Longview ISDPage 1

4th Grade Unit 1: / Relationships / Suggested Time Frame: / 6 Weeks
TAKS Objectives: / 1, 2, 3, 4 / TEKS: / 4.4A, 4.5F,4.7, 4.8, 4.10A, 4.10B, 4.10C, 4.11, 4.12D, 4.12F, 4.12H, 4.12I,4.15, 4.15F, 4.18B, 4.19A, 4.19D, 4.19E, 4.16B, 4.14A
Unit Overview
Learners build relationships with their peers, with authors and with books. The types of relationships a learner builds affect the way they learn and interact with texts. Readers read to gather information and for personal enjoyment. By building a relationship with the author or characters, readers can glean meaning from the text. The meaning gained from the text can lead the reader to a deeper understanding of himself and others.
Readers that make time in their lives for reading know when meaning is lost, and they seek strategies to resolve the problem. When regularly engaged in texts, readers can also be influenced by the characters and ideas in the text. By making connections to themselves, other texts, and the world around them, readers are building relationships with authors and texts.
Enduring Understandings
  • Readers make time to read and make connections to themselves, the texts they read, and the world around them.
  • When reading fiction, readers develop a relationship with the text through the author and the characters.
  • Readers read a variety of texts for entertainment as well as information.
  • Readers know when meaning is lost and actively seek ways to fix it.
  • Literary character traits can influence the behavior of the reader.
  • Relationships with other people help shape the individual.
/ Essential Questions
  • What are ways to carve out real time for reading?
  • How does observing relationships in books help a reader better understand himself/herself?
  • How does talking with others help a reader understand texts read?
  • What can readers do when reading doesn’t make sense?
  • What can be learned about authors based on the things they write?
/

Writing Purpose

Discovering a writing purpose
Authority List
Journal writing

Focus and Coherence

Sentence to Sentence Connection

Organization

Pre-write and Plan

Depth of Development

Write ideas in detail
Use vivid words

Voice

Determining Voice

Conventions

Five parts of a sentence
Command of the Conventions page 4
Identifying fragments
Command of the Conventions page 4
Capitalization and punctuation
Command of the Conventions page 2
**Mini – lessons are included to ensure all TEKS are taught. Individual teachers should also include specific mini-lessons to meet the individual needs of their students.
Language of Instruction
characterization
character development
plot
dialogue
major ideas
details
supporting evidence
precise
directions and instructions
context
effective reading
draw on experiences
mental images
fact / opinion
generalizations
title
author
illustrator
analyze characters traits
motivations
conflicts
point of view
relationships
outlines / playwright
theater
stage
act
scene
advertisement
customs
central idea
minor character
fluency
instructional level
graphic organizers
effective reading
develop vocabulary
discussion
leader
listening comprehension
literature
journal
passage
prior knowledge
reading strategy
text
Core Vocabulary
character
citizen
companion
encourage / friendship
gentlemen
human neighborhood / praise
pride
peaceful
precious
suspect
Word Wall Words
Word Wall Words will be implemented beginning the third week of the 1st 6 weeks. (See Unit 1B) / Relationships and/or Connections that should emerge
  • Reading is an essential part of our lives that enables us to function in the world in which we live.
  • Reading is an active process that requires much more than just pronouncing words in a given text.
  • Readers make connections with what they read.

Products students will develop
  • Reading Response Notebook: a reader response notebook (spiral) will be developed for readers to keep a running log of their books read, strategies learned, as well as reflections of the reading they do during reading workshop.
  • Classroom Library: Students will participate in organizing some or all of the books that will serve as a classroom library for the duration of the school year.
  • Book Jackets – Focus on Main Idea (incorporate the main idea, a few details, and some characterization)
  • Character Webs – map characters using different types of webs with explicit characteristics as well as inferred characteristics
  • Story Webs – Focus on Main Idea and Details that support them
  • Class newsletters – Focus on Characteristics of Classmates (Get to Know You type letter)
  • Character Study Presentations-students develop an oral presentation with props about a character in a story.
  • Theatrical Productions – focusing on characterization
  • Original Puppet Shows
  • Character Trading Cards utilizing character traits from literature as well as fun facts about the character
  • Wanted Posters –Characters
  • Main Idea Post Cards – The student illustrates the story on one side of the card after they have written the main idea in the message area of the card. On the address section the student will put the title of book with the author.

4th Grade Unit 1: / Relationships / Suggested Time Frame: / 6 Weeks
TAKS Objectives: / 1, 2, 3, 4 / TEKS: / 4.4A, 4.5F,4.7, 4.8, 4.10A, 4.10B, 4.10C, 4.11, 4.12D, 4.12F, 4.12H, 4.12I, 4.15, 4.15F, 4.18B, 4.19A, 4.19D, 4.19E, 4.16B, 4.14A
Unit Overview
Learners build relationships with their peers, with authors and with books. The types of relationships a learner builds affect the way they learn and interact with texts. Readers read to gather information and for personal enjoyment. By building a relationship with the author or characters, readers can glean meaning from the text. The meaning gained from the text can lead the reader to a deeper understanding of himself and others.
Readers that make time in their lives for reading know when meaning is lost, and they seek strategies to resolve the problem. When regularly engaged in texts, readers can also be influenced by the characters and ideas in the text. By making connections to themselves, other texts, and the world around them, readers are building relationships with authors and texts.
Text Resources
Margaret Kilgo or Rigby Leveled Readers:
  • The Human Body
  • The Treehouse Club
Big Books for Shared Reading:
  • Katy's First Day of School
  • Will I Get the Part?
  • Asha in the Attic
  • Native Americans of the Plains and the Eastern Woodlands
  • A Rainbow Year
  • The Rock Band
  • Express Yourself
  • Westward to Oregon
Read Aloud Books:
  • My Rotten Red Headed Older Brother by Patricia Polocco
  • The Pain and the Great One by Judy Blume
  • Honey I Love by Eloise Greenfield
  • Teammates by Peter Golenbock
  • Araboolies by Sam Swope
  • Amazing Grace by Mary Hoffman
  • Uncle Jed’s Barbershop by Margaree King Mitchell
  • Grandpa Never Lies by Ralph Fletcher
  • The Hickory Chair by Lisa Rowe Fraustino
  • Because of Winn Dixie by Kate DiCamillo
  • A Day’s Work by Eve Bunting
  • Amelia’s Road by Linda Jacobs Altman
  • All About Me by Debbie Mackinnon
  • First Day by Margaret Wild
  • The Best School Year Ever by Barbara Robinson
  • Patchwork Quilt by Valerie Flournoy
  • Boy Overboard by Morris Gleitzman
  • Because of Winn Dixie by Kate DiCamello
  • Amazing Grace by Mary Hoffman
  • Yo! Yes? by Christopher Raschka
  • This Is Our House by Michael Rosen
  • Big Book of Families by Catherine and Laurence Anhol
/ Enrichment Workstations
  • Writing station
  • Listening station
Technology & Electronic Resources
For ideas and lesson plans for comprehension strategies:

  • (click on “Teaching Tools”)
    For ideas to help struggling readers:

  • (click on “Struggler Street”)

  • Author websites:
  • International Reading Association
  • Annenberg Media Learner.Org
    This website has video clips of reading communities in classrooms for Texas to Boston to Hawaii. A great place to start to see environment in place and learners engaged in their reading.
Other(i.e., Speakers, Field Trips) / Reading Skills/Processes
□4.7A
□4.7B
□4.7C
□4.7D
□4.7E
□4.7F
□4.8A
□4.8B
□4.8C
□4.9A
□4.9C
□4.9E / □4.10A
□4.10B
□4.10C
□4.10D
□4.10K
□4.11A
□4.11B
□4.11C
□4.14A
□4.14B
□4.14C
Writing Skills/Processes
□4.15A
□4.15B
□4.15C
□4.15D
□4.15E
□4.15F
□4.16A
□4.16B
□4.17A
□4.17B
□4.17C
□4.17D
□4.19A
□4.19B
□4.19C
□4.19D / □4.19E
□4.19F
□4.19G
□4.19H
□4.19I
□4.20A
□4.20B
□4.20C
□4.20D
□4.20E
□4.22A
□4.23A
□4.23B
□4.23C
WRITING MINILESSONS:
Week 1
/ Management of writer’s workshop
Dig up Buried Stories Fletcher I-4
Creating a topic list of people and relationships linked to events
Week 2
/ Create an Authority list I-1
Free Write for Specifics I-12:
Week 3
/ Find Your Focus D-30
Using Supporting Details I-17
 Simple Sentence Structure
  • Declarative
  • Imperative

Week 4
/ Use a Thematic Focus D-15
Use a Time Focus D-16
Simple Sentence Structure
  • Interrogative
  • Exclamatory

Week 5
/ Use Verbs That Describe Action
L-23
Use Precise Nouns L-22
Use Choice Adjectives L-21
Week 6
/ Edit with a Checklist P-10
Be Aware of Words You Commonly Misspell P-8
Fix Spelling Errors P-11
/

Graphic Organizers

/ Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
EChecklists/ Rubrics
Constructed Response
  1. TEKSCheck
  2. Open-ended
    R2R
  3. Essay
  4. Research Paper
  5. Log / Journal
  6. Story / Play / Poem
  7. Model / Map / Video
  8. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test

4th Grade ELA 1st Six Weeks Summary

2007-2008

In this brief summary, dates will fluctuate according to your students, calendar, and special events.

Relationships

August 27th – October 3rd

August 27 – 31, 2007
Establish rules and routines
September 4 – 7, 2007
Characterization
  • Character traits
  • Character motivations
  • Conflicts
  • Resolutions/conclusions
  • Point of view
  • Literary language
  • Changes in character
  • Cause/effect relationships
  • Compare/contrast characters
Evaluate visual image makers
  • Including graphic artists, illustrators, news photographers
Genres
  • Including biographies, historical fiction, informational text, and poetry
September 10 – 14, 2007
Characterization
  • Character traits
  • Character motivations
  • Conflicts
  • Resolutions/conclusions
  • Point of view
  • Literary language
  • Changes in character
  • Cause/effect relationships
  • Compare/contrast characters
Main Idea
  • Stated or implied
  • Main idea of passage or paragraph
  • Text support to substantiate
/ September 17 – 21, 2007
Main Idea
  • Stated or implied
  • Main idea of passage or paragraph
  • Text support to substantiate
Making Generalizations
  • A specific statement about a group/class of persons, places, things, or events
  • A statement/generalization about the future = predictions
  • A statement about what happened = cause/effect
September 24 – 28, 2007
Making Generalizations
  • A specific statement about a group/class of persons, places, things, or events
  • A statement/generalization about the future = prediction
  • A statement about what happened = cause/effect
Fact/Opinion
  • A fact statement contains no value language
  • An opinion statement contains value language
October 1 – 3, 2007
Spiral review of all concepts for the six weeks.
***Every week should feature lessons utilizing graphic organizers***
*Venn diagrams
*Webs
*Outlines
*Timelines
*Charts/Graphs
*Maps (Using Legends)

On-going TEKS must be taught throughout the six weeks.

8/27/2007DRAFT 3