Fourth Grade Reading Pacing Guide Revised: June 2015

Transcription

1 Fourth Grade Reading Pacing Guide Revised: June 2015 Important Pacing Guide Information: This pacing guide represents Waynesboro Public School s curriculum, based on the 2009 Virginia English Standards of Learning for Virginia Public Schools found in the State Curriculum Framework. Pacing guides are always a work in progress. Please keep notes regarding your experiences with the pacing guides and associated assessments. This information will be used to improve the pacing guides over time. Any information found within [brackets] is listed as a part of the SOL but is not explicitly taught or assessed during the unit. Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia

2 The purpose of a pacing guide is for curriculum alignment with the Standards of Learning (SOL). so that teachers may make decisions about movement. to assist with the transient population of students within Waynesboro to ensure their needs are being met. to connect instruction vertically. for cross curricular alignment with other content areas during the same time/similar frames. There are many different components to daily and weekly reading instruction. Whole Group Reading Provides universal exposure of oral language and reading Standards of Learning (SOL) to all students, regardless of reading ability Utilizes the reading pacing guide to determine a focus for instruction for all students Small Group Reading Reading instruction, utilizing leveled readers or level appropriate text, should be provided at the students instructional level. Skills taught during whole group reading time should be reinforced at the students reading level using appropriately leveled materials. For those students that are below level, instruction should include areas in need of improvement for each child/group based on intervention skills and grade level SOL skills. Weaknesses identified by PALS should be addressed during small group reading. If reading novels with groups of students during small group instruction, please note that in some weeks, at some grade levels, the focus for instruction may shift to a different type of text (from fiction to nonfiction), please continue to have students read the novels, but also provide opportunities to practice the skills learned during whole group instruction during small group time. PALS identified student should receive 2 ½ hours of extra support each week in addition to whole group and small group reading instruction provided by the classroom teacher. The Houghton Mifflin Reading Program is Waynesboro Public Schools core reading program. The Houghton Mifflin anthology is the primary resource for whole group reading instruction and should be used for universal exposure of content for all students. Teachers may determine if supplemental materials are needed to adequately instruct the Standards of Learning, after Houghton Mifflin materials have been used, for each unit/week during whole group reading. These materials should be used along with the Houghton Mifflin anthology, not in replacement of the anthology. Teachers may determine how much time will be spent using primary and supplementary reading materials. Houghton Mifflin leveled readers should be used during small group instruction, but may be supplemented with other leveled resources as needed. Teachers may also determine how much time will be spent using primary (Houghton Mifflin) and supplementary reading materials.

3 The 2010 English Standards of Learning Curriculum Framework is a companion document to the 2010 English Standards of Learning and amplifies the English Standards of Learning by defining the content knowledge, skills, and understandings that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use. This supplemental framework delineates in greater specificity the content that all teachers should teach and all students should learn. Each topic in the English Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge, and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into three columns: Understanding the Standard; Essential Understandings; and Essential Knowledge, Skills and Processes. The purpose of each column is explained below. Understanding the Standard This section includes background information for the teacher. It contains content that may extend the teachers knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan lessons focusing on the standard. Essential Understandings This section delineates the key concepts and ideas that all students should grasp to demonstrate an understanding of the Standards of Learning. These essential understandings are presented to facilitate teacher planning. Essential Knowledge, Skills, and Processes Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to identify the key knowledge, skills, and processes that define the standard. The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge, skills, and processes from Standards of Learning presented in previous grades as they build expertise in English.

4 Strand: Communication: Speaking, Listening, Media Literacy Overview At the fourth-grade level, students will apply oral communication skills to participate in discussions about learning and take part in collaborative learning projects. In order to be contributing participants in discussions, students must apply the skills involved in effectively communicating ideas and opinions, including skills such as actively listening to others and constructively agreeing or disagreeing with them. While using grammatically correct language and specific vocabulary, students will learn how to present information succinctly and confidently in oral presentations. Strand: Reading At the fourth-grade level, students will build on their reading and reading comprehension skills. They will continue to develop fluency as they use strategies such as word analysis, use of context clues, and the making of inferences to gain meaning from text. Students will use reading strategies before, during, and after reading to develop and demonstrate comprehension. The use of graphic organizers will facilitate students understanding of text organization and will help them summarize and draw conclusions from fiction and nonfiction text. Students will read widely from content-area and nonfiction texts. They will also collect information from a variety of resources in order to acquire additional knowledge about a topic. They will construct questions about their topic, gather information, and synthesize the information for use in their oral presentations and writings. Enhanced Scope and Sequence Resources: Vocabulary Go to the link below and use these pages for vocabulary activity ideas: Word Splash p. 137, Frayer Model p. 138, Concept Sorts p. 141, Concept Definition Map p , Gathering Word Meanings p. 187, One Word, Many Meanings, p. 188, Predictive Power of Vocabulary p Enhanced Scope and Sequence Resources: Comprehension

5 Go to the link below and use these pages for comprehension activity ideas for any story listed in the 4 th Grade Pacing Guide: Read-Aloud p.118, SQ3R p. 119, KWL p. 120, DRTA p. 121, Think-Pair-Share p. 122, Sticky Notes p. 123, Think-Alouds p. 124, QAR p , Reciprocal Teaching p , Two-Column Notes p , Literary Report Card p. 132, Questioning the Author p. 133, Selective Underlining p. 134, Anticipation Guides p. 135, Graphic Organizers p. 136, Reading with Questions p , The About Point Note Taking Guide p Resources: VDOE Videos In this set of video vignettes, Virginia elementary teachers demonstrate vocabulary and comprehension strategies that can be used in elementary classrooms to promote students vocabulary development and comprehension skills. Each of the strategies presented is taken from the Enhanced Scope and Sequence for English Standards of Learning. The strategies and activities presented in the vignettes may be adapted and used with students at all grade levels. (The videos on this page link to Flash files which require the Adobe Flash Player plug-in. Download the free player.) 5

6 WEEKS 4.1 Oral Language 4.2 Oral Language Fourth Grade SOL Skills Progression Chart Media Messages Word Analysis 4.5 Fiction 4.6 Nonfiction ALL YEAR K L K L Back to School A B C G 1-2 E F D B G 3 A B E A A J 4 A B E A E B D 5 E A B I 6 C H A B C D A B B C H 7 A B C D A B B C D F 8 A B D 9 F E D G 10 B E C D 11 B C A G 12 B E C D 13 E C D F H 14 C C D B C 15 G B D E 16 A A D 17 A B C D E F G H 18 G B D E H 19 D B C H I 20 D A B H J 21 A B I J 22 C D B C D E J 23 A B C D E F G H I J 24 A B E 25 D B C D F J 26 A A B C D A B E A E I J 27 A A B C D A B E A E I J 28 A A B C D A B E A E I J 29 A B C D E F G H I J E F G H A B B F 6

7 7

8 Ongoing All Year Long SOLs: 4.5 k, l; 4.6 k, l 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy. The intent of this standard is that students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry. Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies). Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. Students will demonstrate comprehension of a selection by using before-, during-, and afterreading strategies (e.g., using graphic organizers, question generation, and summarization). Students will learn how to identify major events and supporting details. Students will identify sensory words and describe the effect those particular words have on the reader. Students will use reading strategies throughout the reading process to monitor comprehension. Strategies include: draw conclusions/make inferences about text; make, confirm, and revise ongoing predictions. To determine a student s functional reading level for a specific text consider these word accuracy rates from Virginia s Phonological Awareness Literacy Screening (PALS): independent level % accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong. develop a variety of comprehension strategies. read a variety of fictional texts, narrative nonfiction texts, and poetry. explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text. read familiar text with fluency, accuracy, and prosody. read with sufficient accuracy and fluency to support comprehension. become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). 8

9 instructional level 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored. frustration level less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected. Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension. Fall Midyear Spring Percentile WCPM WCPM WCPM Hasbrouck, J.E., & Tindal, G.A., 2006 The table above presents the results of research on oral reading fluency rates for students at the 90 th, 75 th and 50 th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for fourth-grade students reading fourth-grade text: When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.* 4.6 The student will read and demonstrate comprehension of nonfiction texts. l) Read with fluency and accuracy. k) Use reading strategies throughout the reading process to monitor comprehension. The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including summarize key details of informational texts, connecting new information to prior knowledge. identify and use text structures, such as headings, read familiar text with fluency, accuracy, and expression. become aware of when they do not understand 9

10 age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. Students will demonstrate comprehension of a selection by using before-, during-, and afterreading strategies (e.g., using graphic organizers, question generation, and summarization). Before reading, students use text structures to predict and categorize information. During reading, students formulate questions and make and revise ongoing predictions and inferences, using given information. After reading, students confirm or dismiss previous predictions and inferences. Students also summarize content by identifying important ideas and providing details. Teachers should provide opportunities for students to make connections between what they read in the selection and their prior knowledge. PRIMARY Please follow your school s assessment schedule indicating how often to assess fluency throughout the school year. paragraphs, and format, to preview a text and make predictions in order to comprehend. actively ask questions, visualize, make connections, and predict as they read. SUPPLEMENTAL (e.g., by reflecting upon and articulating what exactly is causing difficulty). TEACHER NOTES Poetry SOLs: 4.1 a, b, c; 4.5 g 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. Students will strengthen their communication participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; Back to School Week participate in a range of discussions building on others ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led). give accurate directions by: 10

11 skills by contributing to individual and smallgroup discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. and supporting opinions with examples and details. o identifying the information needed by the listener; o organizing and sequencing the information in a logical way; o explaining or defining any terms that might be unfamiliar to the listener; o articulating the information in a clear, organized manner; and o making connections to previous common knowledge of a group of listeners. participate in a variety of partner and/or group discussions by: o following rules for discussions and assigned partner or group roles; o offering comments that are relevant to the topic of discussion; o asking appropriate questions to solicit knowledge and opinions of others; o supporting opinions with appropriate examples and details; 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. g) Identify sensory words. The intent of this standard is that students will continue to read and comprehend poetry. PRIMARY HM Theme 1: Poetry Link, Haiku: Just a Moment NOTE: Use your school s literacy center and/or library to find appropriately leveled materials for your students use in this poetry unit for both whole group and small group instruction. read a variety of fictional texts, narrative nonfiction texts, and poetry. SUPPLEMENTAL Various authors: Shel Silverstein, Jack Prelutsky Back to School link mes/back_to_school/poems.html As a part of setting routines, brainstorm a list of what speakers and listeners should do during group discussions (SOL 4.1). identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel Picture Books: Novels: TEACHER NOTES 11

12 Poetry: Sensory Words & Vocabulary Weeks 1-2 SOLs: 4.1 e, f; 4.4 d; 4.5 b, g 4.1 The student will use effective oral communication skills in a variety of settings. e) Use grammatically correct language and specific vocabulary to communicate ideas. f) Communicate new ideas to others. The intent of this standard is that students participate effectively in discussions by: will continue to develop the skills needed to o asking clarifying questions; communicate in a variety of settings. o providing explanations; when necessary; o reflecting on the ideas and opinions of others; and o supporting opinions with examples and details. demonstrate an ability to work independently and in small groups. communicating new ideas to others; use grammatically correct language. use specific vocabulary to enhance oral communication. 4.4 The student will expand vocabulary when reading. d) Develop vocabulary by listening to and reading a variety of texts. The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. develop vocabulary by listening to and reading a variety of texts. 4.5 The student will read and demonstrate comprehension of [fictional texts, narrative nonfiction texts, and] poetry. b) Describe how the choice of language, setting, characters, and information contributes to the author s purpose. g) Identify sensory words. 12

13 The intent of this standard is that students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry. Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. read a variety of fictional texts, narrative nonfiction texts, and poetry. explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text. describe how the choice of language, setting, characters, details, and other information contribute to the author s purpose. identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel. PRIMARY HM Theme 4: Focus on Poetry HM Theme 3: Autumn Poems (Poetry Link) NOTE: Use your school s literacy center and/or library to find appropriately leveled materials for your students use in this poetry unit for both whole group and small group instruction. SUPPLEMENTAL Flip Camera (for videoing oral poetry readings) PowerPoint software (to create PowerPoint of types of poetry) Video clips of poetry readings online Picture Books: Novels: TEACHER NOTES 13

14 Fiction: Context Clues & Author s Purpose Week 3 SOLs: 4.1 a, b, e; 4.4 a; 4.5 a, j 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. e) Use grammatically correct language and specific vocabulary to communicate ideas. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. Students will strengthen their communication skills by contributing to individual and smallgroup discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. 4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. participate effectively in discussions by: o asking clarifying questions; o providing explanations; when necessary; o reflecting on the ideas and opinions of others; and o supporting opinions with examples and details. participate in a range of discussions building on others ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led). give accurate directions by: o identifying the information needed by the listener; o organizing and sequencing the information in a logical way; o explaining or defining any terms that might be unfamiliar to the listener; o articulating the information in a clear, organized manner; and o making connections to previous common knowledge of a group of listeners. participate in a variety of partner and/or group discussions by: o following rules for discussions and assigned partner or group roles; o offering comments that are relevant to the topic of discussion; o asking appropriate questions to solicit knowledge and opinions of others; o supporting opinions with appropriate examples and details; use grammatically correct language. use specific vocabulary to enhance oral communication. 14

15 The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text). use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition. 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. a) Explain the author s purpose. j) Identify cause and effect relationships. Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. PRIMARY HM Theme 3: Heat Wave read a variety of fictional texts explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text. SUPPLEMENTAL ing/authors%20puropse.htm author s purpose website resources explain the author s purpose (e.g., to entertain, inform, or persuade). describe how the choice of language, setting, characters, details, and other information contribute to the author s purpose. identify cause and effect relationships. Picture Books: TEACHER NOTES One Word, Many Meanings Reading Lesson Plan (Enhanced Scope and Sequence, page 187) Novels: 15

16 Fiction: Context Clues & Story Elements Week 4 SOLs: 4.1 a, b, e; 4.4 a, e; 4.5 b, d 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. e) Use grammatically correct language and specific vocabulary to communicate ideas. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. Students will strengthen their communication skills by contributing to individual and smallgroup discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; and supporting opinions with examples and details. participate in a range of discussions building on others ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led). give accurate directions by: identifying the information needed by the listener; organizing and sequencing the information in a logical way; explaining or defining any terms that might be unfamiliar to the listener; articulating the information in a clear, organized manner; and making connections to previous common knowledge of a group of listeners. participate in a variety of partner and/or group discussions by: following rules for discussions and assigned partner or group roles; offering comments that are relevant to the topic of discussion; asking appropriate questions to solicit knowledge and opinions of others; supporting opinions with appropriate examples and details; use grammatically correct language. use specific vocabulary to enhance oral communication. 16

17 4.4.a The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. e) Use vocabulary from other content areas. The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text). use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition. determine the meaning of general academic and content-specific words or phrases in a text. study word meanings across content areas. 4.5b The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. b) Describe how the choice of language, setting, characters, and information contributes to the author s purpose. d) Summarize supporting details. Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. The intent of this standard is that students will continue to read and comprehend fictional texts PRIMARY HM Theme 1: Akiak Explain concepts in fictional texts. SUPPLEMENTAL tclues.html describe how the choice of language, setting, characters, details, and other information contribute to the author s purpose. describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character s thoughts) identify the main idea or theme of a text and summarize using supporting details. Picture Books: TEACHER NOTES Akiak HM website: el1.html Novels: 17

18 Fiction: Character Development and Predictions Week 5 SOLs: 4.1 e; 4.4 a; 4.5 b, i 4.1 The student will use effective oral communication skills in a variety of settings. e) Use grammatically correct language and specific vocabulary to communicate ideas. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. 4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; and supporting opinions with examples and details. demonstrate an ability to work independently and in small groups. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use grammatically correct language. use specific vocabulary to enhance oral communication. use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g., definitions, examples, or restatements of text). use a variety of strategies and word recognition skills to support comprehension. 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. b) Describe how the choice of language, setting, characters, and information contributes to the author s purpose. i) Make, confirm, or revise predictions. Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic develop a variety of comprehension strategies. explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text. describe how the choice of language, setting, characters, details, and other information contribute to the author s purpose. make, confirm, or revise predictions. 18

19 organizers, question generation, and summarization). Students will use reading strategies throughout the reading process to monitor comprehension. Strategies include: o draw conclusions/make inferences about text; and o make, confirm, and revise ongoing predictions. PRIMARY HM Theme 1: Grandfather s Journey SUPPLEMENTAL Picture Books: TEACHER NOTES Novels: 19

20 Fiction: Homophones, Main Idea Week 6 SOLs: 4.1 c, h; 4.4 b; 4.5 c, h 4.1 The student will use effective oral communication skills in a variety of settings. c) Seek ideas and opinions of others h) Demonstrate the ability to work independently Students will strengthen their communication skills by contributing to individual and smallgroup discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; supporting opinions with examples and details. demonstrate an ability to work independently and in small groups. 4.4 The student will expand vocabulary when reading. b) Use knowledge of [roots, affixes, synonyms, antonyms, and] homophones. Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints). use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. 4.5c The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. c) Identify the main idea. h) Draw conclusions/make inferences about text. The intent of this standard is that students will continue to read and comprehend fictional texts Students will learn how to identify major events (main idea) and supporting details. PRIMARY HM Theme 2: A Very Important Day asking appropriate questions to solicit knowledge and opinions of others; supporting opinions with appropriate examples and details; work independently and with diverse teams in a variety of settings. derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here. Explain events in fictional texts. identify the main idea or theme of a text and summarize using supporting details. refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text. SUPPLEMENTAL A Very Important Day 4 th grade skills and main idea Picture Books: Novels: TEACHER NOTES 20

21 Media Messages: Homophones/Dictionary Week 7 SOLs: 4.2 a, b, c, d; 4.3 a, b; 4.4 b, c, d; 4.6 f 4.2 The student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary. b) Listen to and record information. c) Organize information for clarity. d) Use language and style appropriate to the audience, topic, and purpose. The intent of this standard is that students will make formal oral presentations. Students will organize information to make class presentations and reports. Students will listen and take notes from other students presentations. apply basic patterns of organization when preparing an oral presentation. develop the skills necessary for active listening. make oral presentations and reports by: reporting on a topic or text, telling a story, or recounting an experience in an organized manner, using specific vocabulary, appropriate facts and descriptive details to support main ideas or themes; organizing information around a central idea with supporting details and using specific vocabulary; organizing information for clarity; speaking clearly, using appropriate voice level and speaking rate; differentiating formal and informal language and style when appropriate to task and situation (e.g., presentations, small-group discussions); selecting words and phrases to convey precise ideas; using voice inflection for effect; and adding visual displays to presentations when appropriate to enhance development of theme and/or main ideas. use active listening skills by: looking at the speaker; thinking about the main points the speaker is making; and taking notes. 21

22 4.3 The student will learn how media messages are constructed and for what purposes. a) Differentiate between auditory, visual, and written media messages. b) Identify the characteristics of various media messages. The intent of this standard is that students will learn that media messages are constructed for a purpose. Students will examine the following: Audience (Who is the person or persons meant to see the message?) Purpose (Why is the message being sent is it meant to persuade, inform, entertain, sell, or a combination of these?) Auditory media can be heard (e.g., music, radio, speeches, video, etc.). Visual media can be viewed (e.g., television, video, Web-based materials, etc.). Written media includes text (e.g., newspapers, magazines, books, advertising, etc.). identify attributes of a constructed message (i.e., audience and purpose). 4.4 The student will expand vocabulary when reading. b) Use knowledge of [roots, affixes, synonyms, antonyms], and homophones. c) Use word-reference materials, including the [glossary,] dictionary, [and thesaurus]. d) Develop vocabulary by listening to and reading a variety of texts. The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words. Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words. Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints). Students will use word-reference materials to learn new words. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. know the type of information found in word reference materials such as a glossary, dictionary, and thesaurus. access media messages and identify what types of media are used. derive word meaning by using their knowledge of homophones (words that are pronounced the same but are spelled differently and have different meanings), such as read/red, no/know, hear/here. use context to select the applicable definition of a word from a glossary or dictionary. identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning. develop vocabulary by listening to and reading a variety of texts. 22

23 4.6 The student will read and demonstrate comprehension of nonfiction texts. f) Draw conclusions and make simple inferences using textual information as support. During reading, students formulate questions and make and revise ongoing predictions and inferences, using given information. After reading, students confirm or dismiss previous predictions and inferences. Students also summarize content by identifying important ideas and providing details. PRIMARY Theme 2: Media Link: Kids Voting USA summarize key details of informational texts, connecting new information to prior knowledge. identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend. actively ask questions, visualize, make connections, and predict as they read. SUPPLEMENTAL combine information from various places in the text to draw a conclusion. make simple inferences, using information from the text. Picture Books: TEACHER NOTES NOTE: Media Messages is an oral language SOL and will not be on your SOL test according to the SOL test blueprint for fourth grade. NOTE: This week does not have support materials from HM in the form of leveled text for small group instruction. Please make use of your school s literacy center to find appropriately leveled materials for small group reading instruction. Novels: 23

24 Fiction: Suffixes, Supporting Details Week 8 SOLs: 4.1 a; 4.4 b; 4.5 d 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. Students will also refine the skill of conveying accurate directions to individuals or small groups in such a way that others can follow the directions. Emphasis will be on directions for doing things that have a natural sequence or organization. 4.4.b participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; and supporting opinions with examples and details. demonstrate an ability to work independently and in small groups. The student will expand vocabulary when reading. b) Use knowledge of roots, affixes(suffixes) [ synonyms, antonyms, and homophones.] give accurate directions by: identifying the information needed by the listener; organizing and sequencing the information in a logical way; explaining or defining any terms that might be unfamiliar to the listener; articulating the information in a clear, organized manner; and making connections to previous common knowledge of a group of listeners. Affixes are added to root words to form new words (e.g., prefixes, suffixes). Suffixes are added to the end of the root (e.g., short shorten). use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings of words. 4.5d The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. d) Summarize supporting details. The intent of this standard is that students will continue to read and comprehend fictional texts Students will learn how to identify major events (main idea) and supporting details. Explain events in fictional texts. describe in depth a character, setting, or event drawing on specific details from the text (e.g., words, actions, or a character s thoughts). identify the main idea or theme of a text and summarize using supporting details. 24

25 PRIMARY HM Theme 3: Cendrillon NOTE: Use Venn Diagrams to note details. SUPPLEMENTAL Main Idea and Comprehension Suffixes ocabulary/suffixes/ ESS pg Two Column Notes (SOL 4.5d) Picture Books: Novels: TEACHER NOTES 25

26 Fiction: Content Vocabulary, Summarize Supporting Details, Sensory Words Week 9 SOLs: 4.1 f; 4.4 e; 4.5 d, g 4.1 The student will use effective oral communication skills in a variety of settings. f) Communicate new ideas to others. Students will strengthen their communication skills by contributing to individual and small-group discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. 4.4 The student will expand vocabulary when reading. e) Use vocabulary from other content areas. participate effectively in discussions by: reflecting on the ideas and opinions of others; Students will use vocabulary from content areas. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. d) Summarize supporting details. g) Identify sensory words. The intent of this standard is that students will continue to read and comprehend fictional texts Students will also learn how authors craft their purpose and message by the choice of language, setting, characters, and specific information. Students will identify sensory words and describe the effect those particular words have on the reader. PRIMARY HM Theme 3: The Stranger NOTE: Pull weather words from story to serve as content vocabulary (SOL 4.4e) NOTE: Summarize supporting details using graphic organizers for Comprehension Skills Focus: Noting Details. read a variety of fictional texts explain events, procedures, ideas, or concepts in fictional texts, narrative nonfiction texts, and poetry, including what happened and why, based on specific information in the text. SUPPLEMENTAL ESS pg. 189 Sensory Words (SOL 4.5g) ESS pg. 136 Graphic Organizers (SOL 4.5g) ESS pg. 137 Word Splash (SOL 4.4e) communicating new ideas to others determine the meaning of general academic and content-specific words or phrases in a text. study word meanings across content areas. identify the main idea or theme of a text and summarize using supporting details. identify sensory words that describe sights, sounds, smells, and tastes, and describe how they make the reader feel. Picture Books: Novels: TEACHER NOTES 26

27 Narrative Non-Fiction: Introduction of the Genre, Content Specific Vocabulary Week 10 SOLs: 4.1b; 4.4e; 4.5 c, d 4.1 The student will use effective oral communication skills in a variety of settings. b) Contribute to group discussions across content areas. The intent of this standard is that students will continue to develop the skills needed to communicate in a variety of settings. participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; and supporting opinions with examples and details. 4.4 The student will expand vocabulary when reading. e) Use vocabulary from other content areas. (specific content words) participate in a range of discussions building on others ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led). give accurate directions by: identifying the information needed by the listener; organizing and sequencing the information in a logical way; explaining or defining any terms that might be unfamiliar to the listener; articulating the information in a clear, organized manner; and making connections to previous common knowledge of a group of listeners. participate in a variety of partner and/or group discussions by: following rules for discussions and assigned partner or group roles; offering comments that are relevant to the topic of discussion; asking appropriate questions to solicit knowledge and opinions of others; supporting opinions with appropriate examples and details; use grammatically correct language. use specific vocabulary to enhance oral communication. 27

28 Students will use vocabulary from content areas. use the content and structure of a sentence, paragraph, or reading selection to help determine the meaning of an unfamiliar word. use a variety of strategies and word recognition skills to support comprehension. 4.5 The student will read and demonstrate comprehension of [fictional texts,] narrative nonfiction texts,[ and poetry.] Introduce narrative nonfiction as a genre. c) Identify the main idea. d) Summarize supporting details. Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies). PRIMARY HM Theme 1: Finding the Titanic read a variety of fictional texts, narrative nonfiction texts, and poetry. SUPPLEMENTAL determine the meaning of general academic and content-specific words or phrases in a text. study word meanings across content areas. identify the main idea or theme of a text and summarize using supporting details. Picture Books: TEACHER NOTES Note: Use Graphic Organizers to identify facts contained in narrative nonfiction. Novels: 28

29 Non-Fiction: Glossary, Text Structures Week 11 SOLs: 4.1b; 4.4c; 4.6a, g 4.1 The student will use effective oral communication skills in a variety of settings. b) Contribute to group discussions across content areas. Students will strengthen their communication skills by contributing to individual and smallgroup discussions, seeking the ideas and opinions of others and beginning to use evidence to support their own personal opinions. participate effectively in discussions by: asking clarifying questions; providing explanations; when necessary; reflecting on the ideas and opinions of others; supporting opinions with examples and details. 4.4 The student will expand vocabulary when reading. c) Use word-reference materials, including the glossary [, dictionary, and thesaurus.] Students will use word-reference materials to learn new words. know the type of information found in word reference materials such as a glossary, dictionary, and thesaurus. participate in a range of discussions building on others ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led). use context to select the applicable definition of a word from a glossary or dictionary. identify and consult the word-reference material(s), including the glossary, dictionary, and thesaurus, most likely to contain needed information to clarify word meaning. 4.6a The student will read and demonstrate comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital text. g) Distinguish between cause and effect. The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics. identify and use text structures, such as headings, paragraphs, and format, to preview a text and make predictions in order to comprehend. use text features, such as special type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts. understand how written text and accompanying illustrations connect to convey meaning (e.g., charts, graphs, diagrams, timelines, animations). identify cause and effect relationships. 29

30 PRIMARY HM Theme 1: Iceberg Straight Ahead (Science Link) HM Theme 6: Rain Sayings (Language Link) NOTE: Link the ideas and language for this language link to the science/weather vocabulary /content for the weather unit. HM Theme 3: Let s Have a Ball (Dance Link) NOTE: This Dance Link has a timeline- text feature which is rare in the HM series. Creating a timeline would assist students in solidifying their understanding of this type of text feature. NOTE: Use your school s literacy center to find appropriately leveled materials for your students use in this nonfiction unit for small group instruction. NOTE: Use the science and social studies textbooks to provide examples of the glossary and text structure. SUPPLEMENTAL Picture Books: Novels: TEACHER NOTES 30