Curriculum Map BOE Approval November 2013
CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting to the Text Your Internal Voice Poetry: Understanding Theme and Format Historical Fiction: George Washington s Socks FEBRURARY MARCH APRIL MAY JUNE Non-Fiction: Organization is the Key! Non-Fiction and Persuasive Essays Responding and Analyzing Text: Fiction and Non- Fiction Biographies A Celebration of
Big Idea: Creating a Buzz About Books September is important and powerful. Everyone reads a book of their choice and it s ok. Readers think and make connections to the text to improve their understanding and ability to talk about the texts they read. Readers create a Buzz about their books and share their love of reading. Readers build up stamina and read for longer periods of time. Readers exhibit good reading behaviors within the classroom and while reading independently. Students are aware of and follow procedures appropriately. Readers activate their schema and ask questions as the continually interact with the text. Good readers set goals that are constantly changing. What is a reader? How do I select my Just Right Book? Why should I practice to become a better reader? Why do I want to become a better reader? How do I become a better reader? How can reading help in my life? Vocabulary: Just Right Book Stamina Empathy Reader s Notebook Stop & Jot Schema Turn and Talk Genre Fiction Non-fiction Articles Literature Poetry Compare and Contrast fiction and non-fiction List elements of the 3 genres: fiction, non-fiction, and poetry Express opinions about books they are reading that are supported with evidence from the text Listen attentively to classmates and teachers. Engage in meaningful dialogue when talking about a text Respond in written form to a text RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text RL.4.5 Explain major differences between poems, drama, prose, and refer to the structural elements of poems and drama when writing or speaking about a text. SL.4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics & texts, building on others ideas & expressing their own clearly. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Big Idea: Fiction: Story Elements October Readers recognize that every story has a beginning, middle and end. Readers can tell if a story is written from the first or third person point of view. First person is when a character narrates the story. Third person is when an outsider is looking in and tells the story. The ability to distinguish between the two helps readers understand what the author is trying to say. Readers recognize the five story elements which helps them better understand the story. Readers use inferences to help them identify the theme of a story. Readers learn to identify the lesson or moral that an author is trying to express in a story. Readers appreciate well developed characters. What is fiction? What might happen if a story was told out of order? How would the story be different if one of the five main elements were missing? How are first person and third person different? How can writing from a different point of view change a story? How do readers use connections to help them infer the theme of a story? Why do you think some authors decide to incorporate morals into their writing? What makes a good character? Vocabulary: First person point of view Third person point of view Plot, Characters, & Setting Theme, Sequence, Moral Problem & Solution Inference Retell text. Identify the order of events. Describe characters with evidence. Compare and contrast first and third person point of view. Read fluently with expression. Have conversations and discussions about what has been read. Identify the problem and solution. Describe the plot of a story. Identify and describe the setting of a story. Use inferences to identify and explain the theme of a story. RL4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RL 4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first and third person narrations. RF 4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics & texts, building on others ideas & expressing their own clearly
Big Idea: Fiction: Listening to My Internal Voice November Readers make personal connections to text using their schema before, during and after reading. Readers make connections between a text being read and a text previously read (text to text), between the text being read and something that occurs in world (text to world), between the text and their personal experiences (text to self). Readers will use questions to clarify and deepen understanding of the text. Make mental pictures as the story unfolds to make their reading 3-D. Use inferences to make predictions, draw conclusions, and find meaning on unknown words. Responses to reading should be clearly expressed, whether written or oral. Fluency helps build comprehension How do I activate my schema? How do I create and support connections to the text? When do I stop and ask questions or record my thinking? How does creating a movie in your mind help deepen the understanding of the text? How does inferencing help me to understand the text? How does responding to text help deepen my understanding? How does reading fluently improve my comprehension? Vocabulary Schema Text to text/self/world connections Inference Prediction Visualize Conclusions Fluency Use codes to show questions that deepen the understanding Use new information to re-evaluate their schema to form new ideas Make connections between a text being read and a text previously read (text to text), between the text being read and something that occurs in world (text to world), between the text and their personal experiences (text to self). Make predictions Make inferences Draw conclusions Define unknown words Visualize text Responses should include readers ideas and opinions and be supported with evidence from the text. Read fluently with expression. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RF.4.4.Read with sufficient accuracy and fluency to support comprehension. RF.4.4c Apply context clues to confirm or self-correct word recognition and understanding, rereading as necessary. SL.4.1.a Create questions and talking points to facilitate discussions after reading required material. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Big Idea: Poetry: Understanding Theme and Format December Poems are structured differently from other types of texts. What is poetry? How does poetry differ from other forms of writing? Compare and contrast different forms of poetry. Poetry creates an image to stimulate the reader s thoughts and view a larger message. Language and word choice creates meaning. Poems can create an intense emotion. The structure of a poem varies depending on the genre: haiku, limerick, free verse, and acrostic. Figurative language can enhance the meaning of the poem. How do you read poetry? How do words create visual images and meaning for the reader? How do different types of figurative language help deliver the poem s meaning? What message is the author trying to convey? Vocabulary Stanza Verse Haiku Limerick Cinquain Free verse Acrostic Syllable Rhythm Theme Identify theme in a poem. Identify parts of speech used in a poem. Identify the author s purpose. Identify figurative language used in poetry. Demonstrate command of the conventions of grammar, usage, and mechanics. Apply proper grammar conventions and appropriate spelling. R.L.4.2 Determine the theme of a story, drama, or poem from details in the text; summarize the text. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L4.2 Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Big Idea: Historical Fiction: George Washington s Socks January Characters are people who did or could have lived in a historical setting. What is historical fiction? Retell text Identify the order of events Characters are shaped by the setting. Characters change as a result of the problem. The setting is a particular historical geographical location and time in history. The problem is a result of the historical even around which the book is written. Themes are related to life, people, social or political events, as well as good vs. evil. The story is told with significant accurate detail to place the reader in the historical setting, and in chronological order.. The story structure encompasses all elements of realistic fiction. How are realistic fiction and historical fiction similar and different? How would the story be different if it happened during another period in history? What would happen if the time period was incorrectly depicted? What is the theme of the story? How does the setting of the story affect the plot? How would the characters in the story react if they were placed in the present? Vocabulary Time period/era History Revolutionary War Colonial America George Washington Have conversations and discussions about what has been read. Identify the problem and solution Identify the historical time period Use inferences to identify and explain the theme of the story. Read fluently and with expression. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of story, drama, or poem from details in the text; summarize the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
Big Idea: Non-Fiction: Organization is the Key! February Readers understand the differences between fiction and non-fiction. How do readers recognize a nonfiction text vs. a fiction text? Compare and contrast fiction vs. non-fiction Readers find information they are looking for by using the index and the table of contents. Readers decide where they will begin reading in their nonfiction book by first determining their purpose. Readers warm up their minds by thinking about what they think they know and what they want to learn about a topic. Readers find new information by using features of nonfiction Readers gather information by skimming and scanning nonfiction texts looking for key words. Readers learn about specific places by reading a map in nonfiction texts. How is non-fiction organized to help readers? How does a reader decide where they will begin to read in a nonfiction book? How do captions and other text features help a reader to understand their topic better? Why are certain words and phrases in different type? (i.e. bold, italics, highlighted) Vocabulary: Headings Photographs & Captions Diagrams & Labels Charts and graphs Types of print Inset & Sidebar Maps & Timelines Glossary & Index schema Locate information using the table of contents and index. Be able to determine the purpose for reading and pick an appropriate place to start reading in the text. Monitor comprehension before, during, and after reading using a KWL chart. Identify and understand the relevance of text features in nonfiction and explain how they help readers understand the text. Gather new information by skimming and scanning the text. Explain the main idea and supporting evidence from the text. RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text RI.4.4: Determine the meaning of general academic and domainspecific words or phrases in a text relevant to grade 4 topics or subject area RI:4.7: Interpret information presented visually, orally, or quantitatively RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts L.4.1: Demonstrate command of the conventions of standard English grammar, usage when speaking or writing
Big Idea: Non-Fiction: Persuasive Essays March Persuasion is a process where the author tries to convince the reader to take a certain action. How does the author try to convince the reader to think about a topic? Identify the elements of a persuasive text. Understanding the structures and features of different genres of texts helps the reader to understand the message persuasive pieces should invoke strong emotions. Persuasive pieces follow a specific structure in order to help convince the reader. What language does the author use to influence the reader? How does language influence the reader? How does reading a persuasive piece invoke strong emotions? How does using a specific structure help convince the reader? Vocabulary Persuasive text Main Idea Influence Inference Drawing conclusions Fact Opinion Author s purpose Analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Explain how an author uses language to present information to influence what the reader thinks or does. Identify the author s purpose for writing a text in order to better analyze the content and make inferences. RL.4.1 Refer to details and examples in a text when explaining what the text says, explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RL4.6 Compare and contrast the points of view from which different stories are narrated, including the difference between first and third person narrations. SL4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.
Big Idea: Responding and Analyzing Text: Fiction/Nonfiction April Analyzing text is important. How do I analyze text? Analyzing text. RL.4.1 Refer to details and examples in a text when Readers think about what strategies to use in order to comprehend their reading. Why is important to read the questions before I read the text? Read the questions before the reading task. explaining what the text says explicitly and when drawing inferences from the text. Readers use context clues in order to comprehend their reading. Readers use titles, subtitles, and pictures to help organize their thoughts on reading. Readers preview the questions before reading a selection to prepare for comprehension. Readers identify main characters and conflicts in their texts. Readers identify main ideas in texts. Readers use evidence from the text to support their answers. What do I do when I don t understand something in my text? How do I manage my time on a timed reading test? How do I use examples from the text to support my ideas? What different strategies should I use if I am reading fiction or nonfiction? How do titles, subtitles, and pictures help my comprehension? Vocabulary: Analyze Preview Open Ended Response Time Management Context Clues Utilize a variety of strategies in order to comprehend difficult parts. Preview titles and subtitles to promote comprehension. Identifying main characters and conflicts in text. Identifying main ideas of texts. Use evidence from the text to support your ideas. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.4 Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.
Big Idea: Biography May Biographies are non-fiction stories about people s lives. Biographies are usually written about important people who have made a noteworthy contribution to society. Biographies present facts in a clear, organized way, usually chronologically. Biographies are non-fiction, but can have literary elements and structure. Biographies are written to teach readers an important lesson. What is a biography? How do authors decide who to write their biographies on? How does the layout of information in a biography help readers understand the information more clearly? How do literary elements in biographies help readers understand the information? What lessons do biographies teach us? How do people make connections while reading biographies? List the components of a biography. Read biographies of artists, musicians, and inventors. Take simple research notes while reading biographies. Identify and describe literary elements found in biographies. Identify theme or author s message. Make connections while reading text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. Biographies are written so readers can make connections to the person it s written about. Vocabulary biography autobiography theme noteworthy RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Big Idea: A Celebration of! June is important and powerful. Readers have a favorite book, genre, and author. As readers improve, their reading habits may change. Readers share their ideas about their favorite texts. Readers have strong feelings about connections they have made to favorite texts. Readers reflect about their reading experiences. Readers are continually growing. How do readers reflect on their reading life? How have I improved as a reader? How have my reading habits changed? What are some of my favorite authors, texts, and genres? Why? What is the best memory of reading this year, and why is it so special? How can readers reflect on their reading lives? How can I continue to grow as a reader? Respond about the importance of reading in their lives. Discuss and set future goals for improvement. Explain how reading habits have changed and support with specific examples. List favorite authors, genres, and texts and give evidence to support opinion. Engage in meaningful dialogue when talking about reading experiences during the school year. Discuss how reading has improved and give evidence to support ideas. RF.4.4a Read grade-level text with purpose and understanding RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Vocabulary: Celebrate Reflect Author Text Genre