Pitt County Schools Revised 2010
Pitt County Schools
Grade 4 Reading Instructional Guide
SCOS GOALS OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, SKILLS / RECOMMENDED RESOURCES ASSESSMENT / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONSFirst Nine Weeks
Fluency
· 1.06 – read independently daily:
o increase fluency
· 4.01 – read aloud with fluency
/ Fluency
· 1.06 - How can I use independent reading to increase my fluency? Do I have procedures for practicing fluency? How does fluency contribute to effective reading?
· 4.01 – Does my oral reading reflect the pace and tension of the story? Do I stop for punctuation appropriately? Do I speak in an audible, clear, voice? Do I know how to select a topic based on my independent reading? / Resources
· HM Basal – Back to School
· HM Basal – Theme 1 Selections 1-4, Monitoring Progress, Focus on Genre: Mysteries
· HM Basal – Theme 2 Selection1
· HM Leveled Readers
· see HM Teacher’s Edition for a leveled bibliography (Theme 1 p. 23E-F, Theme 2 p. 15E-F)
· Thinking Maps
· Words Their Way
· Fountas & Pinnell Guiding Readers & Writers Grades 3-6
· Laura Robb Differentiating Reading Instruction
· Laura Robb Notebook Teaching Reading
· Echevarria, Vogt, Short Making Content Comprehensible for English Learners: The SIOP Model
· PCS 28 Instructional Strategies
Assessments
· HM Selection Tests
· Nine Weeks Benchmarks
· Study Island
· DRA
· ISI
· HFW (optional)
/ Fluency
1.06
· Read a variety of text on learner’s independent reading level with accuracy and expression at an appropriate rate
· Read aloud with a partner to monitor rate and expression.
4.01
· Paired Shared reading
· Reader’s Theater
· Reread passages for fluency
· Start with phrases and when to pause
· Provide time for authentic read aloud to practice fluency, expression, volume, and pace (reading buddies with younger students)
· Practice oral reading skills in small groups and during conferences.
· Practice eye contact and voice volume for sharing in small groups and with the whole class.
· Practice grammar and language conventions when sharing information.
Vocabulary
· 1.01 – use word identification strategies
· 1.02 – infer meanings from roots, affixes
· 1.03 – identify key words, meanings
· 1.04 – increase reading, writing vocabulary:
o wide reading
o word study
o know homophones, synonyms, antonyms, homonyms
o know multiple word meanings
o discussions
o examining authors craft
· 1.05 – use word reference materials
· 1.06 – read independently daily:
o build background knowledge
o build vocabulary independently / Vocabulary
· 1.01 – How do I solve for unknown words? Do I look for meaning? Do I look for spelling patterns? What do you do when you come to a word you don’t know? Does the word make sense?
· 1.02 – How does the suffix or prefix change or clarify the meaning of a word? How do I identify the root word? Define the prefix and root words? Discuss how root words change with prefixes and suffixes added and why?
· 1.03 – Do I have established strategies to help me learn new words? How do I find key vocabulary and use context clues to determine the meaning and comprehend text? How can I identify key words? What sentences or elements of text structure help me clarify meaning?
· 1.04 – What strategies can I use to learn new vocabulary words? How do I identify and solve for the meaning of unknown words?
· 1.05 – How do I use reference materials to understand unknown words?
· 1.06 – Do I select books at an appropriate level? Do I select books from a wide variety of genres? Do I use a consistent strategy to build background knowledge and expand vocabulary? How does reading help me build background knowledge? / Vocabulary
1.01
· Establish spelling goals consistent with ISI and HFW
· Use word identification strategies:
o Graphophonic: does it look or sound like other words?
o Syntactic: does it make sense in this sentence?
o Semantic: does it make sense in this context?
· Define unknown words using context clues
· Define unknown words by identifying visually similar words.
· Clarify unknown words by sounding them out, using chunking and phonics strategies.
1.02
· Identify and define prefixes/suffixes in a given word
· Identify and define the root word
· Use new words in appropriate contexts in reading, writing, and speaking.
1.03
· List new vocabulary.
· Define and record new vocabulary in your personal dictionary.
· Use new vocabulary in independently created sentences.
· Determine and comprehend words which are critical in text
· Use graphics such as charts, graphs, graphic organizers, and maps to identify key words
· Keep a vocabulary list of key words in learning log.
· Identify various text features that may contain key words (bold, italics, highlighting, headings, subheadings, captions, etc)
· Use context clues to determine meaning
· Apply new words to appropriate contexts in reading, writing, and speaking
1.04
· Establish goals for increasing academic vocabulary
· Identify unknown words when reading
· Model the way words are used for specific purposes
· Read a wide variety of text from different genres and topics
· Examine spelling patterns, rules and syllabication
· Explore new words and their meanings (semantics) through word study
· Use dictionary skills to locate words and their meanings
· Use a thesaurus to locate synonyms and antonyms
· Explore new words and their meanings through webbing, identifying words in context, bubble maps, root tree (Freyer’s model), etc.
1.05
· Read and record words unknown on sticky notes
· Frayer Model
· Circle Map
· Use the word in a sentence not related to text appropriately
· Teach the word to another person
1.06
· Explain and practice procedures for selecting books
· Justify your book selection to others
· Identify genres
· Record new vocabulary and background knowledge in vocabulary notebook, learning log, science notebook, thinking maps, or using other materials and strategies established by your teacher.
· Explain or demonstrate understanding of your “new knowledge”
Comprehension
· 2.01 – use strategies to comprehend text
· 2.02 – interact with text:
o setting a purpose
o making predictions
o formulating questions
o locating relevant information
o making connections
· 2.04 – identify elements of fiction and nonfiction:
o plot
o main idea and details
o author’s word choice
o figurative language
· 2.05 – make inferences, draw conclusions
· 2.06 – summarize major points
· 2.09 – listen actively:
o paraphrasing
· 3.01 – respond to fiction, nonfiction:
o analyzing authors word choice
o examining characters actions
o examining characters motives
o analyzing differences among genres
o making inferences, drawing conclusions
· 3.02 – analyze plot, characters, events
· 3.03 – consider language with visuals
· 3.05 – analyze graphs, charts, maps
· 4.02 – use oral and written language:
o present information, ideas
o discuss / Comprehension
· 2.01 – Do I monitor my reading to make sure I understand? Do I have established strategies to help me when I do not understand a passage? What do I know about the topic? Why am I reading the text? Can I picture what the author is trying to say? Did I ask myself questions as I read? Did I think about similar experiences? Did I think about the characters feeling? Can I always find the answer in the text? How do I interpret texts to help me understand?
· 2.02 – Why did I select this text? How do I know what this text will be about? Making Predictions- Was there anytime in the book that caused you to feel strongly that something would happen and it didn’t? Formulating Questions- What questions did you ask yourself about the main character as he/she changed throughout the story? Supporting Answers- Choose two characters in the story. Describe their relationship by citing evidence from the book. Seeking Additional Information Research another author’s perspective on a subject. Compare the findings of both authors. Drawing on Personal Understanding- What motivates someone in this selection to do their job? Compare the setting in your book to the time and place in the story that reminds you of where you live? Explain differences and similarities with examples from the text and your life. Making Connections- How is the family in this selection like your family? Is there an event or place in the story that reminds you of another book you read? Did you find evidence of the author’s bias in this selection? Support your answer.
· 2.04 – Can I identify the parts of a story? Can I identify the parts of a nonfiction text? Can I reference the text to justify my opinions about characters and events in the story? Can I select major points and ideas in a summary of fiction and nonfiction? What strategies do I use to determine the plot? What strategies do I use to determine the: main idea and supporting details? Could I restate the text in my own words?
· 2.05 – How do I use the text to make inferences, draw conclusions and make generalizations? What clues in the text help me to draw conclusions and make generalizations? Do my conclusions change as I learn more about the author, character, genre, etc.?
· 2.06 – How do I decide the most important ideas to include in a summary? How do I summarize information in a text? How do I break down the larger ideas in a selection?
· 2.09 – Can I answer the teacher’s questions during Read Aloud? Can I retell another student’s book talk? Can I paraphrase or summarize information presented by the teacher or by another student?
· 3.01 – Do I understand why authors choose particular words? Do I understand that authors have a purpose in writing? Can I reference the text to explain that purpose? What contextual, vocabulary, and structural cues help me understand characters’ actions? How are these characters like characters in other books I have read? What contextual, vocabulary, and structural cues help me understand characters’ motives? How do I know who the “hero” is? How do I identify the “bad guys” in a story?
· 3.02 – How do I find information in the text to help me understand the characters and events?
· 3.03 – How does the author’s language bring the characters to life? How does the author’s language clarify the development of the plot? How does the author’s language evoke a response from the reader?
· 3.05 – How do graphics, charts and maps add to my understanding of the text? What is the role of picture captions in non-fiction book? What strategies do I use to integrate information from graphic, charts or maps?
· 4.02 – How do I present information so that it is clear to the listener? How do I choose which information is important to share in a discussion? / Comprehension
2.01
· Identify and answer “right there” questions.
· Identify characteristics of “author and me” questions.
· Develop author and me questions alone and with small groups.
· Compose answers to author and me questions in your reading journal.
· Make predictions before, during, and after reading.
· Monitor comprehension by asking questions, visualizing, taking notes, making connections, or other teacher-taught strategies.
· Using metacognitive strategies:
o model all strategies using think-aloud
o establish prior knowledge
o identify the text features
o determine the purpose for reading
o visualize the author’s message
· Monitoring comprehension (all of the following strategies are used by good readers; however, the use of each strategy must be explicitly taught):
o identify confusing parts
o reread the text
o ask questions while reading
· Summarize:
o underline the main idea of the passage and cross out unimportant or redundant information
o make a graphic organizer
o read ahead to possibly make confusions clear
· Extend vocabulary:
o identify unknown words
o use context clues to construct the meaning of unknown words
o verify meanings by checking the dictionary, thesaurus, glossary, or other resources
· learn the relationship of unknown words to other words (classification, analogies, metaphors, etc)
2.02
· KWL Chart
· Flow Map the story events
· Tree Map the elements
· Make predictions before reading:
o read the title of the selection
o use background knowledge to predict
· Make predictions during reading:
o What do you think will happen next? Defend your answer.
· Formulate questions:
o What did I learn about _____ as I was reading this book?
2.04
· Guided Reading, Read Aloud, Reader Response Journal, Sharing
· Model through interactive read-aloud and literature studies how authors use themes in their writing- Eve Bunting picture book Smokey Night, The Wall and Fly Away Home
· Model through read aloud that mood is the feeling a reader gets from a literacy work – Bud, Not Buddy by Christopher Curtis
· Retell stories or parts of stories
· Label and identify the purpose of the TOC, glossary, index, etc.
· Mark passages that answer both literal level and inferential questions
· Justify answers by referencing the text.
· Mark passages that provide higher-order texts-to-text connections
2.05
· Read in between the lines.
· Analyze why the author chose the language to create the setting/character
· Make general statements before beginning
· Document phrases that support or decline your statements
· Model the process of inferring, generalizing, and concluding by sharing your thinking with meaningful text that offers the opportunity to form theories. A Sound Like Someone Trying Not To make a Sound by John Irving
· Model with A Blossom Promise by Betsy Byers how to use evidence from the text to understand characters.
· Take cornel notes
o Record note as you read on the left
o On the right side of the paper draw a Thinking Map that will create a visual picture of your thinking process