4Th Grade SOL-Embedded Lesson Plan

4th Grade SOL-Embedded Lesson Plan

The SOL Embedded Lesson Plan came about after hearing Thomas Santangelo, VDOE English and Reading Specialist, speak about how to place comprehension strategies into the before-during-after framework for reading. He presented the Triple Venn Diagrams below to illustrate the concept. This information led me to create the SOL Embedded Lesson Plan. The first plan is a planning sheet to assure that SOLs are taught to the rigor needed, although not all standards need to be embedded with each lesson taught. The second plan is blank so that teachers can use it to write plans. I hope you find this beneficial to the instruction of your students.

Wilma Brookman, Literacy Specialist, Orange County Public Schools

Additional (K-5) “Triple Venn Diagrams” have been posted to eMediava.org.

4th Grade SOL Integrated BDA Reading Standards Checklist
Date / Group / Book Title / Level / Graphic Organizer
Before / During / After
Set Purpose – Book Summary
Set a purpose for reading. / Word Reading Strategy Focus (model one)
Monitor/Clarify using context
Stuck on a Word
Multi-syllabic Words / Summarize / Main Idea or Theme ID
Fiction - Identify the main idea or theme
Nonfiction – identify important ideas
Activate Prior/Background Knowledge
·  Fiction - Make connections to previous experiences and prior readings to upcoming reading selections
·  Nonfiction – Use prior knowledge and build additional knowledge as context for new learning and to describe relationships between new and previously learned concepts. / Students read silently, while teacher reads with one student, stopping at various points to model/discuss comp strategies below; students give text evidence / Supporting Details ID
Summarize key detail and major events, to support main or important ideas using graphic organizers, outlines, notes
Comprehension Skill/Strategy Stops
(Use reading strategies to monitor
comprehension during reading process) / Compare/Contrast
Compare and contrast texts to include similar themes, topics, patterns of events
Preview / Text Feature Preview
Use text features to preview.
·  Fiction (title, chapter index, table of contents, illustrations, continuous text, paragraphing, dialogue)
·  Nonfiction (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics) / Pg. / Skill/Strategy / Critical Reflection / Fact/Opinion Differentiation
Distinguish between fact and opinion
Visualizing
Actively visualize when reading / Drawing Conclusion
Draw conclusions about text to make meaning using specific details/examples and combining information throughout the text
Questioning
·  Fiction - Ask and answer questions about what is read. Generate questions.
-  Thin – right there
-  Thick –think and search
·  Nonfiction – Actively generate questions to guide reading; formulate questions using given info that might be answered in selection / Analyzing Literary Devices / Author’s Purpose
Explain author’s purpose – entertain, inform, persuade – to include describing how choice of language, setting, character, details, info contribute
Predict
·  Fiction - Make predictions using details from experiences and knowledge that support
·  Nonfiction – use text structures to predict and categorize information / Text Structure
·  Fiction – Using text evidence to …
-  Describe in depth a character, setting or event drawing on specific details (words, actions, thoughts)
-  Understand that narrative nonfiction is based on facts and identify these
-  Identify the problem (conflict) and solution
-  Identify cause/effect relationships
·  Poetry (narrative, descriptive, comparative, cause/effect)
·  Nonfiction
-  Use text evidence to identify/distinguish between cause and effect relationships
-  Read structures that include problem/ solution, compare/ contrast, sequential, description / Text Structure
·  Fiction – Using text evidence to …
-  Describe in depth a character, setting or event drawing on specific details (words, actions, thoughts)
-  Understand that narrative nonfiction is based on facts and identify these
-  Identify the problem (conflict) and solution
-  Identify cause/effect relationships
·  Poetry (narrative, descriptive, comparative, cause/effect)
·  Nonfiction
-  Use text evidence to identify/distinguish between cause and effect relationships
-  Read structures that include problem/ solution, compare/ contrast, sequential, description
Developing Vocabulary / Text Features
·  Fiction (title, chapter index, table of contents, illustrations, bold print, continuous text, paragraphing, dialogue)
·  Poetry (lines, stanzas, verses, forms)
·  Nonfiction – identify/use text features to predict and categorize and understand how they help to convey meaning (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics) / Text Feature Review
·  Fiction (title, chapter index, table of contents, illustrations, bold print, continuous text, paragraphing, dialogue)
·  Poetry (lines, stanzas, verses, forms)
·  Nonfiction – identify/use text features to predict and categorize and understand how they help to convey meaning (title, sub-titles, table of contents, index, glossary, headings, captions, charts, graphs, graphic organizers, pictures, photos, diagrams, bold print, italics)
Connections
·  Fiction - Make connections between texts of a stories or dramas; make connections between visual or oral presentations of texts, identifying where each version reflects descriptions and directions in text.
·  Nonfiction – Actively make connections between prior knowledge and new learning/information / Author’s Craft
Discuss author’s craft to include describing how choice of language, setting, character, details, info contribute
Synthesize Predictions/New Info
Confirm or revise predictions using specific text evidence; identify new info gained from reading and prior knowledge / Figurative Language/ Poetic Devise
Identify sensory words and describe how those have effect on how they make a reader feel
Infer/Draw Conclusions
Combine info from various places in text to draw conclusions/make inferences using text evidence / 1.  Reflect/Respond
Discuss, write summaries, graphically represent
2.  Fluency/Accuracy Practice

W. Brookman, June 2015

4th Grade SOL Integrated BDA Reading Lesson Plan
Date / Group / Book Title / Level / Graphic Organizer
Before / During / After
Set Purpose – Book Summary / Word Reading Strategy Focus (model one)
Monitor/Clarify
Stuck on a Word
Multi-syllabic Words / Summarize / Main Idea or Theme ID
Students read silently, while teacher reads with one student, stopping at various points to model/discuss comp skills/strategies below; students give text evidence / Supporting Details ID
Activate Prior/Background Knowledge / Compare/Contrast
Comprehension Skill/Strategy Stops / Critical Reflection / Fact/Opinion Differentiation
Preview / Text Feature Preview / Page / Strategy / Drawing Conclusion
Visualizing / Analyzing Literary Devices / Author’s Purpose
Prediction
. / Questioning / Text Structure ID
Developing Vocabulary / Text Structure
Text Features / Text Feature Review
Connections / Author’s Craft
Synthesize Predictions/New Info / Figurative Language/ Poetic Devise
Infer/Draw Conclusions / 1.  Reflect/Respond
2.  Fluency/Accuracy Practice
Other

W. Brookman, June 2015