4+Reading

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Weekly Assessment, UnitTests (Unit 1, 2, 3, 4, 5, 6) || DIBLES || DIBLES || DIBLES || DIBLES || DIBLES || Fall= >90 Spring= >115 DIBLES Fall= >110 Spring= >130 || cards || word squares || Selection Tests, Weekly Assessments, Unit Tests (1, 2, 3, 4, 5, 6) ARI || ARI NeSA-R || NeSA-R || Weekly Assessments || Weekly Assessments NeSA-R || ARI- comp questions, Selection Tests, NeSA-R || ARI DIBLES- retell Selection Tests, NeSA-R || Weekly Assessments, Selection Tests, NeSA-R || Selection Tests, Weekly Assessments, NeSA-R || Selection Tests, Weekly Assessments, ARI NeSA-R || textbooks, trade books, || book scavenger hunts, geography activities that correlate to passages || Unit Tests (1, 2, 3, 4, 5, 6) NeSA-R || Weekly Assessments Selection Tests ARI NeSA-R || Weekly Assessments, Selection Tests, NeSA-R ||
 * Teachers****:** Nicole Osnes, Beverly Brown
 * Textbook:** Macmillan/McGraw-Hill--- Treasures (2011)
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 * **Obj #** || **Unit** || **Objective:**
 * ||  || //Students will use knowledge of phonetic and structural analysis to read, write, and spell grade level text.// || I-P-M: Use knowledge of phonetic and structural analysis to read (e.g., Anglo-Saxon common affixes, multiple syllable words) (LA 4.1.3.a LA 4.1.3b) ||   || prefix, suffix, roots || spelling series ||   || NeSA-R,
 * ||  || //Students will use knowledge of phonetic and structural analysis to read, write, and spell grade level text.// || I-P: Monitor the accuracy of decoding in connected text ||   ||   || fluency checks ||   || ARI,
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Phrasing: Read phrases, clauses, and sentences that sound like natural language to support comprehension (LA 4.1.4.a) ||   ||   || fluency checks || Reader's Theater, Quick Reads, Partner Reads, Choral Reading || ARI,
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Smoothness: Read accurately and automatically (LA 4.1.4.b) ||   ||   || fluency checks || Reader's Theater, Quick Reads, Partner Reads, Choral Reading || ARI,
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Expression: Demonstrate conversational tone (e.g., volume, pitch) and use of punctuation to reflect meaning of text (LA 4.1.4.c) ||   ||   || fluency checks || Reader's Theater, Quick Reads, Partner Reads, Choral Reading || ARI,
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || P-M: Pacing: Adjust oral or silent reading pace based on purpose, text difficulty, form, and style (LA 4.1.4.d) ||   ||   || fluency checks || Reader's Theater, Quick Reads, Partner Reads, Choral Reading || ARI,
 * ||  || // Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression. // || I-P-M: Words per minute on IRI: Sept.: 115-125 Apr./May: 130-140 ||   ||   || fluency checks || Reader's Theater, Quick Reads, Partner Reads, Choral Reading || ARI
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P: Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., parts of speech, plurals, possessives, suffixes, prefixes, base, root words) (LA 4.1.5.a) ||   || prefix, suffix, base word, roots, possessive, singular/plural, noun, verb, adjective, adverb || Write Source Language Series ||   || NeSA-R, Weekly Assessments, Unit Tests (1, 2, 3, 4, 5, 6) ||
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 4.1.5.b) ||   || homophone, homograph, synonym, antonym || ELL resource book, picture vocabulary
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P-M: Apply context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, captions) to infer meaning of words (LA 4.1.5.c) ||   || homophone, homograph, synonym, antonym, glossary, headings, subheadings, captions, denotation, connotation || ELL resource book ||   || Selection Tests, Weekly Assessments, Unit Tests (1, 2, 3, 4, 5, 6)
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P-M: Identify semantic relationships (e.g., patterns and categories, homographs, homophones, synonyms, antonyms, multiple meanings) (LA 4.1.5.d) ||   || homophone, homograph, synonym, antonym, analogies ||   ||   || Selection Tests, Weekly Assessments, Unit Tests, (1, 2, 3, 4, 5, 6)
 * ||  || // Students will build literary, general academic, and content specific grade level vocabulary. // || I-P-M: Determine meaning using print and digital reference materials (e.g., dictionary, encyclopedia, thesaurus, glossary) (LA 4.1.5.e) ||   || guide words, entry word, inflectional endings, multiple meaning, synonym, antonym, cross-reference ||   ||   || Unit Tests (1, 3, 5)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P-M: Identify author purpose(s) (e.g., explain how-to, entertain, inform about: to tell facts, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) influences text (LA 4.1.6.a) ||   || author's purpose, explain, entertain, inform, persuade, author's perspective, loaded (persuasive) language, implied and explicit ||   || compare/ contrast similar type pieces written by different authors, students write for various purposes on given topics || Unit Tests ( 2, 3, 4, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P-M: Identify author purpose(s) (e.g., explain how-to, entertain, inform about: to tell facts, persuade) and recognize how author perspective (e.g., beliefs, assumptions, biases) influences text (LA 4.1.6.a) ||   || author's purpose, explain, entertain, inform, persuade, author's perspective, loaded (persuasive) language, implied and explicit ||   || compare/ contrast similar type pieces written by different authors, students write for various purposes on given topics || Unit Tests ( 2, 3, 4, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme, point of view) (LA 4.1.6.b) ||   || character, setting, plot, problem (conflict), main events (rising actions), climax, resolution (solution), theme || story plot line organizer, Jr. Great Books || guided reading, Jr. Great Books, || Unit Tests (1, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Retell and summarize narrative text including characters, setting, and plot with supporting details (LA 4.1.6.c) ||   || character, setting, plot, problem (conflict), main events (rising actions), climax, resolution (solution), theme || graphic organizers || Reading Response Posters, book reports, || Unit Tests (1, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Identify literary devices and explain the ways in which language is used (e.g., simile, metaphor, alliteration, onomatopoeia, imagery/visualization/idioms) (LA 4.1.6.d) ||   || simile, metaphor, alliteration, onomatopoeia, personification, imagery, idioms, hyperbole, meter, rhyme scheme, repitition || various children's poetry books, myths, and folktales || students write with various literary devices || Unit Tests (1, 2, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Identify the main idea from informational text using supporting details (LA 4.1.6.e) ||   || main idea/ topic sentence, supporting details, implied and explicit || Step-Up to Writing, Write Tools, || writing paragraphs with main ideas and supporting details, color coding/ highlighting informational text || Unit Tests (2, 5)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, problem/solution; (LA 4.1.6.f) ||   || sequence, descriptive/ classification, chronological order, cause and effect, compare and contrast, problem and solution, main idea and detail, question and answer, fact opinion || Text structure flip charts, graphic organizers || Graphic organizers, opportunities to write with various text structures, || Unit Tests, (1, 2, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Apply knowledge of text features to locate information and gain meaning from a text (e.g., table of contents, glossary, index, maps, charts, tables, graphs, illustrations, headings, subheadings, captions, font/format styles) (LA 4.1.6.g) ||   || table of contents, glossary, index, copyright page, captions, headings, subheadings, italics, bold, time line, diagram || atlas, almanac, encyclopedia,
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P-M: Describe the defining characteristics of narrative and informational genres (LA 4.1.6.h) ||   || fiction, nonfiction, expository, drama, narrative, realistic fiction, historical fiction, science fiction, folktale, myth, biography, autobiography, tall tale, poetry, fantasy, fairy tale, advertisements || student genre charts, various examples of each ||   || NeSA-R ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Use narrative or informational text to develop a multi-cultural perspective (LA 4.1.6.i) ||   || culture ||   ||   ||   ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P-M: Generate and/or answer literal, inferential, critical, and interpretive questions, supporting answers using prior knowledge and literal and inferential information from grade level text (LA 4.1.6.j) ||   || Question Answer Relationships, infer/inference, evaluate, || Jr. Great Books, question starters, reader response journals || categorize question types, analyze types of questions, write different types of questions, reader response journals || Unit Tests (1, 2, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Students explain there are different purposes for reading (e.g., information, pleasure, understanding) (LA 4.1.6.k) ||   || skim, scan, inform, entertain ||   || information scavenger hunt || Unit Test (4) ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 4.1.6.l) ||   || text-to-text, text-to-self, text-to-world ||   || sticky note their connections while reading, create posters of connections ||   ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct (LA 4.1.6.m) ||   ||   || Jr. Great Books || directed notes ||   ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Make and confirm/modify predictions before, during, and after reading (e.g., title, topic sentences, font, key words, foreshadowing clues) (LA 4.1.6.n) ||   || foreshadowing, skim & scan ||   || preview and build background || ARI ||
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || P: Use examples and details in a text to make inferences about a story or situation (LA 4.1.6.o) ||   || inferred, implied relationships, drawing conclusions || graphic organizers || Think Aloud Inference Cards (in the Read Aloud Anthology) || Unit Tests (1, 2, 3, 4, 5, 6)
 * ||  || // Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || I-P: Respond to text verbally, in writing, or artistically (LA 4.1.6.p) ||   ||   || reading response journals, graphic organizers, reading response posters || reading response journals, graphic organizers, reading response posters ||   ||