Unit 1: Determining Importance and Monitoring Comprehension
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1 Guide for Fourth Grade Reading 1st Nine Weeks Unit 1: Determining Importance and Monitoring Comprehension 1 Strategy Focus: Determining Importance and Monitoring Comprehension Genre Focus: Fiction 4.4b Use knowledge of synonyms 4.5e Identify the problem and solution 4.5i Make, confirm, or revise predictions Spiraling 3.4b Use knowledge of synonyms 3.5c Make, confirm, or revise predictions 3.5h Identify the problem and solution What is your prediction before reading? During reading, what were your predictions? What might happen next, if this story continued? What clues were used to formulate the prediction? Was your prediction confirmed, or how should it be revised? What are the problem and solution? Describe the problem. Which key words does the author use to describe the problem? Which synonyms may be used to describe the main character?
2 Guide for Fourth Grade Reading 1st Nine Weeks 2 Strategy Focus: Determining Importance and Monitoring Comprehension Genre Focus: Poetry 4.4a Use context to clarify meanings of unfamiliar words 4.4b Use knowledge of synonyms and antonyms 4.5c Identify the main idea 4.5d Summarize supporting details Spiraling 3.4b Use knowledge of synonyms and antonyms 3.4d Use context to clarify meanings of unfamiliar words 3.5i Identify the main idea 3.5j Identify supporting details Who is the narrator of the poem? What are the details? Which are the most important details? How should be details be summarized? What is the big idea? What is the main idea or theme? Which synonyms might best describe this narrator or character? Which antonyms would best describe the differences between and?
3 Guide for Fourth Grade Reading 1st Nine Weeks 3 Strategy Focus: Determining Importance and Monitoring Comprehension Genre Focus: Narrative Nonfiction 4.4a Use context to clarify meanings of unfamiliar words 4.4b Use knowledge of synonyms, antonyms, and homophones 4.5c Identify the main idea 4.5d Summarize supporting details Spiraling 3.4a Use knowledge of homophones 3.4b Use knowledge of synonyms and antonyms 3.4d Use context to clarify meanings of unfamiliar words 3.5i Identify the main idea 3.5j Identify supporting details What are the details? Which details support the main idea? Which are the most important details? How may the details best be summarized? What is the big idea? What is the main idea or theme? Which synonyms best describe? Which antonyms might best represent the differences between these two characters, people, or groups? What problem might the reader experience if this homophone were confused?
4 Guide for Fourth Grade Reading 1st Nine Weeks Unit 2: Genre Study Nonfiction (Print and Digital) 4 Strategy Focus: Determining Importance and Monitoring Comprehension 4.4e Use vocabulary from other content areas 4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts 4.6d Identify main idea 4.6e Summarize supporting details Spiraling 3.4f Use vocabulary from other content areas 3.6c Preview and use text features 3.6g Identify the main idea 3.6h Identify supporting details How does this (type of text structure/feature) help the reader? Why did the author include this (chart, graph, illustration)? What is your purpose for reading this text? What do you want to learn from this text? What questions do you have (before, during, after) reading this text? What are the details? Which are the most important details? How may the details best be summarized? What is the main idea? What is the big idea? In which section of the text might be added? What does the author want readers to learn from this text?
5 Guide for Fourth Grade Reading 1st Nine Weeks 5 Strategy Focus: Inferring 4.4e Use vocabulary from other content areas 4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts 4.6c Explain the author s purpose 4.6f Draw conclusions and make simple inferences using textual information as support Spiraling 3.4f Use vocabulary from other content areas 3.6a Identify the author s purpose 3.6c Preview and use text features 3.6e Draw conclusions based on text How did this this text feature help you? Which text feature helped you to understand? What is the author trying to tell the reader? What does the author think about? What does the author most likely believe? How do we know that the author most likely believes? Which words does the author use to? Why did the author include facts about? Does the author state or imply the topic? What can the reader infer about? What can the reader conclude? Which text clues support this inference? Why did the author include facts about? Does the author state or imply the topic?
6 Guide for Fourth Grade Reading 1st Nine Weeks 6 Strategy Focus: Questioning Genre Focus: Nonfiction, including Real world Reading (Brochures, Recipes, Fliers, etc.) 4.4e Use vocabulary from other content areas 4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts 4.6b Formulate questions that might be answered in the selection 4.6j Identify new information gained from reading; Spiraling 3.4f Use vocabulary from other content areas 3.6c Preview and use text features 3.6d Ask and answer questions about what is read 3.6k Identify new information gained from reading What information is gained from this chart, flier, etc.? How does the text structure/feature help the reader? Why would a reader choose this type of text? What do I want to learn from this text? What questions do I have before, during, or after reading this text? What was learned from this text? is answered in which paragraph or section? In which paragraph was answered? Which questions might the reader still have?
7 Guide for Fourth Grade Reading 1st Nine Weeks Unit 3: Paired Genres 7 Genre Focus: Paired Fiction and Nonfiction 4.4d Develop vocabulary by listening to and reading a variety of texts 4.5a Explain the author s purpose; 4.6c Explain the author s purpose 4.6i Use prior knowledge and build additional background knowledge as context for new learning Spiraling 3.4e Discuss meanings of words and develop vocabulary by listening and reading a variety of texts 3.5e Identify the author s purpose 3.6a Identify the author s purpose What is the author s purpose? The author gains the reader s attention by. How does the author introduce? Why does the author use the phrase? The author includes this information to show that. What does the author want me to believe? What does the author suggest about? Which words does the author use to suggest that? The author most likely includes paragraph to. The main reason the author wrote this text is to. Beyond P.I.E., what is the author s purpose?
8 Guide for Fourth Grade Reading 1st Nine Weeks 8 Genre Focus: Biography and Autobiography 4.4d Develop vocabulary by listening to and reading a variety of texts 4.5f Describe the relationship between text and previously read materials; 4.5h Draw conclusions/make inferences about text Spiraling 3.4e Discuss meanings of words and develop vocabulary by listening and reading a variety of texts 3.5g Draw conclusions about text 3.5i Compare and contrast the characteristics of biographies and autobiographies What are the differences between a biography and an autobiography? How do the texts differ? How are the texts similar? Why did the author most likely include in his/her autobiography? Which details did both authors include within the biography and autobiography? Which words does the author use to convey? What information is included in both texts? most likely did this because. Based on this information, what can the reader conclude about? The author includes mainly to help the reader understand. What is the most likely reason? What caused to? What can the reader infer from paragraph? Based on the text, why does?
9 Guide for Fourth Grade Reading 1st Nine Weeks 9 Genre Focus: Paired fiction and real world reading (i.e. Thunder Cake and a recipe; Magic Tree House and a travel guide) 4.5h Draw conclusions and make inferences about text 4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts 4.6f Draw conclusions and make simple inferences using textual information as support Spiraling 3.5g Draw conclusions about text 3.6c Preview and use text features 3.6e Draw conclusions based on text What conclusion may be drawn about? How does this text feature help the reader? Why did the author include this text feature? What information is gained from this text feature? What may the reader infer after reading this (line, paragraph, section, text)? Why did the author include this (text feature such as heading, bold print, graph, chart, etc.)? Beyond P.I.E., which verbs describe the author s purpose? What textual clues support your inference or conclusion?
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