Standard:_RL 4.1 3rd Grade RC 2.2/2.3
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesSkills:
· Identify details and examples for “right-there” questions
· Draw inferences
· Cite examples and details to support inferences.
Define:
Inferencing
Details
Examples
Citing evidence
Supporting
Specific/explicit / · Circle map
· Jot dots
· Highlight
· Inferencing map/recipe
· Collaborative conversations/partner talk
· QAR questioning
· Modeling/PDIM
· Sentence stems
--What does the author mean when he/she says ___?
--What details lead you to that conclusion?
--What can you infer from what you have read so far?
--Why do you think that ___? Give an example from the text that supports your thinking. / · Any narrative text
· Anthology stories
· Library books
· Read-alouds
· Short stories
· Fables, fairy tales, folk tales
· Myths
Standard:_RL 4.2 3rd Grade RL 3.2/3.4
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesSkills:
· Understand plot
· Understand characters actions
· Analyze characters
· Underfstand universal themes in stories such as:
--person vs. nature
--love and friendship
--a great journey
--coming of age
--good vs. evil
· Determine the theme or main message of a text
· Cite examples and details to support the theme
· Summarizing
Define:
Theme
Universal Themes
Summarize
Message
Citing evidence/examples / · Thinking maps
· Fiction map
· Character analysis map
· Jot dots/highlighting
· Margin notes
· Cooperative discussions/partner talk
· Character analysis
· Summarizing stories with quick writes
· Modeling/PDIM / · Fables, fairy tales, folk tales, myths, legends from around the world
· Dramas/reader’s theater
· Poems
· Any narrative text
· Anthology stories
· Library books
· Read-alouds
· Short stories
Standard:_RL 4.3 3rd Grade RL 3.3
Describe an in-depth character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesSkills:
· Understand events
· Understand seting
· Understand characters actions, thoughts, words
· Recognize dialogue through quotation marks
· Analyze characters
· Describing in-depth
· Cite examples and details to support description/analysis
Define:
Events
Setting
Actions
Thoughts
Words/dialogue
In-depth description
Citing evidence/examples / · Thinking maps
· Fiction map
· Character analysis map
· Jot dots/highlighting
· Margin notes
· Cooperative discussions/partner talk
· Character analysis
· Writing descriptions with quick writes citing evidence from the text
· Modeling/PDIM / · Any narrative text
· Anthology stories
· Fables, fairy tales, folk tales, myths, legends from around the world
· Dramas/reader’s theater
· Library books
· Read-alouds
· Short stories
· Chapter books
Standard:_RL 4.4 5th grade RL 3.6
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) (See grade 4 Language Standards 4-6 for additional expectations).
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesApplication of Language standards 4-6 in reading:
· Context clues
· Greek/latin roots
· Multiple meaning words
· Reference materials—dictionary, glossary, thesaurus
· Figurative language-simile, metaphor, idiom/adages/proverbs
· Antonyms/synonyms
· Word choice
· Mythological character words
Definitions:
(see above list)
Mythological character words such as Herculean, Achilles, King Midas, Pandora’s Box, etc.) / · Model/PDIM
· Board Language
--separate skill
--use in reading comprehension
· Living chart of mythological character words
· Charts of figurative language
· Charts of Greek/Latin roots
· Charts of synonyms, antonyms, and multiple-meaning words
· Anchor Chart for Strategies (recipe)
· Tabs in smart books
· Text lift tab / · Greek myths
· Reference materials—dictionary, glossaries, thesaurus
· Narrative text
· Anthology stories
· Library books
· Read-alouds
· Short stories
Standard:_RL 4.5 RC 3.1
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, descriptions, dialogue, stage directions) when writing or speaking about a text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefinitions:
Compare/contrast
Poem
Prose
Drama
Rhythm/meter
Alliteration
Symbolism
Theme
Cast
Verse
Stage directions
Setting
Skills
Compare/contrast
Identify the elements of poems, prose, and dramas
Compare/contrast poems, prose, and drama
Explain the differences between poems, prose, and drama / · Model/PDIM
· Anchor charts for each—poems, prose, and drama
· Tabs in smart books/text lift
· Practice reading/reciting
· Collaborative conversations
· Partner talk
This selection can best be described as ___.
Can you explain the difference between a ___ and a ___?
Find an example of how the author uses ___ in this poem/prose/drama.
Show me an example of ____. / · Poems
· Prose
· Dramas/reader’s theater
· Anthology
· Library resources
Standard:_RL 4.6 RL 3.4
Compare and contrast the point-of-view from which different stories are narrated, including the differences between first- and third-person narrations.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefinitions:
Point of view
First person
Third person
Narration
Compare/contrast
Skills:
· Identify who is telling/narrating the story
· Know that the way a person tells a story is impacted by their role in the story
· Know that first person uses I/We
· Know that third person uses he/she, it, or they
· Compare point of view from different stories
· Contrast point of view from different stories / · Modeling/PDIM
· Anchor Charts
· Tabs in smart books
· Text lift tab
· Collaborative conversations
· Partner talk
· Marking evidence of 1st and 3rd person / · Narrative texts to compare/contrast
· Texts that use first and third person
· Anthology stories
· Library books
· Read-alouds
· Short stories
Standard:_RL 4.7 RL 3.4
Make connections between the text ofd a story or drama and a visual or oral presentation of the text, identifying where ach version reflects specific descriptions and directions in the text.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefinitions:
· Visual presentation
· Oral presentation
· Drama
· Story
· Connections
Skills:
· Main idea/details of text/drama
· Compare the text of a story/drama and a visual presentation (i.e., movie, video, stage production)
· Compare the text of a story with an oral presentation and find where it reflects specific descriptions in the text
· Compare the text of a story/drama with a visual presentation and find where it reflects specific details in the text / · Model/PDIM
· Thinking maps (double-bubble)
· Anchor charts
· Tabs in smart books
· Collaborative conversations
· Partner talk
· Marking evidence in text where another presentation reflects specific descriptions found in the text
--How are the text and visual presentation (picture, drawing, video, etc.) the same?
--How are the text and the oral presentation (speech, recording) the same?
--How does the drawing/visual show what the author is saying?
--Does the presentation accurately reflect the story?
--What part of the story or drama is represented by the presentation? / · Narrative texts with visual or oral presentations to compare
· Anthology
· Library books
· Read-alouds
· Short stories
· Movies, dramas, videos, oral presentations
Standard:_RL 4.9 3rd grade RL 3.2/3.4 1.5, RC 2.5
Compare/contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesDefinitions:
Theme
Universal themes
Sequence
Patterns of events
Main message (topic)
Skills:
· Understand themes and universal themes (see RL 4.2)
· Understand topics’
· Understand patterns of events
· Sequence events and find patterns
· Determine the theme or main message of the text
· Understand structure of stories, myths, and stories from other cultures
· Compare different stories / · Thinking maps
· Fiction map
· Jot dots/highlighting
· Margin notes
· Cooperative discussions/partner tlak
· Character analysis
· Model/PDIM
--How is this theme similar/different to other stories we have read?
--Can you see any patterns in the events in the story and other stories we have read?
--How is a myth different than a story?
--How is this version of the story different from the version from (country or culture)? / · Fables, fairy tales, folk tales, myths, legends, and other traditional literature from around the world with similar themes/topics
· Anthology stories
· Library books
· Read alouds
· Short stories
Standard:_RL 4.10
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.
Essential Skills/Concepts / Teaching Notes/Strategies / ResourcesPrerequisites:
Skilled in RI Standards 1-9
Reading Strategies
Skills:
Read with a purpose
Understand what is read
Contribute to the group
Work in partners
Apply RI Standards 1-9
Selecting books to read
Using media to help understand books that are slightly above current reading level
Be motivated to read beyond the classroom
Define:
Independent reading
Level
Range
Media (audio, computer) / · Teaching prompting and support at high end of range
· Explicit instruction in Standards 1-9
· Group reads
· Partner work
· Collaborative Conversations
· Pictorial input charts
· Notetaking
· Reading logs
· Independent reading time
· Reading with a purpose
· Library visits
· Book clubs
· Sharing books
· Field trip to public library / · Any narrative text
· Anthology stories
· Library books
· Read-alouds
· Short stories
· Fables, fairy tales, folk tales
· Myths, legends
· Poetry
· Drama
· Reader’s theater
· Access to library-school, classroom, public
· Book fairs/clubs