ENDURING UNDERSTANDINGS:

READINESS Fourth Grade 2nd Nine Weeks Standards ENDURING UNDERSTANDINGS: Is worth understanding for a lifetime and has lasting value for the student Expository text is a critical genre that students need to comprehend GUIDING QUESTIONS: Fundamental questions that guide the search for student understanding How does analyzing expository text structure help us comprehend the text? What makes expository text different from narrative text? Reading/Vocabulary Development Students understand new vocabulary and use it when reading and writing. Students are expected to: 2 (A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (B) Use the context (e.g., in-sentence example or definition) the meaning of unfamiliar words or multiple meaning words (E) Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words Reading/Comprehension of Informational Text/Expository text Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 10 (A) Explain the difference between a stated and implied purpose for an expository text 11 (A) Summarize the main idea and supporting details in text in ways that maintain meaning (C) Describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison (D) Use multiple text features (e.g., guide words, topic and concluding sentences to gain an overview of the contents of text and to locate information. Writing/Writing Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 15 (B) Develop drafts by categorizing ideas and organizing them into paragraphs (C) Revise drafts for coherence, organization, use of simple and compound sentences, and audience (D) Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric Writing/Expository and Procedural Texts Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 18 (A) create brief compositions that (i) establish a central idea in a topic sentence (ii) include supporting sentences with simple facts, details, and explanations (iii) contain a concluding statement (C) Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding SUPPORTING Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: RC (D) Make inferences about text and use textual evidence to support understanding (Expository) RC (E) Summarize information in text, maintaining meaning and logical order (Expository) RC (F) Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Reading/Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4 (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse) Reading/Comprehension of Literary Text/Drama Students understand, make inferences and draw conclusions about the structure and elements of

drama and provide evidence from text to support their understanding. Students are expected to: 5 (A) Describe the structural elements particular to dramatic literature Reading/Comprehension of Literary Text/Fiction Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 6 (C) Identify whether the narrator or speaker of a story is first or third person Reading/Comprehension of Literary Text/Sensory Language Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to : 8 (A) Identify the author s use of similes and metaphors to produce imagery Reading/Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding 10 (A) Explain the difference between a stated and an implied purpose for an expository text. Reading/Comprehension of Informational Text/Procedural Text Students understand how to glean and use information in procedural texts and documents. Students are expected to : 13 (A) Determine the sequence of activities needed to carry out a procedure (e.g., following a recipe) (B) Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations) Oral and Written Conventions/Conventions Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: 20 (A) Use and understand the function of the following parts of speech in the context or reading, writing, and speaking: (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest) (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot) (vi) reflexive pronouns (e.g., myself, ourselves) (viii) use time order transition words and transitions that indicate a conclusion Oral and Written Conventions/Handwriting/Capitalization, and Punctuation Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to 21 (B) Use capitalization for: (i) geographical names and places (ii) historical periods (iii) official titles of people (c) Recognize and use punctuation marks including (iii) quotation marks Oral and Written Conventions/Spelling Students spell correctly. Students are expected to : 22 (A) Recognize and use punctuation marks (i) plural rules (e.g., words ending in f as in leaf, leaves; adding es) (ii) irregular plurals (e.g., man/men, foot/feet, child/children) (iii) quotation marks (iv) other ways to spell sh (e.g., sion, tion, cian) (v) silent letters (e.g., knee, wring) (B) Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-) (D) Use spelling patterns and rules and print and electronic resources to determine and check correct spellings Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

RC (D) Make inferences about text and use textual evidence to support understanding (Literary nonfiction, poetry, and drama) RC (E) Summarize information in text, maintaining meaning and logical order (Literary nonfiction, poetry, and drama). FOUNDATIONAL Reading/Fluency 1(A) Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension Reading/Vocabulary Development 2 (C) Complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male: ), or girl:woman as boy: ) (D) Indentify the meaning of common idioms Reading/Comprehension of Text/Independent Reading 9 (A) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g.,generate a reading log of journal; participate in book talks. Writing/Writing Process 15(A) Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals) Writing/Literary Texts 16 (B) Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse) Writing/Expository and Procedural Texts 18 (B) Write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation 21(A) Write legibly by selecting cursive script or manuscript printing as appropriate Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; (B) Ask literal, interpretive, and evaluative questions of text (C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) ESSENTIAL Organization Elaboration Comparative Superlative Conclusions Narrator figurative language VOCABULARY adjectives adjectives Idiom Simile Metaphor Author s point Text features Body of text Prediction Cause/effect of view Graphic organizers Drama Procedure Synonym Antonym Poem Visualize Synthesize Stanza

2nd Quarter At-A-Glance 4th Grade Technology Integration Required TATEKS Easy Tech Lessons Page Layout, Desktop Publishing, Proofreading and Correcting 1, Proofreading and Correcting 2, Word Processing Unit Quiz (Weeks 1 and 2) Required Application Activity: Creating a Glossary (Mini lesson posted in week 3) Cognitive Language/Word Study Reader s Workshop Writer s Workshop Read Aloud/Think Vocabulary/ District Word Study Guided Grammar and Writing Mini- Wk Aloud Academic ELA words Spelling and Word Solving Actions Strategic Reading Reading Conventions Lessons Big Question: How does analyzing text help us comprehend the story? 1 Background Infested Spelling Principle-Spelling List #8 Stated and Implied Guided Reading Capitalization Writing to a Prompt Knowledge Resistance Final stable syllable words Horse Heroes: True Text features (-tion, -sion) Purpose in Expository text All students must be working in Scoring Practice Starring Stories of Amazing Horses from Reading Street 4.1 P. 262 and/or Lightening by Stephen Kramer Focus: Expository Text Structure author s point of view Author s point of view P. 223 Reading Benchmark guided reading groups at least two times per week for guided practice of the reading strategy. 2 Visualizing Eye of the Storm from Reading Street 4.1 P. 408 3 Important Ideas Navajo Code Talkers from Reading Street 4.2 P. 88 4 Questioning So You Want to Be President? From P. 290 5 Synthesizing Letters Home from Yosemite from P. 144 shatter surge organization elaboration advance intense comparative adjectives and superlative adjectives solemnly vain conclusions Impressive preserve body of text Spelling Principle- List #9 Final stable syllable words (-age, -ture) Spelling Principle- List #10 Plural rule (changing f to v and adding es) Spelling Principle-List #11 Iregular plurals Spelling Principle -List #12 Prefixes (-en, -in, -em) Cause & Effect (Literal and Inferred) P. 149 Vocabulary/ Best Definition/ Dictionary Entry/Affixes P. 47/57 Inference (Predictions, Drawing Conclusions, Generalizations) P. 157 Patterns of Organization, p.253 Independent reading Students practice the reading strategy on their own. Workstations Can be used that support classroom instruction through student practice. Nouns: Singular/ Possessive Adjectives: (descriptive as well as superlative and comparative forms) Commas in a series Commas in direct address Adverbs Stratagies to Deepen Writing Prove Its Show, Don t Tell WRITING BENCHMARK Transitioning from Narrative to Expository Writing Developing the Parts of Expository Text Applying Six Traits to Expository Writing 6 Continuous review Scene Two From p.234 and/or reader s theatre of your choice Descendents Arrangements narrator Spelling Principle- List #13 Silent letters (k, w, g) Characteristics of Drama GOTS P 212-213 Review previously taught comprehension strategies based on needs of students in preparation for CCA Plural Possessive Nouns Revise, Edit, and Publish an expository piece

7 Continuous review Mr. Talberg s Famous Bread Recipe from Reading Street 4.2 P. 46 and/or procedural texts of your choice Expiration miniature review academic words Spelling Principle-List #14 Silent letters (b, l, n, t) Characteristics of Procedural Text GOTS P. 228-229 Reading CCA Apostrophes in possessives and contractions Write a procedural expository piece. 8 Continuous review Poems of your choice; see curriculum for some suggested resources figurative language and idiom stanza 9 Use additional vocabulary activities to review. Simile and metaphor Spelling Principle- List #15 Double consonants in the middle of words Review list selected by the teacher Characteristics of Poetry Developing Readers p. 243 and/or GOTS P.214-215 Synonym/Antonym P. 29 Figurative Language P.67 AND Use of similes and metaphors to produce imagery in text Begin assessing students Reading Levels & give oneminute on grade level fluency probe. Levels should be completed by the end of Week 2 (3 rd Quarter) Pronouns :reflexive pronouns Review and re-teach based on classroom needs. Poetry Poetry