McKinney ISD Instructional Planning Guide – Reading & Writing
1st Quarter 2012-13 Grade Level- 4th
Week 1- Reading: Launching the Reading Workshop
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
2.a Determine the meaning of grade level vocabulary from root words (greek, latin)3.a Summarize and explain the lesson or message of a work of fiction and its theme
5 Describe the structural elements particular to dramatic literature
7.a Understand literary nonfiction and provide text evidence to support claims and explain point of view
9.a Read independently and paraphrase information maintaining meaning and logical order (participate in book talks)
29 Teamwork
Students will set up their reading response journal.
They will need a composition notebook or a spiral for this purpose. This journal is a place for notes, responses to reading, drawings, etc. This tool is an excellent way for students to be meta-cognitive about their reading life. / ELPS:
1c – Use strategic learning techniques to acquire basic vocabulary
3e – Share information in cooperative learning interactions
4k – Demonstrate comprehension and expand reading skills by employing analytical skills. / E5—
--Observation
--Reading Response
Journals
--Verbal Responses / E1-The purpose of language, as a system, is to create meaning.
How are texts in a genre defined?
What elements determine a text’s genre?
What is the difference between fiction and non-fiction?
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
Connect ED
(set up students & classes)
HMH - The Write Source Online
(set up classes) / Fiction
Non Fiction
Expository
Informational
Genre
Workshop
Plot
Characters
Setting
Topic
Set up a vocabulary routine
E2, E3, E4-SAMPLE LESSONS: Week 1 – Reading: Launching the Reading Workshop
Day 1Welcome to the Reading Workshop /
E2 - Ask students to define “workshop” Allow time to-think-pair-share. Students will work together create a class list of places that could be considered workshops in the real world (offices, car mechanic shops, hospitals, etc.)
E3 - Explain that students will be engaged in reading workshop this year. Using their previous definition and examples, have the students work together to decide what “reading workshop” is and what it most likely looks like/sounds like. Discuss the different elements of reading workshop and explain briefly the goal of each (lit. circles, mini-lessons, independent reading time). Make a chart of the components of the workshop model.E4 - Unit 1, Teacher Manual, S32, “Reading Interest Survey” Ask students to complete this survey and take them up for your review.
**This would be a good day to have students personalize their reading response journal. Students may use a composition notebook or a spiral for this purpose. You may have the students bring pictures from home of themselves. You may want students to use magazines or favorite book title covers for this purpose. The idea here is to make the RRJ = reading response journal a personal journey.
Day 2
Smart Start
What is a Genre? / E2 – Write the word “genre” on the smart board or white board and ask students to define this word in their RRJ. Explain the definition of Genre: a French word meaning type or kind. Genres are a classification system formed to provide a way of talking about the characteristics of texts.
E3 – Discuss the types of genres with students: Review Genre Posters (on wiki)
As the teacher discusses each genre, he/she should show a book title that matches the genre.
E4 – Students will complete the TT Student Practice Page, S 31 “Genres”
Day 3
Texas Treasures – Smart Start / E2 – Introduce students to the features of fiction and narrative text. Use a plot structure graphic to ensure that students understand the way fiction is written. Use Texas Treasures upg. S15 Discuss: character, setting, plot, theme, point of view.
E3 – Read books such as: Miss Smith’s Incredible Storybook by: Michael Garland
or Miss Smith Reads Again by: Michael Garland
*or any short picture book that introduces fiction as a story structure.
E4 – Allow students to have a discussion about their favorite fiction book. Answer this question: What makes this book your favorite fiction book?
Make an authority list of favorite fiction or narrative books in their reading journal.
Day 4
Texas Treasures – Smart Start / E2 – Introduce students to the features of non- fiction and informational text. Use Texas Treasures SMART START to discuss this genre. TTupg. S17 Discuss: features of non-fiction or expository text. Have students complete the student upg. S37. Ask students to fill in the 5 text structures for informational text.
E3 – Read books such as: Celebrating the Powwow by: Bobbie Kalman
or Wikiups or Tepees by: June Preszler
or Texas by: Holly Saari
**To ensure complete alignment with ss curriculum try to choose an American Indian book that has non-fiction text features.
E4 – Allow student to have a discussion about their favorite non-fiction book. Answer this question: What is an interesting topic that you would like to read more about. Ask students to make an authority list of favorite expository topics in their reading journal.
Day 5
Texas Treasures – Smart Start
Good Readers Think
Write
About their Reading / E2—Ask students: “To really understand and enjoy what you’re reading, what kind of things should you do?” Allow time for students to share their thoughts.
E3—Discuss what good readers do: visualize, have internal conversations, form opinions about ideas and actions, ask questions, make connections). Make an anchor chart.
Read books such as: Bubba the Cowboy Prince by: Helen Ketteman
or The Cowboy and the Black- Eyed Pea by: Tony Johnston
Read these aloud while modeling good reading habits.
E4 - Continue the Reading Response Journal. Tell students that this year they will have the opportunity to write about the thoughts they have in their heads while reading. Model an entry based on the book just read.
uTexas Treasures Resources:
· Teacher’s Resource Book, page 152-157, Reader Response sheets
· Teacher’s Resource Book, page 170, Reading Response Rubric
· Unit 1, Teacher Manual, S19-S20, “Reading Strategies”, mini-lesson
Week 1 - Writing: Launching the Writing Workshop
ELAR TEKS: Student Expectations
/ESL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
17 Write personal narratives15.a Generate ideas – first draft- by selecting a writing genre for intended meaning
At fourth grade our students are asked to write for STAAR. In order to succeed in this endeavor they must view the world as writers and keep writing notebooks; use writing notebooks to generate and collect ideas; take ideas through the writing process; tell, draw, and write stories from their lives; write focused personal narratives; work independently and with others.
/ ELPS:
1h – Develop and expand repertoire of learning strategies
2c – learn basic/ academic vocabulary heard
5g – Narrate with increasing specificity and detail / E5-
Observation
Discussion/Brainstorming
Writing Pre-assessment
Save this writing sample for a BOY sample in the student’s portfolio.
Summer Story
Pre-assessment / E1-
Language is intentional – a tool for processing and communicating one’s ideas about the world.
What do your students know about writing a composition?
How to determine beginning, middle, and end.
How do you properly set up your paper to write?
Science & Social Studies Integration / Web 2.0 Tools/ Apps / Vocabulary
/ www.misdelar.wikispaces.com
HMH – The Write Source Online / Writer’s Workshop
Journal
Title
Beginning
Middle
End
Confer
Revise
E2, E3, E4-SAMPLE LESSONS: Week 1 – Writing: Launching the Writing Workshop
Day 1Welcome to the Writing Workshop / E2—Ask students what the following words make them think of: horrific, recess, homework. Ask: Do the words make you feel a certain way? Discuss with students the power of words. Ask students what makes some writers “good” and why. Discuss important elements of writing: voice, conventions, creativity, details, etc.
E3--Discuss with the students what they did over the summer. Talk about fun, exciting, sad, etc. events that may have occurred. Share your own summer activities with the students. Model the brainstorming process aloud, using your own examples. Narrow down the original topic and your story ideas so that students will begin to understand the importance of “telling a lot about one event instead of a little about a lot.” (Example: If you are writing about Six Flags, talk about the one thing that is the best about it--roller coaster. The entire story should be about the roller coaster.) Reinforce that stories need a beginning, middle, and end.
E4--Give notebook paper to every student. Discuss the correct way to write on notebook paper: holes on the left, title on blue line, skip a line, indent for a paragraph, write red line to red line. Students will need to know this for Day 2. Students should title their story today.
Day 2
Summer Story / E2—Ask: Have you ever chosen a book just because of its title? Discuss with students how and why they choose certain books. Ask students to remember a few “catchy titles” that they have seen.
E3—Share story titles students wrote on Day 1. Discuss the really good examples. Ask students to think about what makes them good. Discuss. Share your teacher model title with the students. Ask the students what they think of your title. Allow students to work together to think of new titles for their paper. Encourage them to take risks and to choose a title that is catching to a reader.
E4--Students work independently to write the beginning of a story about their summer. Walk around and conference with students to help them understand narrowing down, how to write on notebook paper, and idea of beginning, middle, and end.
**Be sure to continue writing your own model paper.
Day 3
Getting a Visual / E2-- Remind students how to write on notebook paper. Ask: What is a detail? Discuss the importance of details, define what details are, and how they can add meaningful details to stories.
E3--Ask the students to close their eyes and picture what they are writing about. Visualize the place, people, noises, smells, etc. Students should pair up or turn to a neighbor and take turns describing what each visualizes/remembers.
Each partner should guess what the other is describing. Remind students that these details need to be in their papers.
Be sure to model your example paper for better student understanding.
E4--Allow students more time to continue writing their summer stories. Be sure to walk around and confer as needed with students. Remind students of beginning, middle, and end. Reinforce the importance of indenting paragraphs.
**Be sure to continue writing your own model paper.
Day 4
The End / E2—Review Days 1, 2, and 3. Ask: Have you ever read a story or watched a movie that left you “hanging?” The story didn’t leave you feeling satisfied?
E3—Explain different types of story endings such as “lesson learned,” “happy ending,” “sad, but true,” “surprise,” or “summary.” Explain how to make an ending interesting. Share the ending of your model paper. Have the students discuss in groups what was good about your ending and why. Allow the students to verbalize how they might end their individual stories. Walk around and share ideas with students. Tell students that accomplished writers do NOT need to write The End. The reader knows your story is over if you have a good ending…and because you’ve stopped writing.
E4-- Allow students more time to continue writing their summer stories. Be sure to walk around and conference as needed with students. Remind students of beginning, middle, and end. Allow time to reinforce the importance of indenting paragraphs. Ensure that each student has chosen a way to end his/her story.
Day 5
Summer
Storytelling / E2—Ask for 3 student volunteers to come up to the front of the class. Ask the student volunteers to model BAD listening behavior and manners. Read one paragraph of any book while volunteers model. Discuss.
E3-- Explain the importance of sharing work, how to be a good listener, and how to give positive feedback. Brainstorm positive feedback examples. Make an anchor chart.
Allow students time to share their stories. Do not force anyone to share that does not want to read his/her work aloud. Remind students to listen carefully and be a good audience.
E4--Allow students to draw a picture to illustrate their summer stories. This will be the closing and provide a visual for their writing. The picture should depict what is in the story. This “summer story” will be a pre-assessment of the student’s writing. The teacher will use it to begin a writing portfolio with the students. The teacher will make individualized instructional decisions about the student as a writer from this paper.
**This is great to hang up for curriculum night.
This would be a great day to set up the student’s writing binder. Students need a writing binder that has sections such as:
· Organizers
· Vocabulary
· Narrative Stories
· Expository Essays
· Traits
**This is a teacher led decision. You must set up the writing binder so that each step of the writing process is supported by practicing writers. Students need to retain copies of their own papers so that they can review previous writing and grow from it.
Week 2- Reading: Launching the Reading Workshop
ELAR TEKS: Student Expectations
/ELL Resources
/Assessment/ Product
/Enduring Understandings-
Essential Questions
Establish a purpose for reading- fiction2.b Use context clues to determine the meaning of unfamiliar/ multiple meaning words (word work)
2.e Use dictionary/ glossary to determine meaning of words
3.a Summarize and explain the lesson or message of a work of fiction and its theme
3.b Compare/ contrast the exploits of characters in classic literature – in literature circles
9.a Read independently and paraphrase information maintaining meaning and logical order (participate in book talks)
Figure 19 b- Ask questions / ELPS:
1c – Use strategic learning techniques to acquire basic vocabulary
3e – Share information in cooperative learning interactions