Grade 4
Unit 1: Building a Reading Life TABLE OF CONTENTS
Unit 1 Table of Contents
Building a Reading Life
Section / Page #- Unit Goals and Standards
- Unit 1 at a Glance
- English/Spanish/Russian Monthly Planner
- Assessment Checklist
Lesson / Lesson Title / Page #
Lesson 1 / Readers reflect on their reading experiences in order to build their reading lives. / 11-13
Lesson 2 / Readers take care of their reading lives by setting reading resolutions. / 14-17
Lesson 3 / Readers grow as readers by reading good fit books voraciously. / 18-20
Lesson 4 / Readers read faster, stronger and longer by using the tips they have learned throughout their reading lives. / 21-24
Lesson 5 / Readers choose to read themselves awake by reading with expression and making meaning of the text. / 25-27
Lesson 6 / Readers recognize when comprehension breaks down and they re-read to figure out what is happening. / 28-30
Lesson 7 / Readers form a relationship with their books and read them as if they are gold. / 31-33
Lesson 8 / Readers entice others to read books by summarizing without revealing it all. / 34-37
Lesson 9 / Readers are responsible for their reading lives by keeping a constant supply of good fit books. / 38-39
Lesson 10 / Readers solve unknown words by reading forward to try and figure out what they mean. / 40-42
Lesson 11 / Interdependent readers share their reading lives with others by interviewing each other to learn about their reading histories, interests and hopes. / 43-45
Lesson 12 / Readers build reading relationships with others by talking about the books they read and sharing their feelings about what happened in their story. / 46-48
Lesson 13 / Readers keep the big picture of a story in their minds, by retelling the important events. / 49-51
Lesson 14 / Readers implement synthesized retellings by constantly switching between past and present events from their story.(parenthetical speaking) / 52-54
Lesson 15 / Reading partners grow brilliant ideas by listening to each other with their minds and hearts open. / 55-57
Fourth Grade Reading Unit 1
Unit of Study Planning Template
Unit: Building a Reading LifeGoals:
(These should align with Essential Questions. Each goal is developed in the following planning pages- one per goal.) / ●Readers make reading lives-creating reading resolutions, finding just right books, reading faster, stronger, longer, and awakening ourselves to text.
● Readers make texts matter-holding tight to meaning, building relationships with books, creating a buzz about books, and choosing texts that matter.
●Readers bring together reading lives, texts that matter and partners.
Essential Questions:
(These should be aligned with Goals.)
Standards: / 4.RL.1 Refer to details and example in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.(minilesson 8, 13, 14, 15)
4.RL.4Determine 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).
4.RL.10By 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.
4.L.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. (minilesson 8)
- Choose words and phrases to convey ideas precisely.*
- Choose punctuation for effect.*
4.SL.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topicsand texts,building on others’ ideas and expressing their own clearly. (minilesson1, 2, 8, 11, 14, 15)
- Come to discussions, prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
4.SL.3 Identify the reasons and evidence a speaker provides to support particular points. (minilesson 14, 15)
4.SL.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
4.RF.4Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Read grade-level (text) prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Key Vocabulary: / Voracious, synthesis, entice, interdependent, infer, comprehend, summarize, retell, resolution, parenthetical, companions, expression, pertinent, revealing, interview, implement, synthesized retellings
Anchor Texts: / Stone Fox, John Reynolds Gardiner
Sahara Special, Esme Raji Codell
Thank You, Mr. Faulker, Gracias Sr. Faulker by Patricia Pollaco
Oliver Button is a Sissy, Oliver Button es una nena by Tomie de Paulo
Hey, Little Ant, Oye Hormiguita by Phillip & Hannah Hoose
Pink and Say, Pink y Say, Patricia Pollaco
Other Resources: / You Tube videos of Reading Rainbow
Assessment: / FORMATIVE / SUMMATIVE
(Including CCSS performance task.) / Checklist
Running Records
Anecdotal notes / DRA
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Grade 4
Unit 1: Building a Reading Life TABLE OF CONTENTS
Unit of Study At A Glance Planner
UNIT 1: Building a reading lifeGOAL:
Readers make reading lives-creating reading resolutions, finding just right books, reading faster, stronger, longer, and awakening ourselves to text. / GOAL:
Readers make texts matter-holding tight to meaning, building relationships with books, creating a buzz about books, and choosing texts that matter. / GOAL:
Readers bring together reading lives, texts that matter and partners.
MINILESSONS: / MINILESSONS: / MINILESSONS:
- Readers reflect on their reading experiences in order to build their reading lives. (20-21, 29)
- Readers take care of their reading lives by setting reading resolutions. (20-21, 29)
- Readers grow as readers by reading good fit books voraciously. (21, 29)
- Readers read faster, stronger and longer by using the tips they have learned throughout their reading lives.
4.RML.1-4
- Readers choose to read themselves awake by reading with expression and making meaning of the text. (22-23, 29
- Readers recognize when comprehension breaks down and they re-read to figure out what is happening. (23, 29)
- Readers choose a relationship with their books and read them as if they are gold. (23-24, 29)
- Readers entice others to read books by summarizing without revealing it all. (24, 30)
- Readers are responsible for their reading lives by keeping a constant supply of good fit books. (24, 30)
- Readers solve unknown words by reading forward to try and figure out what they mean. (24-25, 30)
- Interdependent readers share their reading lives with others by interviewing each other to learn about their reading histories, interests and hopes.(25, 30)
- Readers build reading relationships with others by talking about the books they read and sharing their feelings about what happened in their story.(26, 30)
- Readers keep the big picture of a story in their minds, by retelling the important events. (26, 30)
- Readers implement synthesized retellings by constantly switching between past and present events from their story.(parenthetical speaking )(26-27, 30)
- Reading partners grow brilliant ideas by listening to each other with their minds and hearts open. (27, 30)
FRONTLOAD: / FRONTLOAD: / FRONTLOAD:
Keep in mind that several of your students will be reading below level 28. They will need to work on retelling with details.
WORKSHOP CALENDAR FOR: / Grade 4 Reading Unit 1
Unit of Study: / Building a Reading Life
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
8/27
Readers reflect on their reading experiences in order to build their reading lives. (20-21, 29)
4.RML.1-1 / 8/28
Readers take care of their reading lives by setting reading resolutions. (20-21, 29)
4.RML.1-2 / 8/29
Readers grow as readers by reading good fit books voraciously. (21, 29)
4.RML.1-3 / 8/30
Readers read faster, stronger and longer by using the tips they have learned throughout their reading lives.(22, 29)
4.RML.1-4 / 8/31
Readers choose to read themselves awake by reading with expression and making meaning of the text. (22-23, 29) 4.RML.1-5
Holiday / 9/4
Readers recognize when comprehension breaks down and they re-read to figure out what is happening. (23, 29)
4.RML.1-6 / 9/5
Mini lesson Choice day / 9/6
Readers choose a relationship with their books and read them as if they are gold. (23-24, 29)
4.RML.1-7 / 9/7
Readers entice others to read books by summarizing without revealing it all. (24, 30)
4.RML.1-8
9/10
Readers are responsible for their reading lives by keeping a constant supply of good fit books. (24, 30)
4.RML.1-9 / 9/11
Readers solve unknown words by reading forward to try and figure out what they mean. (24-25, 30)
4.RML.1-10 / 9/12
Interdependent readers share their reading lives with others by interviewing each other to learn about their reading histories, interests and hopes.(25, 30) 4.RML.1-11 / 9/13
Mini lesson Choice day / 9/14
Readers build reading relationships with others by talking about the books they read and sharing their feelings about what happened in their story.(26, 30)
4.RML.1-12
9/17
Readers keep the big picture of a story in their minds, by retelling the important events. (26, 30)
4.RML.1-13 / 9/18
Mini lesson Choice day / 9/19
Readers implement synthesized retellings by constantly switching between past and present events from their story.(parenthetical speaking)(26-27, 30)
4.RML.1-14 / 9/20
Reading partners grow brilliant ideas by listening to each other with their minds and hearts open. (27, 30)
4.RML.1-15 / 9/21
Celebration!
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Grade 4
Unit 1: Building a Reading Life TABLE OF CONTENTS
Unit of Study Assessment Checklist
Unit:1 Building a Reading LifeName / Reads with expression:
4.RF4.B Read grade-level (text) prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. / Reads fluently:
4.RF4 Reads with sufficient accuracy and fluency to support comprehension (at independent level.) / Monitors comprehension:
4.RF4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Notes
-= Beginning√= Developing+= Mastery
1
Grade 4
Unit 1: Building a Reading Life TABLE OF CONTENTS
Unit 1 Mini Lesson 1Unit of Study: / Building a Reading Life
Goal: / Readers make reading lives-creating reading resolutions, finding just right books, reading faster, stronger, longer, and awakening ourselves to text.
Teaching point: / Readers reflect on their reading experiences in order to build their reading lives.
CatchyPhrase / Readers reflect on how they are unique as a reader.
Text:
Standard / 4.SL.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topicsand texts,building on others’ ideas and expressing their own clearly. (minilesson1, 2, 8, 11, 14, 15)
- Come to discussions, prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 mins.)
Welcome fourth graders to your very first Reader’s Workshop. Last year, you learned all kinds of strategies to help you all become good readers. We will continue to develop those strategies, and teach you new ones this year.
Good readers know that each reader is unique. They reflect on their reading experiences in order to build their reading lives. This year, my goal is for each one of you to choose to become life-long readers. We want reading to be the best it can be for you!
Today we are going to talk about when reading has been very great for you and when it has been very challenging. What’s easy for one person might be hard for someone else. And…what’s enjoyable for one person might be boring for someone else. Remember, good readers know that each reader is unique.
Teach: (5-6 mins.)
(Bring in some books that you are reading or have read. Bring some that are enjoyable and appropriate for your reading level, and bring some that are not interesting or appropriate for you.)
Boys and girls, teachers are readers too. I love to read! Reading makes me smarter and it helps me understand things and people better. I like to read when it is really quiet and warm. I always have my cat sitting beside me and soft music in the background. Sometimes I read in bed, and sometimes I read at a restaurant. Sometimes I like to curl up in the corner of the couch at home.
I love to read from all types of genres. Sometimes I read non-fiction, and sometimes I read fiction. Today, I have brought in some books that I have been reading at home. Watch me as I share my reading life with you. Remember, each reader is unique, so some of the things that you hear me say you might not agree with. For example, maybe you like to read when there is no noise at all, and music would drive you crazy! Or, maybe one of the books that I’m reading will look incredibly boring to you. But that’s okay, because we are all unique.
(Pull out a boring, difficult book, ie: computer manual.) Oh my gosh, boys and girls, these words look REALLY difficult and technical. I’m not interested at all in reading about computer technology. I just want my computer to work and that’s it. This book would not help me to build my reading life and make reading the best it can be.
(Pull out an interesting book, ie: a book about Hawaii) Wow! This book looks really interesting! I’m going to be going to Hawaii this Christmas, so this will teach me about some of the places I could go. I might learn about a volcano there, for example. The pictures make me feel relaxed too! I think this book will definitely help me to build my reading life, and reading will be the best it can be for me!
You watched me share my reading life with you. Remember, good readers know that each reader is unique. What’s interesting to me, might be boring to you, and that’s okay, as long as you are excited about reading.
Active Involvement: (2-3 mins.)
(Teacher chooses two books from the classroom library. Be sure to choose books that some will like, and some will not. For example, a book about football would be a good choice because there will be some students who are not interested in football.)
You got a chance to watch me share my reading life with you. Now it’s your turn! (Partner students up.) In just a moment, I’m going to hold up a book and I want you to think about if this is something that interests you, or if it is something that seems boring. I will flip through some of the pages and you will get a chance to see the pictures. I will also read a couple of passages so that you can hear what the words say. Afterwards, I will ask you to tell your partner what you think. Is this something that would help build a better reading life for you and make reading the best it can be, or not? Why?
(Partners share. Repeat activity above with another book.)
Wow, when you were sharing your reading lives with each other, I heard Kendal tell Joaquin that the book about football would be awesome for her, because she LOVES football. She also said that the words were interesting to her because she had heard her mom talking to her dad about football and she used those words. Great job sharing your reading life with Joaquin, Kendal! Remember, good readers know that each reader is unique. What’s interesting to Kendal, might be boring to Joaquin, and that’s okay, as long as they are excited about reading.
Link: (1-2 mins.)
In just a moment, you are going to have time to work on your own. I want you to think really hard about what makes reading the best for you. This will include thinking about your environment, (where you want to read) including at school and at home. How might you set up your reading area in your bedroom, for example? Where might you like to read in our classroom? What types of books might you choose for your book bag? Remember, good readers know that each reader is unique. What’s interesting to one person, might be boring to another. So, what your friend is choosing might be different from what you choose to read. As long as you are both excited about reading, that’s all that matters!