isolates and interprets information
                              In the Pool “The Trial” (SR), Volcano        Summarizing/Synthesizing                         gained from graphs, forms, photographs
                             World: The Killer Mountain (RA),               Synthesizes important information              and table in text to form new
     Reading Comprehension




                             Mysterious Spinners (SR)                         across texts to create new                    understandings          How to Start Your
                                                                              understandings                                Own Business(SR)
                                                                            Young Robin’s Hood (SR)                    Text Structure
                                                                                                                         Uses text structures of chronology,
                                                                                                                            cause and effect, point of view and
                                                                                                                            intent to construct meaning and deepen
                                                                                                                            understanding
                                                                                                                            Nicolaus Copernicus: The Earth is a
                                                                                                                            Planet (SR)




                                                                                                                                                                                                                    4
Revised 2009-10
                                                                 Fourth Grade Reading Pacing Guide for 2009-10

                 (6c) Uses new vocabulary from literature        (6c) Uses new vocabulary from literature       (6c) Uses new vocabulary from literature      (6c) Uses new vocabulary from
                 in other contexts                               in other contexts                              in other contexts                             literature in other contexts
                  Develops vocabulary thought word study         Develops vocabulary though word               Develops vocabulary thought word             Develops vocabulary thought word
                  Develops concept words based on                   study including synonyms, antonyms,            study including comparatives and              study including word origins
                   science, math, and social studies themes          onomatopoetic words, homophones,               superlatives                               Develops concept words based on
                  Develops bank of sight words (20 or               homographs, metaphors, similes,             Develops concept words based on                 science, math and social studies themes
                                                                                                                                                               Develops bank of sight words (75 or
    Vocabulary




                   more) (use the High Frequency Word List           idioms, nouns, verbs and adjectives            science, math and social studies themes
                   on page 45 in the Word Study Lessons           Develops concept words based on               (5f) Selects appropriate definitions from       more) (use the High Frequency Word
                   Teaching Resources Notebook)                      science, math and social studies themes        the dictionary, glossaries, and other         List on page 45 in the Word Study
                   Phonics Lessons 3 WSA 1-5                      Develops bank of sight words (40 or              sources                                       Lessons Teaching Resources Notebook)
                  Develops dictionary skills (for example,          more) (use the High Frequency Word          Develops dictionary skills (for example,
                     alphabetical order, guide words and             List on page 45 in the Word Study              alphabetical order, guide words and
                     syllabification)                                Lessons Teaching Resources Notebook)           syllabification)
                                                                                                                 Develops bank of sight words (60 or
                                                                                                                    more) (use the High Frequency Word
                                                                                                                    List on page 45 in the Word Study
                                                                                                                    Lessons Teaching Resources Notebook)
                    Chooses appropriate fiction, nonfiction, and poetry to achieve intended purpose
                    Identifies a reason for reading, such as reading for enjoyment, reading for information, or reading to follow directions
                 
       Purpose




                     Uses a variety of resources to access information confidently and independently
                    Reads daily to develop a lifelong habit of reading and to appreciate a variety of literature
                    Uses a variety of resources to access information, including printed text, media, and electronic information


                    Send home independent books to read nightly
                    Use the Connect With Home resources available on the Fountas and Pinnell Teaching Resources CD-Rom for appropriate homework practice of skills block lessons. The Connect
                     With Home resources can be found in the Lesson Materials and Template, Materials and Games section of the CD-Rom. These resources are available in English and Spanish.
   Homework
    Ideas for




                    Send home High Frequency Words appropriate for the grade level to practice reading and writing




                                                                                                                                                                                                            5
Revised 2009-10

				
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