Class Sets in Media Center
Love that Dog
George Washington’s Socks
Tales of a Forth Grade Nothing
Because of Winn Dixie
James and the Giant Peach
Where the Red Fern Grows (1 set)
Shiloh (1 set)
And Now, Miguel (1 set)
Little House in the Big Woods (1 set)
Summer of the Swans(1 set)
Dear Mr. Henshaw (1 set)
Velveteen Rabbit (1 set)
A Taste of Blackberries (1 set)
Beezus and Ramona (1 set)
Help I’m a Prisoner in the Library (1 set)
Boxcar Children
The Chocolate Touch (Small Group)
Chocolate Fever (Small Group)
**Other titles/reading levels available in media center** / Media Center Resources
SRA Specific Skills Series: Locating the Answer
SRA Specific Skills Series: Identifying Inferences
SRA Specific Skills Series: Detecting the Sequence
SRA Specific Skills Series: Using the Context
Scholastic Children’s Dictionary (Idioms pg. 638)
Supplemental Resources
STARS
BuckleDown
Ready EOG Samples (DPI)
Junior Great Texts
Balanced Literacy (Kagan)
Cooperative Reading (Kagan)
Cooperative Grammar (Kagan)
Higher Order Thinking Questions L. Arts (Kagan)
Kagan Cubes
Competitive Edge / Comprehension Matters:
· Cause and Effect
· Drawing Conclusions and Making Inferences
· Main Idea and Details
· Context Clues
· Sequence
Formative Assess. Strategies
Strategic Teacher
Developing HOM
Guiding Reading Resources
· A Place for Grace (K) (3.4)
· Adios, Coyote (K) (3.4) (Trickster Tale)
· All About Bugs (K)
· Amazing Hands (K) (3.2)
· Chickens Aren’t the Only Ones (K) (3.6)
· Fire! (K) (2.7)
· Flyers (K) (2.7)
· Forget It! (K) (2.6)
· Good Vibrations: Experimenting with Sound (K) (2.7)
· Helga’s Secret (K) (2.8)
· Is the Wise Owl Wise? (K) (2.4)
· Ming Lo Moves the Mountain (K) (3.6)
· Our Flag (K)
· Penguins (K)
· Shipwreck Saturday (K) (2.4)
· That’s Not My Hobby! (K) (2.1)
· The Blue Mittens (K)
· The Cherokee Little People (K) (2.4)
· The Day Jimmy’s Boa ate the Wash (K) (2.2)
· What Magnets Can Do (K) (3.6)
· Will Power (K) (2.1)
· Animal Tracks (L) (2.8)
· Apatosaurus (L) (5.0)
· Cam Jansen and the Mystery of the Babe Ruth Baseball (L) (3.8)
· Celebrating Art (L) (4.3)
· Fish (L)
· George and the Whopper (L) (3.2)
· Jumping Jack (L) (2.5)
· Kalulu’s Pumpkins (L) (3.1)
· Old Friends, New Friends (L) (2.3)
· Play Ball, Amelia Bedelia (L) (2.3)
· Poles Apart (L) (2.6)
· Rabbits Real Birthday (L) (2.1)
· Rain Forest (L)
· Roller Coaster Science (L) (2.9)
· Solve It! (L)
· Spiders (L) (3.9)
· Stepping Through Time (L) (3.5)
· That Old House (L) (3.9)
· The Big “M” (L)
· The Elves and the Shoemakers (L) (2.4)
· The Mud Pony (L) (3.7)
· This is my House (L) (3.1)
· At 1600 Pennsylvania Avenue (M) (3.1)
· A Mom named Dad (M) (2.8)’’
· All the World Loves a Puppet (M) (3.7)
· Animal Sensors (M) (4.0)
· Jungle Jack Hanna’s Safari Adventure (M) (4.2)
· Boom! (M)
· Buddy: The First Seeing Eye Dog (M) (3.8)
· California or Bust! (M)
· Charlie the Bridesmaid (M) (2.5)
· Firefighters (M)
· Godzilla Ate my Homework (M) (3.2)
· Gung Hay Fat Choy (M)
· It’s All in the Name (M) (4.4)
· Joshua Poole and Sunrise (M) (3.0)
· Mickey’s Secret (M) (2.6)
· New Clues About Dinosaurs (M) (4.6)
· Nine True Dolphins (M) / · One Piece Missing (M) (2.4)
· Out of Bounds (M) (4.1)
· Robert and the Attack of the Giant Tarantula (M) (3.1)
· Rollercoaster (M) (2.6)
· Roses for Anna (M) (3.3)
· Second Grade Friends (M) (3.4)
· Second Grade – Friends Again (M) (3.7)
· Shoe (M) (2.3)
· The Great Escape (M) (3.7)
· The Littles (M) (3.3)
· The Littles Go Exploring (M) (3.5)
· The Littles to the Rescue (M) (3.6)
· The Littles Go to School (M) (3.5)
· The King of the Birds (M) (3.5)
· The Monster is Coming (M) (2.9)
· The Monster’s New Friend (M) (2.2)
· Training a Guide Dog (M) (3.5)
· Yellowstone National Park (M) (5.0)
· The Corn Husk Doll (N)
· Amber Brown is Feeling Blue (N) (4.0)
· Amber Brown Goes Forth (N) (3.7)
· Amber Brown is not a Crayon (N) (3.7)The Case of the Bear Scare (N) (3.0)
· Elves Don’t Wear Hard Hats (N) (3.6)
· School’s Out (N) (4.1)
· Ghost Class (N) (4.0)
· Ghosts Don’t Eat Potato Chips (N) (3.4)
· The Haunting of Grade Three (N) (3.8)
· New Ghoul in School (N) (3.8)
· Robots Don’t Catch Chicken Pox (N) (4.2)
· Stuck in the Middle (N) (3.8)
· Take the Court (N) (4.5)
· Werewolves Don’t Go to Summer Camp (N) (3.8)
· Louis Braille: The Boy Who Invented Books for the Blind (N) (3.8)
· Amber Brown Sees Red (N) (3.7)
· Amber Brown Wants Extra Credit (3.7)
· You Can’t Eat Your Chicken Pox, Amber Brown (N) (3.5)
· Forever Amber Brown (N) (3.8)
· Catwings Return (N) (4.3)
· A Dinosaur Named Sue: The Find of the Century (N) (4.6)
· Do Tornados Really Twist? Questions and Answers about Tornados and Hurricanes (N) (5.3)
· Endangered Animals (N) (4.2)
· Lily and Miss Liberty (N) (3.6)
· The Garden on Green Street (N)
· Oh No, It’s Robert (O) (AR 3.8)
· Karen’s Roller Skates (O) (AR 2.7)
· Teacher’s Pet (O) (AR 4.7)
· Get Ready for Gabi! Who’s That Girl (O) (3.0)
· Get Ready for Gabi! A Crazy Mixed Up Spanglish Day (O) (3.1)
· Pony Pals: A Pony for Keeps (O) (4.1)
· Five True Dog Stories (O) (3.7)
· Good Grief Third Grade (O) (3.6)
· Hilary’s Super Secret (O) (3.7)
· The Adventures of Captain Underpants (P) (4.3)
· Catwings (P) (4.3)
· Racing the Wind (P) (4.8)
· The Spray Paint Mystery (P) (3.3)
4th Grade 4th Nine Weeks ELA
Domain:Standards for Literature (EOG Weight 30-34%)
Cluster:
Range of Reading Level and Text Complexity
Common Core Standards:
4.RL.10 By the end of the year, read and comprehend literature including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Key Vocabulary
Fluency
Complexity
Dramas / Tone
Proficiently / Literature
Poetry / Comprehension
Stories
Habits of Mind
· Finding Humor
· Listening and Understanding with Empathy
· Responding with Wonderment and Awe
· Thinking Flexibly
· Striving for Accuracy / · Thinking/Communicating with Clarity/Precision
· Creating, Imagining, and Innovating
· Remaining Open to Continuous Learning
· Metacognition
Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)
Cluster: Key Idea and Details
Common Core Standard:
4.RL.10 By the end of the year, read and comprehend literature including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
What does this mean? Fourth grade students are capable of reading and understanding a variety of literature in grades 4-5 with assistance provided at the higher end.
Essential Question:
· Why is being able to read proficiently important?
· Why is it important to be exposed to various genres of literature?
Learning Targets (KUD)
K: decode unfamiliar words; strategies to find meanings of new words
U: apply new strategies to comprehend literature; purpose of reading various genres of literature.
D: read literature multiple times and produce an 85% or higher on an AR test
I can:
· read various genres of literature with accuracy.
· read literature for comprehension.
· read literature and discuss what I have learned.
· take an AR test on various genres of literature and score an 85 or higher.
· discuss the purpose of reading various genres of literature. / Criteria for Success for Mastery
Students should be able to:
· READ (various genres of literature with accuracy)
· READ (various genres of literature for comprehension)
· DISCUSS (what I learned from literature)
· EXPLAIN (purpose of various genres of literature)
Suggested Activities
· Students maintain reading journals containing titles of selections, genre, authors, text levels, and other literary elements. Students review journals periodically to monitor for variety with selections and for increased text complexity.
· Students participate in individual conferences with teacher to review goals for the previous grading period and revise or adjust for the upcoming grading period (e.g., goals for genre selections, text levels, fluency). Students record goals in reading logs during grading period.
Domain:
Standards for Informational Text (RI) (EOG Weight 45-49%)
Cluster:
Level of Text Complexity
Common Core Standards:
4.RI.10 By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needs at the high end of the range.
Key Vocabulary
Fluency
Complexity / Tone
Proficiently / Informational Text / Comprehension
Habits of Mind
· Finding Humor
· Listening and Understanding with Empathy
· Metacognition
· Applying Past Knowledge to New Situations / · Thinking/Communicating with Clarity/Precision
· Creating, Imagining, and Innovating
· Gathering Data Through All Senses
Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)
Cluster: Key Idea and Details
Common Core Standard:
4.RI.10 By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needs at the high end of the range.
What does this mean? Students are required to read and understand a wide range of informational texts within the fourth to fifth grade text level efficiently, with assistance as needed at the higher end, by the end of the year.
**MOST INFORMATION BOOKS ARE 0.5 PTS AND SHOULD BE READ MULTIPLE TIMES FOR COMPREHENSION/TESTING**
Essential Question:
· Why is being able to read proficiently important?
· What is the purpose of reading informational text?
Learning Targets (KUD)
K: decode unfamiliar words; strategies to find meanings of new words
U: apply new strategies to comprehend informational text; purpose of reading informational text.
D: read informational text (4.5-up) multiple times and produce an 85% or higher on an AR test
I can:
· read informational texts with accuracy.
· read informational texts for comprehension.
· read informational texts and discuss what I have learned.
· take an AR test on an informational book and score an 85 or higher.
· discuss the purpose of reading informational text. / Criteria for Success for Mastery
Students should be able to:
· READ (informational text with accuracy)
· READ (information text for comprehension)
· DISCUSS (what I learned from informational text)
· EXPLAIN (purpose of informational text)
Suggested Activities
· In reading journals, students answer questions before, during, and after reading to monitor comprehension of texts (e.g., Before – What do I know about the topic?; During – Can I visualize the text?; What can I predict?; After- Can I retell what I read?, What is the main idea?).
· Students participate in individual conferences with teachers to review goals for the previous grading period and revise or adjust goals grading period (e.g., goals for subject matter, text levels, fluency). Students record the goals in reading logs and maintain the logs during grading periods.
Domain:
Reading Foundational Skills
Cluster:
Phonics and Word Recognition/Fluency
Common Core Standards:
4.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context.
4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level texts with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Key Vocabulary
Accuracy
Affix
Context
Text / Decode
Expression
Morphology / Multi-syllabic word
Poem/poetry
Prose / Rate
Root Word
Syllabication Pattern
Habits of Mind
· Finding Humor
· Listening and Understanding with Empathy
· Apply Past Knowledge to New Situations / · Thinking/Communicating with Clarity/Precision
· Creating, Imagining, and Innovating
· Thinking Flexibly
Domain: Reading Foundational Skills
Cluster: Phonics and Word Recognition
Common Core Standard:
4.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context.
What does this mean? Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words.
Essential Question/Prompting Questions:
· Does that sound right?
· Does that look right?
· Does that make sense?
· Look at the word, does it look like …?
· You said …does it look like …?
Learning Targets (KUD)
K: prefixes/suffixes and roots of words; syllable patterns (CLOVER)
U: how prefixes and suffixes change the meaning of words; how syllables affect decoding of words
D: read words with prefixes and suffixes; identify syllables in multi-syllabic words
I can:
· identify syllables.
· identify syllables types.
· read words with prefixes and suffixes.
· understand how a prefix or suffix affects word meaning. / Criteria for Success for Mastery
Students should be able to:
· IDENTIFY (syllables and syllable types)
· READ ( words with prefixes and suffixes)
· UNDERSTAND (how prefix or suffix affect meaning)
Suggested Activities
· Using independent reading texts, students locate and categorize unknown words according to roots and affixes.
· Students practice reading lists of multisyllabic words. For words that present difficulty, students place pencil slashes in the appropriate syllable breaks and reread the words.