Teacher Name : Teresa Pollock Subject : Reading Start Date(s): May 4, 2014 Grade Level (s): 4th Building : HEMS
Unit PlanUnit Title: Summarize
- Essential Questions:
- How do strategic readers create meaning from informational and literary text?
- What is this text really about?
- How does interaction with text provoke thinking and response?
E04.B-K.1.1.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
E04.C.1.1.2 - Provide reasons that are supported by facts and details.
Summative Unit Assessment :
Summative Assessment Objective / Assessment Method (check one)
Students will find the topic, look for important ideas, and restate the topic and important ideas in their own words. Students will combine information to come up with a new idea or conclusion. Students will look at the words around an unfamiliar word and think about clues they give to the words meaning. Students will recognize and identify compound words from among a group of words. / ____ Rubric ___ Checklist __x__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Day / Objective (s) / DOK LEVEL / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
1 / Students will view anchor videos to activate and extend prior knowledge about bullying.
Students will formulate questions using simple and compound sentences. / 1
2
3 / Interactive Instruction - Play the anchor video for Bullies Beware.
Use Idea Wave to have students share reasons about why some people bully each other. Record responses on a word web. Have students practice with response frames before sharing with the whole group. / W
S / Video, computer, speakers, white board / Formative- Students will share their responses orally with the class using response frames correctly.
Summative-
Student Self - Assessment-
2 / Students will define new academic vocabulary and generate examples to reinforce meaning. Students will practice Choral Reading and Partner Cloze. / 1
2 / Direct Instruction - Model fluent reading using Oral Cloze to read aloud the introduction. Reread the introduction using Choral Reading.
Interactive Instruction - Students reread the introduction using Partner Cloze. Pronounce and explain meaning of vocabulary words. Discuss examples. Use Think- Pair- Share and response frames to structure answers. / W
S / Read 180 Book / Formative- Students will write responses in rBook
Summative-
Student Self - Assessment-
3 / Students will read a letter three times to develop fluency and summarize an aspect of the text. Students will organize information to summarize a letter. / 1
2 / Direct Instruction - Model fluent reading using Oral Cloze to read the letter aloud. Use response frame to share key idea. Introduce target word “insist” React and write giving details to support answer.
Interactive Instruction - Think-Pair –Share with response frame to find topic. Reread using Choral Reading, Partner Cloze. Students find details about the topic. / W
S / Read 180 Book / Formative-Write Topic and Details in rBook.
Summative-
Student Self - Assessment-
4 / Students will read a magazine article three times to develop fluency. Use text marking to identify a topic and supporting details in sections of an article. Draw conclusions from reading a magazine article. / 1
2 / Direct Instruction - Model fluent reading using Oral Cloze to read the article aloud. Use response frame to share key idea. Introduce target word “physical” React and write giving details to support answer.
Interactive Instruction -Think-Pair –Share with response frame to find topic. Reread using Choral Reading, Partner Cloze, and ask students to find details about the topic. Combine all information to formulate a new idea. / W
S / Read 180 Book / Formative- Write the topic and underline two details about the topic. Write response to Critical Reading question.
Summative-
Student Self – assessment -
5 / Students will use a graphic organizer to identify the topic and important details in a magazine article. Summarize the topic and important details of a magazine article. / 1
2 / Direct Instruction - Model fluent reading using Oral Cloze to read the article aloud. Use response frame to share key idea. Introduce target word “nervous” React and write giving details to support answer.
Interactive Instruction - Think-Pair –Share with response frame to find topic. Reread using Choral Reading, Partner Cloze, and ask students to find details about the topic. / W
S / Read 180 Book / Formative- Complete the graphic organizer with the Topic and important details from the article.
Summative-
Student Self - Assessment-
6 / Students will read a life skills feature article three times to develop fluency. Use text marking to identify a topic and supporting details in sections of an article. Review sequence of events with signal words. Analyze information from a life skills feature article. / 1
2
3
4 / Direct Instruction - Model fluent reading using Oral Cloze to read the article aloud. Use response frame to share key idea. Introduce target word “injure” React and write giving details to support answer.
Interactive Instruction - Think-Pair –Share with response frame to find topic. Reread using Choral Reading, Partner Cloze, and ask students to find details about the topic. Peer partner Learning. / W
S / Read 180 Book / Formative–
Summative-
Student Self - Assessment--Peer Partner Learning - Students will explain three types of bullying to their partners
7 / Students will discuss a text using complete sentences and formal English. Students will use academic vocabulary in complete sentences and practice previously taught words. / 1 / Direct Instruction – Have students use this frame to share an important idea from the text. Pronounce insist and explain its meaning. Model a response for the example. Have students share additional ideas. Move on to second example. / S / Read 180 Book / Formative – Individual oral response
Summative -
8 / The students will apply strategies to summarize the topic and important details of a life skills a
Feature. Students will read and interpret information in a bar graph. / 1
2 / Direct Instruction - Model fluent reading using Oral Cloze to read aloud the introduction. Reread the introduction using Choral Reading.
Interactive Instruction - Students reread the introduction using Partner Cloze. Pronounce and explain meaning of vocabulary words. Discuss examples. Use Think- Pair- Share and response frames to structure answers.
Text feature: Reading a Bar Graph: review features, Title, Legend, Bars. Guide students to answer questions about the bar graph.
Use RED Routine 9 Summarize. Students summarize “The Bullies Victims” after finding the topic and important details. / W
S / Read 180 Book / Formative – Students write a summary about the types of children that get bullied. Students will answer questions about bar graph.
9 / Students will synthesize information from a life skills feature. / 1
2
3 / Critical Reading: Synthesize. Students will combine information from other sources to come up with a new idea. They should consider giving evidence from their own experience. / S / Read 180 Book - 101 / Formative – students use the response frame to discuss and respond to question.
10 / Students will Identify meanings of compound words by analyzing their parts.
Determine word meanings by analyzing context clues.
Participate in a group discussion to explain and elaborate on responses to academic vocabulary tasks.
Review and use academic vocabulary in speaking and writing.
Express word meanings using context clues and compound words intext clues. / 1
2 / Word Analysis
Direct Instruction
Teach the meanings of context clues and compound words.
Discuss examples and have students complete items 2 and 9 on page 102 and page 103.
Take the Word Challenge
Have students complete the Word Challenge independently or in pairs.
Small Group
Discuss students' responses to the Word Challenge.
Guide students to use Think-Pair-Share to discuss examples for context clues and compound words.
Have students rate their knowledge of the Target Words to compare to their initial ratings on page 91. / W
S / Read 180 Book / Summative - students create a word web for "Compound Words With Over." Provide the word part over. Have partners form compound words that include over, record new words in the web, and discuss the meaning of each compound word.
11 / Students will understand the purpose and form of an opinion essay.
Analyze and mark the introductory statement, topic sentence, and conclusion of an opinion essay.
Identify the focus statement in an introduction.
Identify supporting facts and evidence.
Identify linking words and phrases in text / 1
2 / Explain the purpose of an opinion essay and give examples.
Read aloud the student model on page 104 and guide students to analyze and mark its parts.
Guide students to think about the purpose and form of an opinion essay.
Support students to analyze the three parts of an opinion essay: introduction, body, and conclusion. / W
S / Read 180 Book / Summative – student partner pairs complete activities on p 105 together. Review responses and clarify any areas of confusion
12 / Students willIdentify the audience and the purpose for writing an opinion essay.
Prewrite by collecting reasons, examples, and facts to support the opinion.
Organize ideas by completing an outline.
Discuss ideas for writing using formal English.
Articulate the opinion and reasoning of an opinion essay. / 1
2 / Read aloud the writing prompt on page 106.
Guide students to identify the writing type, audience, and purpose.
Support students to brainstorm, record, and discuss ideas for writing.
Guide students to record and state the topic for their opinion essays using Idea Wave.
Articulate a Focus Statement With a Partner
Provide a frame to support students with writing their focus statements. Have students complete the frame and read it aloud to a partner.
Bullying is _____ , but I think that _____ because _____. / W
S / Read 180 Book / Summative - students write the focus statement (p. 107)
13 / Write a draft of an opinion essay that includes an introduction, evidence, linking words, and a conclusion.
Use a rubric to assess and revise an opinion essay.
Collaborate with a partner to discuss writing feedback using formal English.
Choose words that convey ideas precisely. / 1
2 / Discuss, model, and practice choosing precise words.
Have students use Think-Pair-Share and one of the precise words to write a detail sentence for their opinion essays.
Have students complete a first draft.
Evaluate
Model how to use the writing rubric as the basis for revision (SAM Keyword: Revision W4).
Have partners use the Peer Feedback routine to self-assess and then assess each other's work on page 109.
Discuss
Have partners share feedback and provide time for students to revise their drafts. / W
S / Read 180 Book / Students rate their own essay and then their partner’s essay.