Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarificationof
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Third Nine Weeks Row 1 / 4th Grade Third Nine Weeks Row 1
Fourth Grade – Third Nine Weeks / 4-1.2 Analyze literary texts to draw conclusions and make inferences. / 4-2.2 Analyze informational texts to draw conclusions and make inferences.
Social Studies
4-4.2 Branches of government, (executive, judicial, and legislative, Bill of Rights)
4-4.3 George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, James Madison
4-4.4 See Above Standard
Science
(for the nine weeks)
Weather / 4-6.4 Paraphrase research information accurately and meaningfully.
4-2.5 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information.
4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.
4-6.5 Create a list of sources that contains information necessary to properly credit and document the work of others.
4-6.6 Use the internet as a source of information.
4-6.7 Use vocabulary that is appropriate for the particular audience or purpose.
Writing Workshop
Literary Essays / 4-1.11, 4-2. 9 Readindependently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
- Make inferences from information found in a literary text.
- Evaluate the likelihood of occurrence of a particular event using information supplied in a literary text.
- Make inferences from literary passages.
- Identifies features of charts in informational text.
- Locates and interprets information in a schedule, index, or label.
What inference can you make?
What conclusions can you draw? / Drawing Conclusions
- Inference Cards (Richardson, 235)
- Make inferences about theme(The Comprehension Toolkit, Infer Meaning, p.57)
- Draw conclusions using text elements (table of contents, headings, titles, captions, print styles, white space, etc.) and graphic features (charts, graphs, maps, diagrams, etc.) Forms and Sources of Visual Information T. Stead p. 150 Reality Checks (adapt to fit 4th grade) p. 97 Good Choice
- Using inferred meaning of subheads and title (Infer Meaning,The Comprehension Toolkit, p. 39)
Research
Internet Power Research Using the Big 6 Approach, Wolinsky / Giggling in Church by Donald Graves
Baseball, Snakes, and Summer Squash
The Eagle
Alfred, Lord Tennyson, Knock at a Star, Illustrated by Baker / ☺John, Paul,
George, and Ben, Smith
- Abigail Adams, Wallner
- Independent Dames, What You Never Knew about Women of the American Revolution, Anderson
- We the People, Cheney
- When Washington Cross the Delaware, Cheney
- The Constitution of the United States, Butler
- Bill of Rights
- What is the most likely reason…?
- Based on the poem, the reader can tell that…
- The reader can conclude that…
- The reader can infer that…
- The author probably thinks that…
- Based on the information in the passage, it is reasonable to conclude that…
- Which search words would be best to use when looking for information about _____?
- Which question would led to the most information about _____?
- Which source would provide the best information about different kinds of spiders in the U.S.?
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Third Nine Weeks Row 2 / 4th Grade Third Nine Weeks Row 2
Fourth Grade – Third Nine Weeks / 4-1.1 Analyze the details that support the expression of the main idea in a given literary text. / 4-2.1 Summarize evidence that supports the central idea of a given informational text.
Social Studies
4-4.5 Three-Fifths Compromise, Fugitive Slave Act
4-4.6 Political parties of Thomas Jefferson and Alexander Hamilton
4-4.7 See Above Standard
4-5.1 Westward Expansion, Daniel Boone, Lewis, Clark, Zebulon Pike
Science
(for the nine weeks)
Weather / 4-2.5 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information.
Writing Workshop
Poetry / 4-1.11, 4-2. 9 Read independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
- Restates supporting details in literary text (1 to 3 paragraphs).
- Recognizes details that support the main idea in literary text.
- Recognizes details that support the main idea in passages containing long, complex, or incomplete literary sentences.
- Summarizes complex informational texts.
- Analyzes informational text to identify a title best representing the main idea.
Distinguish the detail that best supports the main idea. / Main Idea
☺Analyze author’s purpose to determine
theme. (use fiction) – (Richardson, p 217.)
☺Analyze author’s purpose to determine
theme. (use poetry)
Central Idea
(Richardson p. 218-219)
- Teacher models how to turn heading into central idea question and students find supporting details while teacher lists them in bullet form.
- Students turn the heading into a question and list supporting details in bullet form.
- Students identify stated central idea. (The heading is the key piece of the central idea.)
- Students infer central idea.
- Summarize - Students select key words from details and combines with the heading to create a summary to support their central idea.
- Students create title to represent central idea.
Lives : Poems About Famous Americans, Illustrated by Leslie Staub
In Time of Silver Rain by Langston Hughes
A Child’s Introduction to Poetry Illustrated by Meredith Hamilton /
- Red Flower Goes West
- Lewis and Clark and Me: A Dog’s Tale
- Explorers of the Frontier
- John Paul, George, and Ben, Smith
- Zen Shorts, Muth
- The passage is mostly about …
- What is the main idea of this story?
- What is the central idea of this article?
- If the article needed a new title, which title would be best?
- According to the passage, why does…what did…who…
- Which detail best supports the main/central idea of the passage?
- Which detail best tells …
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Third Nine Weeks Row 3 / 4thGrade Third Nine Weeks Row 3
Fourth Grade – Third Nine Weeks / 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).
4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). / Social Studies
4-5.2 Manifest Destiny, Louisiana Purchase, Florida Purchase, Annexation of Texas, Northwest Territory Treaty, Mexican Cession
4-5.3 Seminole Wars, Indian Removal Act of 1830
4-5.4 Santa Fe and Oregon Trails
4-5.5 migration
4-5.6 Northwest Ordinance of 1787, the Missouri Compromise, the annexation of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision.
Science
(for the nine weeks)
Weather / 4-2.5 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information.
4-3.3 Interpret the meaning of idioms encountered in texts.
Writing Workshop
Poetry / 4-1.11, 4-2. 9 Read independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. /
- Identifies rhyme as a literary device.
- Recognizes the author’s use of rhyme as a technique to increase the interest of a literary text.
- Identifies extended metaphors in poetry.
- Recognizes examples of alliteration.
- Give examples of similes in literary text.
- Define similes.
Distinguish-analyze, classify, How would you categorize? Can you distinguish between? / Characteristics of Poetry/Figurative Language
- Three Voices An Invitation to Poetry Across the Curriculum by Cullinan, Scala, and Schroder (Stenhouse Publishers)
- Poetry Analysis Lessons
- Teachers may also access the Reading and Writing Poetry Unit of Study for 3rd grade and adapt some lessons.
Bath by Jane Yolen Water Music Photographs by Jason Stemple / ☺A Pioneer
Women Looks
Back, Stahler
- Red Flower Goes West, Turner
- My Name is York, Steenwyk
- Sacagawea, Wright Group
- Sacagawea: Journey into the West, Pattison
- Explorers of the Frontier, Sunelling
- Westward Ho On the Oregon Trail, Wright Group
- Hiawatha, Longfellow
- Love that Dog, Creech
- Which of these is an example of _____?
- (personification,etc…)
- Read these sentences from paragraph 2. (The character) made a poor grade on her math test. “I’m going to fail fourth grade,”she told her Dad. In this sentence, the author uses-
Richardsonrefers to the text The Next Step in Guided Reading, published 2009.