Grade 4 ELA Curriculum Map: p. 1 comprehension general comprehension strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking include response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors
Set a purpose for reading and adjust as necessary before and during reading. 1 B.1 (SELF MONITORING)
Select and use appropriate strategies according to textual complexities and reader purpose before during reading. 1
B.4 (SELF-MONITORING)
Clarify understanding continuously (e.g., read ahead, use visual & context clues) during reading. 1 B.11(SELF
MONITORING)
Select reading strategies for text appropriate to the reader purpose. 1 C.6 (SELF MONITORING)
Apply self-monitoring techniques to adjust rate and utilize various resources according to purposes and materials.
1B.14 (SELF-MONITORING)
Apply appropriate reading strategies to fiction and non-fiction texts within and across content areas. 1 C.13 (SELF
MONITORING
Select reading strategies for text appropriate to the reader purpose. 1 C.6 (SELF MONITORING)
Use evidence in text to respond to open ended questions. 1 C.2 (QUESTIONING)
Use self-questioning and teacher questioning to promote active reading. 1 B.2 (QUESTIONING)
Infer before, during, and after reading. 1 B.3 (INFERRING)
Identify explicit and implicit main ideas. 1 B.7 (INFERRING)
Differentiate between fact and opinion. 1 B.8 (INFERRING)
Generalize meanings from figurative language. 1 B.13 (INFERRING)
Generalize meanings from figurative language. 1 B.13 (INFERRING)
Infer cause/effect relation-ships in expository text. 1 B.9 (INFERRING)
Use evidence in text to modify predictions and questions. 1 C.1 (INFERRING)
Use evidence in text to generate and confirm or reject hypotheses. 1 C. 3 (INFERRING)
Make connections from text to text, text to self, text to world. 1B.5 (MAKING CONNECTIONS)
Demonstrate an accurate understanding of information in the text by focusing on the key ideas presented explicitly or
implicitly and making connections text to text, text to self, text to world. 1 B.6 (MAKING CONNECTIONS)
Paraphrase/summarize information in a text. 1 B.10 (DETERMINING IMPORTANCE)
Make generalizations based on relevant information from expository text. 1C.7 (DETERMINING IMPORTANCE)
Make generalizations based on relevant information from expository text. 1C.7 (DETERMINING IMPORTANCE)
Make generalizations based on relevant information from expository text. 1C.7 (DETERMINING IMPORTANCE)
Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE)
Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE)
Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE)
Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE)
Paraphrase/summarize narrative text according to text structure. 1 C.9 (DETERMINING IMPORTANCE
Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE)
Critique text using personal reflections and responses. 1 B.12 (SYNTHESIZING)
Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 2
Compare themes, topics, and story elements of various selections by one author. 1 C.4 (SYNTHESIS)
Interpret concepts or make connections through comparison, analysis, evaluation, and inference. 1 C.5 (SYNTHESIS)
Recognize how illustrations reflect, interpret, and enhance the text. 1 C.10 (SYNTHESIS)
Recognize similarities and differences when presented with varying styles or points of view. 1 C.11 (SYNTHESIS)
Apply information obtained from age-appropriate fiction and nonfiction materials to simple tables, maps, and charts. 1
C.12
Instructional Elements & Anchor Text Think Aloud/Model during Read Alouds Allow Opportunities for Discussion Marking Text 7 Comprehension Strategies (before/during/after reading) ‐ See below for essential elements of comp. strategies ‐ Make class anchor charts for each strategy Text Structures Features of Text Create culture of “Reading Is Thinking” MAKING CONNECTIONS/SCHEMA ‐ T‐S (Text‐to‐Self), T‐T (Text‐to‐Text), T‐W (Text‐to‐
World) ‐ Activate Prior Knowledge (Schema) ‐ Previewing/Predicting Anchor Text: Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst Chrysanthemum by K. Sykes QUESTIONING ‐ Thick and Thin Questions ‐ QAR (Question‐Answer‐Relationship) ‐ Before During and After Questions Anchor Text: Charlie Anderson by B. Abercrombie Fly Away Home by E. Bunting Student Products (Informal Assessments) Running Records Conferencing Comprehension Checklist Rubrics Response Journals Reading Logs Post It Notes Graphic Organizers that support multiple strategies: ‐ T‐Chart ‐ 2 Column Notes MAKING CONNECTIONS/SCHEMA ‐ Self‐Assessment‐Making Connections ‐ Schema Connections ‐ How Did Your Connections Help ‐ Making Personal Connections ‐ Connections and Reflections ‐ Stay Connected ‐ Making Connections #2 ‐ Expanding Your Connections #2 ‐ Text To…Organizer ‐ Make Connections Organizer QUESTIONING FICTION • Ask About Meaning Organizer • Ask Questions Organizer • Questioning Web • Two column asking questions NON‐FICTION • FQR (Fact, Question, Response) • SQ3R • Three Stages of Questioning #1 • Three Stages of Questioning #2 • Evaluating Questions #1 Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 3 VISUALIZATION ‐ mental images/”movie in my mind” ‐ using schema to visualize ‐ images from all senses and emotions ‐ powerful language Anchor Text: Excepts from chapter books Poetry Excepts from non‐fiction books INFERENCES ‐ reading between the lines ‐ infer to predict ‐ characterization (traits/feelings) ‐ theme ‐ drawing conclusions ‐ cause/effect Anchor Text: Fireflies by Brinkloe Tight Times Fly Away Home by Eve Bunting Teammates VISUALIZATION ‐ Revise Images Organizer ‐ Use Visuals Organizer ‐ Create Images Organizer ‐ Making Movies! ‐ Picture Perfect ‐ Scene Sketcher ‐ Storyboard Sequence ‐ Making My Own Movie ‐ Important Scenes ‐ Visualizing ‐ Using Our Senses ‐ Visualize, Draw, and Reflect #2 ‐ Visualizing During Reading ‐ Listening for Picture Words ‐ Reading Mental Pictures ‐ Story Reflections ‐ Ask About Visuals Organizer INFERENCES READING BETWEEN THE LINES ‐ Infer Organizer ‐ Two Column Inferring ‐ Three Column Inferring ‐ Making Inferences with Informational Texts
‐ Making Inferences with Fiction INFER TO PREDICT ‐ Predictions Organizer ‐ One Prediction, Two Prediction ‐ On‐Target Predictions ‐ What’s Next? ‐ Predict‐a‐Plot ‐ Directed –Thinking‐Reading Activity (DRTA) CHARACTERIZATION (TRAITS/FEELINGS) ‐ Emotion Faces ‐ Open Mind ‐ Pleased to Meet You ‐ Character Perspectives in Contrast ‐ Characters and their Characteristics ‐ Attribute Web THEME ‐ Get a Handle on the Big Picture ‐ Get a Handles on Themes in Fiction ‐ Tried‐and‐True Tools for Finding Theme ‐ CD Cover ‐ Organizer/Diamante Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 4 DETERMINING IMPORTANCE ‐ Summary ‐ Sequencing ‐ V.I.P.s ‐ Main Idea & Supporting Details Anchor Text: Time for Kids articles National Geographic for Kids Zoo Books Weekly Readers SYNTHESIS ‐ theme ‐ mood ‐ author’s purpose ‐ connecting all strategies to make deeper, personal meaning ‐ extending meaning through discussion Anchor Text: The Table Where Rich People Sit – B. Baylor Miss Rumphius – B. Cooney Sophie’s Masterpiece – E. Spinelli ‐ Puzzle/Progression Chart ‐ Theme Song/Banner ‐ Promotional Products ‐ Theme Organizer ‐ Diamante Poetry ‐ Common Themes in Poetry ‐ Theme Progression Chart DRAWING CONCLUSIONS ‐ Conclusions Organizer CAUSE/EFFECT ‐ Understanding Relationship ‐ Cause and Effect Web ‐ What Happens Web ‐ Cause and Effect Starburst ‐ Cause and Effect: Events and Consequences
DETERMINING IMPORTANCE ‐ Somebody Wanted But So ‐ A Surefire Strategy for Summarizing Fiction ‐ Summarizing a Fictional Text ‐ Sum It Up ‐ 5W’s Chart ‐ Fact, Question, Response (FQR) ‐ Very Important Points (V.I.P) ‐ Determine Importance Organizer ‐ Purpose and Importance Organizer ‐ Main Idea Organizer ‐ Supporting Details Organizer ‐ Rank Information Organizer ‐ What’s in a Name? ‐ Determining Importance Two Column Charts SYNTHESIS ‐ A + B = C3 ‐ Making a Difference ‐ Noticing How My Thinking Changes #1 ‐ Looking for What Matters Most ‐ Using My Reading Powers ‐ Synthesizing Two Column Chart ‐ Synthesizing Three Column Chart ‐ What’s the Message ‐ Think‐About Strategies ‐ Synthesize Organizer Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 5 SELF‐MONITORING ‐ Post‐It Note Codes ‐ Stoplight Reading Dorn Reading Strategies ‐ Rereading ‐ Previewing or Surveying a Text ‐ Asking Questions ‐ Reading Aloud to Clarify ‐ Using Story Structure, Genre, and Writing Conventions ‐ Using Text Aids to Illuminate and Extend Meaning ‐ Marking Texts and Recording Notes ‐ Using Context and Word Parts to Infer Meaning ‐ Writing in Reading Response Logs ‐ Discussing Ideas with Others Anchor Text 1. SELF‐MONITORING ‐ Monitor Understanding Organizer ‐ Fix‐Up Strategies Organizer ‐ Let Context Clues Solve Your Word Mysteries ‐ Fix It! Bookmark Templates ‐ Strategies for Constructing Meaning ‐ I Used to…but Now I Can… ‐ Comprehension Bookmarks ‐ Response Sheets Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 6 comprehension general comprehension strategies Teacher Resources Strategies that Work – Stephanie Harvey Comprehension Toolkit – Stephanie Harvey Comprehensive Literacy Resource Creating Strategic Readers‐Vallerie Ellery (Chapter 6) Formal Assessments
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI ‐ miscue analysis ‐ accuracy score ‐ comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Notes: Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 7 comprehension exploring genre and literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Understand how literary elements and techniques are used to convey meaning. 2B: Students who meet the standard can read and interpret a variety of literary works. Best Practices ♦ Read aloud daily for both enjoyment and as part of focused mini‐lesson for Reading Workshop. ♦ Think aloud as it relates to literary elements, focusing on specific descriptors listed below. ♦ Utilize a variety of graphic organizers as guided practice. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through informational read alouds or shared reading experiences using informational big books. ♦ Students are given time to practice during independent reading. Classroom libraries should contain a variety of genre at a range of reading levels. ♦ Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors … Develop familiarity with available electronic literary forms (e.g., interactive web sites, interactive software, electronic mail). 1 C.14 … Recognize main idea and secondary ideas in expository text. 1C.8 (DETERMINING IMPORTANCE) … Paraphrase/summarize narrative text according to text structure. 1 C.9 (DETERMINING IMPORTANCE … Identify and discuss the elements of plot and subplot. 2 A.4 (DETERMINING IMPORTANCE) … Apply appropriate reading strategies to fiction and non-fiction texts within and across content areas. 1 C.13 (SELF
MONITORING) … Read a wide range of fiction. 2 A.1 … Apply appropriate reading strategies to fiction and non-fiction texts within and across content areas. 1 C.13 (SELF
MONITORING … Identify and compare themes or messages in various selections. 2 A.2 (SYNTHESIS) … Support an interpretation by citing the text. 2 B.2 (SYNTHESIS) … Support an interpretation by citing the text. 2 B.2 (SYNTHESIS) … Analyze several works that have a common theme. 2 B.4 (SYNTHESIS) … Support an interpretation by citing the text. 2 B.2 (SYNTHESIS) … Compare one or more story elements (e.g., character, plot, setting) and points of view in a variety of works by a variety of authors from different times and cultures. 2 A.3 (SYNTHESIS) … Compare works by the same author. 2 B.3 (SYNTHESIS) … Support plausible interpretations with evidence from the text. 2 B.6 (SYNTHESIS) … Identify/compare charactersʹ attributes and motives. 2 A.5 (INFERRING) … Make inferences about character traits and check text for verification. 2 A.6 (INFERRING) … Analyze unfamiliar vocabulary. 2 A.7 … Identify metaphor, simile, onomatopoeia, and hyperbole in text. 2 A.8 … Discuss and respond to a variety of literature (e.g., folktales, legends, myths, fiction, nonfiction, poems). 2 A.9 Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 8 … Identify rhythm and rhyme in original work. 2 A.10 … Identify poetic devices (e.g., alliteration, assonance, consonance, onomatopoeia, rhyme scheme). 2 A.11 … Make inferences, draw conclusions, make connections from text to text, text to self, text to world. 2 B.1 (MAKING CONNECTIONS) … Read a wide range of nonfiction (e.g., books, newspapers, magazines, textbooks, visual media). 2 B.5 Instructional Elements & Anchor Text Combine the teaching of literary elements with comprehension strategies: ‐ Visualization for setting ‐ Infer about character traits ‐ Text‐to‐Text connections ‐ Determining importance for retelling Combine the teaching of the literary elements with writing workshop. Journal Response Prompts Read aloud/Think Aloud from a variety of genre Students read a variety of genre ‐ Book Clubs/Literature Circles ‐ Guided Reading Groups ‐ Genre Studies FICTION ESSENTIALS POINT OF VIEW ‐ First person, second person, third person omniscient ‐ Narration and dialogue Anchor Texts Joyful Noise Poems for Two Voices by Sid Fleischman The True Story of the Three Little Pigs by Scieszka I Am the Dog I Am the Cat by Donald Hall CHARACTER ANALYSIS (infer) ‐ Inferring character traits ‐ Inferring character emotions ‐ Inferring character motivation ‐ Determining major and minor characters Anchor text: Read Aloud books Noisy Nora by Rosemary Wells Student Products & Assessments ‐ Venn diagrams ‐ Compare/contrast ‐ Reading log ‐ Graphic Organizers ‐ SQ3R ‐ Comparison Charts ‐ Post‐It Notes ‐ Reading Response Journals
‐ Reading Conferences
‐ Literature Circle Discussions and role sheets
FICTION ESSENTIALS POINT OF VIEW ‐ The Power of Point of View ‐ What’s That Character’s Perspective ‐ Different Perspectives Graphic Organizer ‐ Character Perspectives in Contrast ‐ Which Point of View ‐ Rewrite Point of View CHARACTER ANALYSIS ‐ Venn Diagrams ‐ Character Maps ‐ Character Face Inferences ‐ Story Map ‐ Character Ties ‐ Trait Flip Books ‐ Character Changes Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 9 SETTING(visualize) ‐ Identify time and place ‐ Importance of setting to plot Anchor text PLOT (summarizing/retelling) ‐ Narrative structure (plot and subplot) ‐ Problem/Resolution ‐ Rising Actions ‐ Climax ‐ Analyze theme Anchor text COMPARING STORY ELEMENTS ‐ Compare themes ‐ Compare works by the same author ‐ Compare one or more story elements (character, plot, setting, point of view) ‐ Support interpretations with examples from the text FIGURATIVE LANGUAGE ‐ Simile ‐ Metaphor ‐ Onomatopoeia ‐ Hyperbole ‐ Idiom ‐ Alliteration ‐ Personification ‐ Assonance ‐ Consonance ‐ Rhyme Scheme Anchor Text My Dog is as Smelly as Dirty Socks (Simile) Song and Dance Man‐ Ackerman (Simile) Knots on a Counting Rope‐ Martin (Simile/Metaphor) The Girl Who Loved Horses‐ Paul Goble (Metahpor) Bunny Money‐Rosemary Wells (Idioms) Giving Tree‐Silverstein (Personification) Officer Buckle and Gloria‐ Rathmann (Personification) SETTING ‐ Scene Sketcher ‐ Sizing up the Setting ‐ Setting, Events and Character Actions ‐ Setting Web ‐ Setting the Scene PLOT ‐ Story Maps ‐ Story Trains ‐ Story Pyramids ‐ Pertinent Plot Parts ‐ Story Building Blocks COMPARING STORY ELEMENTS ‐ What’s the Message? ‐ Organizer (Theme) ‐ Venn Diagrams ‐ Compare Chart ‐ Reader’s Explorer 1: Compare and Contrast ‐ Compare and Contrast Diagram ‐ Compare/Contrast Story Elements Organizer ‐ Supporting Similarities FIGURATIVE LANGUAGE ‐ Figuring Out Figurative Language ‐ Figurative Fun ‐ Seeing with Simile ‐ Identify and Illustrate Similes ‐ Memorable Metaphors ‐ Metaphor Flip Book ‐ Reader’s Explorer 2: Create a Metaphor ‐ Meaningful Sounds (Onomatopoeia) ‐ Oh! The Sounds You’ll Hear! ‐ Smooth Sounds (Alliteration) ‐ Trip Over Your Tongue (Alliteration) ‐ Tongue Twisters ‐ Picture Book ‐ Personification Chart ‐ Spinners (Personification) ‐ Give It a Break! (Rhyme Scheme) Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 10 If You Give a Pig a Pancake‐ Numeroff (Personification) Heron Street‐Turner (Onomatopoeia) Giggle, Giggle, Quack‐ Cronin (Onomatopoeia) Some Smug Slug‐Edwards (Alliteration) Dinorella‐ Edwards (Alliteration) GENRE GENRE ‐ Discuss and respond to a variety of literature ‐ Anchor charts for comparing text structure ‐ Read aloud from a variety of genres ‐ Reading Logs ‐ Myth or legend, story, folktale, nonfiction, poem NON‐FICTION ESSENTIALS NON‐FICTION ESSENTIALS ‐ Features of Nonfiction (bold print, headings, subheadings, etc.) TEXT STRUCTURES ‐ Five text structures of non‐fiction (compare/contrast, sequential, problem/solution, cause/effect , concept definition) Anchor text Time for Kids National Geographic GENRE GENRE ‐ Reading Bingo ‐ Genre Book ‐ The Genre Is… NON‐FICTION ESSENTIALS NON‐FICTION ESSENTIALS Textbook Activity Guides ‐ Graphic Organizers for each text structure ‐ Modified Cluster ‐ Chain of Events ‐ Cycle of Events ‐ Compare and Contrast Diagrams ‐ Cause and Effect ‐ Cause and Effect: Events and Consequences
‐ Problem and Solution Outline Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 11 comprehension exploring genre and literary elements Teacher Resources Non‐Fiction Matters– Stephanie Harvey Content Area Literacy – Janet Allen Comprehension Toolkit – Harvey Comprehensive Literacy Resource
Formal Assessments Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI ‐ miscue analysis ‐ accuracy score ‐ comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Notes: Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 12 fluency general fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. Related Descriptors … Read age‐appropriate material aloud with fluency and accuracy. 1 B.15 Instructional Elements & Anchor Text ‐ Modeling Fluency ‐ Read Alouds ‐ Echo Reading ‐ Choral Reading ‐ Paired Reading ‐ Repeated Reading ‐ Reader’s Theater ‐ Performing Poetry Anchor Text: Poetry for echo and choral readings Joyful Noise: Poems for Two Voices by Paul Fleischman Big Talk: Poems for Four Voices by Paul Fleischman Self‐selected reading material Student Products (Informal Assessments)
‐ Fluency rubric
‐ Readers Theater rubrics
‐ Repeated reading graphs of words per minute
‐ Paired Reading Logs
Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 13 fluency general fluency strategies Teacher Resources The Fluent Reader – Rasinski
Paired Reading Video – BER
Reading A to Z Fluency Passages and Scale
Notes: Formal Assessments
NAEP Fluency rubric Fluency Profile Fluency Probe 4x4 Oral Fluency Rating Scale Three Minute Assessment Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 14 phonics and vocabulary general strategies State Goal 1: Read with understanding and fluency. 1A: Apply word analysis and vocabulary skills to comprehend selections. Best Practices ♦ Allot a 15‐30 minute Word Study Block daily ♦ Systematic, sequential phonics instruction for purpose of teaching students strategies for reading/spelling ♦ Teach and model strategies in whole and small groups: context clues, read on, sound out, look for smaller words, chunking sounds, get your mouth ready, look at the picture (decoding bookmark). ♦ Flexible word study groups ♦ Assess students regularly using running records to establish accurate reading level. Then, provide students with time daily to practice reading books at their independent reading level using leveled books in a classroom library. ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Add 7 principles of vocabulary instruction here! Related Descriptors … Use a combination of word analysis and vocabulary strategies (e.g., phonics, word patterns, structural
analyses) to identify words. 1 A.1 Learn and use high frequency root words, prefixes, and suffixes to understand word meaning. 1 A.2 Use synonyms and antonyms to define words. 1 A.3 Use word origins to construct the meanings of new words. 1 A.4 Apply word analysis and vocabulary strategies across the curriculum and in independent reading to self correct miscues that interfere with meaning. 1 A.5 Recognize the difference between denotative and connotative meanings of words. 1 A.6 Determine the meaning of a word in context when the word has multiple meanings. 1 A.7 Use additional resources (e.g., newspapers, interviews, technological resources) as applicable to clarify meanings of unfamiliar words. 1 A.8
Essential Elements: Phonics Essentials in Instruction Standard Weekly Routines ‐Word Sorts ‐Word Hunts ‐Blind Sorts ‐Speed Sorts ‐Games and Other Activities Word Study Notebooks Word Building Activities ‐Making Words ‐Word Ladders Phonics Concepts ‐
‐
‐
Long vowels (VCVe) ‐
‐
‐
Complex Consonants R‐Controlled Vowels Other Common Long Vowels Student Products (Informal Assessments)
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‐
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Abstract Vowels Doubling & e‐Drop with ed & ing ‐
Other Syllable Juncture doubling ‐
Long Vowel Patterns (Stressed Syllable) ‐
R‐Controlled Vowels (Stressed Syllable) ‐
Word Sorts (Words Their Way) Concept Sorts (Words Their Way) Word Webs o Making Connections E.8 o Context‐Content‐Experience E.12 o Linear Arrays E.13 o Words in Context E.15 o Words in Context E.16 o Word Questioning E.17 o E22 Word Jars o Alphaboxes o Steps in Vocabulary Word Ladder Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 15 Word Pattern Activities Vocabulary Essentials in Instruction Concept Maps Word Web Word Walls Lansdown Word Cards Semantic Impressions Context Clues & Decoding Activities Bookmark Prefix/Suffix/Root (Assessment Frameworks) ‐
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Unstressed Syllable Vowel Patterns ‐
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Word Hunts Root Tree/Prefixes/Suffixes o Root Trees o Root Word Relay o Prefix Piñata o Suffix Machine Word Study Notebook Context Clues Teacher Resources Small Group Reading Instruction (Tyner) Rebecca Sitton Word Program Words Their Way (Bear, Invernizzi, Templeton, Johnston) Word Journeys (Kathy Ganske) Making Words (Cunningham) Phonics for Upper Grades (Cunningham & Hall) Prefixes & Suffixes: Systematic Sequential Phonics and Spelling (Cunningham) Making & Writing Words (Rasinski) Daily Word Ladders (Scholastic) Vocabulary Unplugged: 30 Lessons that will Revolutionize How You Teach Vocabulary K‐12 Formal Assessments
Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) Running Records (consider genre) ‐ miscue analysis ‐ accuracy score Developmental Spelling Inventory Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Word Sort Spell Check Assessments (Morris) Affix and Root List Charleston Community Unit School District No. 1 Revised 3/08 Grade 4 ELA Curriculum Map: p. 16 Notes: Charleston Community Unit School District No. 1 Revised 3/08