Curricular Plan for Making Meaning and Making Meaning Vocabulary
Grade 4
Unit 2: Recognizing Text Features (Expository Nonfiction)
3 Weeks
Students should understand and be able to:
Comprehension Focus
·  Students explore expository text features.
·  Students read independently.
Social Development Focus
·  Students learn the procedure for “Think, Pair, Write.”
·  Students analyze the effect of their behavior on others and on the group work.
·  Students develop the group skill of explaining their thinking.
·  Students have a class meeting to discuss partner interactions.
Mentor Texts
·  Digging Up Tyrannosaurus Rex
·  “Tying the Score: Men, Women, and Basketball”
·  “Food for Thought: Cafeteria Menus Shape Up”
·  Italian Americans
Making Meaning
Week 1
Day 1: Read-aloud – Digging Up Tyrannosaurus Rex
·  Pair partners and get ready to work together
·  Introduce and read the story aloud
·  Discuss the reading
·  Reflect on “Think, Pair, Share”
·  IDR: Monitor the students’ reading / Day 2: Strategy Lesson
·  Introduce “Think, Pair, Write”
·  Explore expository text features
·  Share features as a whole class
·  Reflect on “Think, Pair, Write”
·  IDR: Select books and read independently/ discuss reading
·  Extension: Research what students want to know about dinosaurs / Day 3: Guided Strategy Practice
·  Review expository text features
·  Examine and discuss other text features
·  Begin the “Reading Comprehension Strategies” chart
·  Reflect on working together
·  IDR: Monitor students’ reading/write in IDR journals
·  Extension: Write expository text / Day 4: Independent Strategy Practice
·  Review the week
·  Read independently
·  Discuss independent reading
·  Reflect on partner work
·  Extension: List nonfiction texts from daily life
Common Core State Standards
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a Read on-level text with purpose and understanding.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a Read on-level text with purpose and understanding.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a Read on-level text with purpose and understanding.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
RF.4.4a Read on-level text with purpose and understanding.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning Vocabulary
Week 2
Vocabulary Words: reminisce, trim, transform, sidesplitting, enthusiastic, adore
Word-learning Strategies: Recognizing words with multiple meanings, recognizing idioms
Day 1
·  Introduce and define new words
·  Discuss the words
·  Introduce words with multiple meanings
·  Vocabulary activities
More Strategy Practice: Talk about the meanings of trim / Day 2
·  Review the words
·  Vocabulary games / Day 3
·  Introduce and define new words
·  Review idioms
·  Talk about the words / Day 4
·  Review the words
·  Vocabulary activities / Day 5 – Ongoing Review
·  Display the word cards and review words
·  Discuss “Would You?” Questions
More Strategy Practice: Review the prefix in-
Assessment: comprehension of word meanings, use words to explain thinking, enjoyment of learning new words
Common Core State Standards
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. / L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. / L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. / L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. / L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Making Meaning
Week 2
Day 1: Read-aloud – “Tying the Score”
·  Get ready to work together
·  Review recognizing text features and introduce the article
·  Read aloud
·  Discuss and reflect
·  IDR: Monitor the students’ reading/write in IDR journals / Day 2: Guided Strategy Practice
·  Review the article
·  Reread the article and discuss text features
·  Examine and discuss a comparison chart
·  Reflect on how students explained their thinking
·  IDR: Monitor students’ reading
Assessment: expository text features / Day 3: Read-aloud – “Food for Thought”
·  Introduce previewing a text before reading
·  Read the article and discuss
·  Discuss how partners acted responsibly
·  IDR: Get to know students’ reading lives / Day 4: Guided Strategy Practice
·  Review the article
·  Reread and discuss text features
·  Examine a table
·  Discuss what you wonder about the table
·  Reflect on partner work
·  IDR: Monitor the students’ reading/write in IDR journals
·  Extension: Read a news story using investigative questions