4th Grade ELA Reading Curriculum

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Curriculum Revision Tracking Spring 2017, Standards in each unit have been re coded to align with the Missouri Learning Standards. Moved the Historical Fiction Book Clubs unit from second quarter to fourth quarter. A new unit Reading the Weather Reading the World has been added to align with the revised. Missouri Learning Standards for fourth grade, A new unit Reading History has been added to align with the revised Missouri Learning Standards. for fourth grade, The Diving into the Study of Short Texts unit has moved to 5th grade and has been revised to. better align with the 5th grade Missouri Learning Standards. The Reading High Interest Nonfiction unit and the Interpretation of Texts unit have been removed as. they no longer aligned with the work of the revised Missouri Learning Standards for fourth grade. Curriculum Revision Tracking Spring 2018, The Unit 2 title Following Characters into Meaning has been changed to Interpreting Characters to mirror. the same language as the unit resources, The end of year Gem Unit is now focused toward students developing a plan for summer reading.
Curriculum Revision Tracking Spring 2019,Board Approved June 7 2018 2 Page. Unit 1 Growing Yourself as a Reader,Subject Reader s Workshop. Name of Unit Growing Yourself as a Reader, Length of Unit 3 weeks August beginning of September. Overview of Unit In this unit students will learn how to author their reading lives by becoming a classroom. community of readers Students will also obtain a reading identity by setting goals creating a life that revolves. around shared books and developing a sense of personal agency in their reading lives. Getting Ready for the Unit, Gather a variety of high interest texts for students that will get them excited about reading. Go over classroom system for checking out books e g traditional check out book shopping etc. Refer to Schoology Reader s Workshop Getting to Know Yourself as a Reader for links to resources. This unit partners closely with Unit 2 Interpreting Characters When planning your lessons you may. want to consider where each lesson fits best within these two units. Pre Assessment given prior to starting the unit, Reading Interest A Lyzer by Donalyn Miller and Joseph S Renzulli.
Based on information obtained in this assessment provide students one book or a small stack of books. as a book gift from your classroom or school library This helps them to see that you value who they. are as a reader and want to make sure they have the resources to be successful. Read Aloud Considerations,Because of Mr Terupt by Rob Buyea. Bridge to Terabithia by Katherine Patterson,Essential Questions. 1 How can I use my interests as a reader to help me select texts that will help me read lots and lots. 2 How do I set goals for myself as a reader that will help me grow and inspire my passions. 3 How do I share my love of reading with my classmates How do I share my thinking about reading with. Enduring Understanding Big Ideas, 1 Living a reading life means that I have a self awareness of my interests I can select texts that will. continue to grow and inspire my passions, 2 In order to grow myself as a reader I need to be able to seek challenges and set goals for myself. 3 Reading is a social experience that is meant to be shared with others The more I share and discuss my. love of and thinking about reading the stronger our classroom reading culture becomes. Priority Standards for unit, 4 R 1 A Develop and demonstrate reading skills in response to text by.
Board Approved June 7 2018 3 Page, a drawing conclusions and inferring by referencing textual evidence of what the text says explicitly as. well as inferences drawn from the text, b drawing conclusions by providing textual evidence of what the text says explicitly. c monitoring comprehension and making corrections and adjustments when understanding breaks. 4 R 1 B Develop an understanding of vocabulary by, b using the context of the sentence to determine the meaning of unfamiliar words or multiple meaning. Supporting Standards for unit, 4 SL 1 A Develop and apply effective listening skills and strategies in formal and informal settings by. a following generating and justifying classroom listening rules. b posing and responding to specific questions to clarify or follow up on information making comments. that contribute to the discussion and linking to the remarks of others. c following and restating multi step instructions that involve a short related sequence of actions. according to classroom expectations, 4 SL 2 A Develop and apply effective listening skills and strategies in formal and informal settings by.
a Generating and following active listening rules according to classroom expectations. Unwrapped Skills Bloom s,Unwrapped Concepts,Standard Students need to be Taxonomy Webb s DOK. Students need to know,able to do Levels,Reading skills in response to text. by drawing conclusions and,inferring by referencing textual. 4 R 1 A a develop and demonstrate apply 2,evidence of what the text says. explicitly as well as inferences,drawn from the text.
Reading skills in response to text,by drawing conclusions by. 4 R 1 A b develop and demonstrate understand 2,providing textual evidence of. what the text says explicitly,Reading skills in response to text. by monitoring comprehension, 4 R 1 A c and making corrections and develop and demonstrate understand 2. adjustments when understanding,breaks down,an understanding of vocabulary.
b using the context of the, 4 R 1 B b sentence to determine the develop apply 2. meaning of unfamiliar words or,multiple meaning words. Board Approved June 7 2018 4 Page,Unit Vocabulary, Academic Cross Curricular Words Content Domain Specific. refer inferences infer,know comprehension,apply text. read text evidence,draw conclusions story,monitor sentence context.
Topic 1 Making Reading Lives,Engaging Experience 1. Teaching Point Readers today we are going to build our Reading Workshop expectations so that we become. a community of readers It s important for us to know and value who we are as not only a classroom of readers. but also as individuals In order to do this we are going to come to some agreements on ways we ll make our. classroom a learning and reading space for everyone. Suggested Length of Time 1 mini lesson,Standards Addressed. Priority 4 R 1 D a b Independent Reading Skills,Detailed Description Instructions. One way you can do this is by creating an anchor chart of reading non negotiables It can be a. T chart with one side labeled Student and one side labeled Teacher. Student find a book you want to read read as if you are IN the book. Teacher confers individually with students meets with book groups. Transitions After creating the anchor chart of reading non negotiables discuss your. expectations for transitions This is a great time for students to practice transitions like coming to. the area and sitting next to their partner turning and talking to a partner going off to read. independently etc, Stamina As you send students off to practice the agreed upon procedures you should work to. begin building independent reading stamina Start at 3 5 minutes and challenge students to add. 2 5 minutes to their stamina each day You can track this goal on a graph in order for students to. keep momentum around reading longer and physically being able to see the growth It s. important for students and teachers to remember that if the group expectations are broken during. the Practice and Application component you join back together as a class talk about it and try. that minute increment again You should not move up your minute goal until the previous one. has been reached by all students committing to the classroom agreement made as a community. of readers,Board Approved June 7 2018 5 Page, Start a Good Readers anchor chart Add the first bullet value each other as readers.
Bloom s Levels Remember,Webb s DOK 1,Engaging Experience 2. Teaching Point Readers don t just read books we build reading lives author reading lives in which. reading matters For each one of us it is always My Life by me And each one of us has choices We can. make lives for ourselves in which reading is the pits or we can makes lives for ourselves in which reading is the. best that it can be Today I want to teach you that to build powerful wonderful reading lives we need to. reflect on our reading and then make wise changes so reading becomes the best it can be for each of us. Suggested Length of Time 2 mini lessons,Standards Addressed. Priority 4 R 1 D a Independent Reading Skills,Detailed Description Instructions. One way you can do this is by creating a timeline of your reading life sharing with students. when reading has been frustrating and when it has been great Share with them explicitly what. makes it great for you and what makes it awful Is it the topic of the book The author The. images The theme The people you read it with Who is making you read it This will help. them think about their reading lives in order to formulate meaningful goals Highlight the power. of reflection for this specific element in their life. One way to track classroom reading would be to hand out book logs for students or you may. choose to do the 40 Book Challenge Let them know this will be another tool that will help them. author their reading lives and add to their reading timeline throughout the year It will tell the. story of who they are as a reader allowing you to be a better reading teacher for them. Another way to log books is by creating a class Padlet page titled Digital Bookshelf. Use the Shelf setting to develop a shelf for each student When then finish a book they can add a. picture of the book cover genre theme and how the book was read partner read audio book. independent read etc This Padlet can be kept all year long Consider how you will encourage. students to use this log Possibly you can update together as a class once a week or ask students. to share their log with you during conferences, Another way to digitally log books is through the use of Biblionasium This is a great way for. kids to log their books and recommend books to other kids. In addition to individual book logs consider using status of the class This blog describes. how one teacher uses this tool, Add to Good Readers anchor chart choose books we love adding them to our book log.
Bloom s Levels Remember,Webb s DOK 1,Board Approved June 7 2018 6 Page. Engaging Experience 3, Teaching Point Today I want to teach you that people who take care of themselves as athletes as musicians. and as readers too know that it is important to sometimes stop and say From this moment on I m going. to and then we name our hopes our promises our New Year s resolutions After that we make sure our. important resolution changes how we live in the future so that our resolution will come true Readers do that. too We stop we promise and we look forward saying From now on I. Suggested Length of Time 1 mini lesson,Standards Addressed. Priority 4 R 1 D a Independent Reading Skills,Detailed Description Instructions. One way to do this is to review with students that resolutions should be important and realistic. You might use the anchor chart in The Reading Strategies book on page 55 to review types of. reading goals that can be tracked Think about an important goal show students how they can t. have ten important things but only one or two That s what makes it important To help them. think about a realistic goal you might give the example goal of writing down everything I ever. read Then you can think aloud with them about how you read texts and newspapers and. magazine articles and books and keeping track of all that is too much So if I want this to be a. realistic goal I m just going to track the books I read Decide on a goal for yourself based on. your reflection of your reading life from yesterday thinking aloud with students about how you. made sure it was important and realistic, Remind students once again of their book log As they begin to add books and notice more.
specifically who they are as a reader let them know this will also be a powerful goal setting tool. Add to Good Readers anchor chart Take charge of our reading lives. Bloom s Levels Remember,Webb s DOK 1,Engaging Experience 4. Teaching Point Readers yesterday we learned about making reading resolutions for ourselves It is important. as readers who are authoring their own reading lives to set both long term and short term goals for ourselves. Maybe right now we are working on reading a certain number of pages during reading or paying more attention. to descriptions as we read but we also have to have goals for what we want to accomplish in reading this year. We need to find ways to motivate ourselves to read lots and lots of books more than we have ever read before. Suggested Length of Time 1 mini lesson,Standards Addressed. Priority 4 R 1 D a Independent Reading Skills,Detailed Description Instructions. One way to do this is to model your own short term and long term goals as a reader and how you are. recording your progress with those goals Consider using the Narrative Reading Learning Progressions. see Schoology choosing one or two to use for students to reflect on where they are with the skill and. for fourth grade The Diving into the Study of Short Texts unit has moved to 5 th grade and has been revised to better align with the 5 th grade Missouri Learning Standards The Reading High Interest Nonfiction unit and the Interpretation of Texts unit have been removed as they no longer aligned with the work of the revised Missouri Learning Standards for fourth grade Curriculum

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