MADISON PUBLIC SCHOOL DISTRICT
Fourth Grade Literacy Curriculum
Authored by:
Shelly Emann
Jen Tu
Kathie Spelker
Adapted from TCRWP Curriculum Calendars and
Writing Units of Study, Calkins, 2013
Reviewed by:
Janine Loconsolo,
Supervisor of Elementary Education
Last Updated: Summer 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
1
I. PURPOSE AND OVERVIEW
The Madison School District elementary literacy program provides a balanced instructional approach which includes
study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and
sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a
workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so,
our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach
allows students to be engaged with reading and writing experiences appropriate to their point in development, and our
teachers assess students at regular intervals to inform their instructional decisions.
II. COMPONENTS OF BALANCED LITERACY
The components of a successful balanced literacy program include the following:
• Reading Workshop
• Writing Workshop
• Shared Reading
• Read Aloud
• Word Study
Reading Workshop:
The reading workshop is comprised of four parts; the mini-lesson, independent reading time with conferring, a
mid-workshop teaching point, and finally a teaching share, partnership*, or book club* discussions.
Mini-Lesson- The mini lesson takes place at the beginning of the reading workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Reading Time/Conferring- At this time, students are reading independently in their reading spots
throughout the classroom and practicing strategies they have learned in mini-lessons. During the independent
portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting
small group strategy lessons. This is also the time to conduct guided reading lessons if necessary.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their reading. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships/Book Clubs- At the end of a workshop, the teacher takes a couple minutes to wrap up the
days work with a teaching share. Many times the point a teacher makes in the share comes from specific
student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time
where students can meet in their partnerships or book clubs to discuss their work.
Writing Workshop:
Like reading workshop, the writing workshop is comprised of 4 parts; mini-lesson, independent
writing/conferencing time, mid-workshop teaching point, and a teaching share.
2
Mini-Lesson- The mini lesson takes place at the beginning of the writing workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Writing Time/Conferring- At this time, students are working independently, most often practicing
the skill or strategy that has been taught in that days’ mini-lesson. During this time, the teacher is
conferencing with students about the work they are doing as writers. This is also time for small group strategy
lessons.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their writing. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships - At the end of a workshop, the teacher takes a couple minutes to wrap up the days work
with a teaching share. Many times the point a teacher makes in the share comes from specific student work
from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students
can meet in their partnerships to discuss the work they are doing as writers.
Read Aloud:
The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is
important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop.
Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in
both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to
model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged
readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels,
genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of
study, as it is useful to touch upon read alouds in the mini-lesson portion of reading workshop.
Word Study:
The word study component of balanced literacy is the time where phonics, spelling and vocabulary are
focused on and are specifically taught. The Words Their Way program provides the word study portion of the
fourth grade literacy program.
III. GOALS (Common Core State Standards)
Common Core English Language Arts Standards
IV. ASSESSMENT
Student learning will be assessed through:
•
•
•
3
Fountas and Pinnell Teachers College Reading Assessments
Reading response journals
Informal Running records
•
•
•
•
Writing samples and student writing portfolios
Student reading logs
Student/ teacher conferences
Student presentations
V. Scope and Sequence
READING WORKSHOP
September
October
Building Good Reading Habits
Launching Writing Workshop
In this unit, students are taught the workshop routines,
procedures, and expectations.
In this unit, students are taught the workshop routines,
procedures, and expectations.
Character Study/ Realistic Fiction (Reader’s
Theater/ Drama)
Realistic Fiction
In this unit, students read about and analyze complex
characters
November/December
January
February
March
April
May
June
4
WRITING WORKSHOP
In this unit, students write realistic fiction stories with complex
characters, a problem, and a solution.
Expository Non-fiction
Non-Fiction: Research-Based Writing
In this unit, students are taught strategies to navigate and
understand nonfiction texts
This unit is designed to closely align to the corresponding reading
unit. In this unit, students will research a topic and write a feature
article.
Historical Fiction
Persuasive Essay
In this unit students learn about the role setting plays in
historical fiction and how the setting affects the plot. Students
learn to track both the historical events and plot elements of
the text as they read.
In this unit students write an essay on a topic they feel strongly
about. They create a thesis statement and learn to support their
thesis with several different types of evidence.
Close Reading of Text Sets
Responding to Text Sets
In this unit, students explore in-depth research topics through
media such as articles, infographics, and video clips.
In this unit, students write about, and respond to, in-depth
research topics by analyzing media such as articles, infographics,
and video clips.
Narrative Non-fiction: Biography
Biography Presentations
In this unit students will learn about characteristics of
biographies, and select a person to research.
In this unit students present their research on a subject’s life
through creating an informational poster or report, or digital
media.
Traditional Literature/ Mythology
Literary Essay
In this unit students will deepen their understanding of
mythical characters. They will learn common elements in
myths and compare myths.
This unit is designed to closely align to the corresponding reading
unit. Students will develop a thesis statement about a myth of
their choice and write an essay supporting their thesis statement
with text evidence. If time allows, students will write their own
creation myth.
Fantasy
Fiction/ Fantasy
In this unit students read fantasy novels in book clubs. They
learn about unique characteristics of fantasy and strategies
readers use to deepen their understanding of fantasy.
(Graphic novels can be substituted.)
In this unit, students write fictional stories in which a character
has to solve a problem, or learns a lesson through an adventure.
Poetry
Poetry
In this unit, students study poets and compare poems by the
same author as well as poems on the same topic
This unit is designed to closely align to the corresponding reading
unit. In this unit students create a variety of types of poems using
mentor poets as inspiration.
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 1: Building Good Reading Habits
4
Common Core State Standards:
4.RF.4
4.RL.1
4.RL.3
Read with sufficient accuracy and fluency to support comprehension.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Describe in depth a 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).
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).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
a. 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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. 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.
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for
specific expectations.)
4.RL.4
4.SL.1
4.SL.6
Enduring Understandings
•
•
•
Essential Questions
Readers employ strategies to help them understand text.
Readers contribute to a class discussion and adhere to procedures as
a member of a community of learners.
Readers understand and reflect on what kind of reader they are.
•
•
•
•
What does a good independent reader look like?
How do readers monitor comprehension?
How do readers respect for the learning environment?
How can we ensure our workshop runs smoothly?
Teaching Points/ Knowledge
(Students will know . . .)
Good readers select just right books.
Good readers use reading logs to monitor reading diet.
Good readers use post-its to track thinking.
Good readers use journals to explore and expand thinking.
Good readers actively participate in book clubs.
Good readers preview text to access background knowledge and set purposes
for reading.
Good readers track elements of fiction on a story map.
Good readers follow inner conversation while reading.
Good readers use fix-up strategies to solve reading problems.
Skills (Students will be able to …)
Assessment
•
•
•
•
Use 5 finger rule to select jut right books
Use writing to explore and expand upon writing
Use appropriate discussion strategies
Use comprehension skills:
o
Predicting
o
Envisioning
o
Monitoring for Sense
o
Connecting
o
Questioning
o
Inferring
o
Rereading
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any realistic fiction chapter book, supplemented with picture
books
5
Professional Resources:
•
Fourth Grade Readers, Heller-Winokur and Uretsky
(Unit 1 and 2)
nd
•
Strategies that Work (2 Edition)
Harvey and Goudvis
(Ch. 4 and 6)
•
The Café Book, Boushey and Moser
•
Comprehension Connections, McGregor
(Ch. 2)
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 1: Building Good Reading Habits
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers select just right
books
Good readers use reading logs
to monitor reading diet
Good readers preview text to
access background knowledge
and set purposes for reading
Good readers track
elements of fiction on a
story map
Good readers follow inner
conversation while reading
Flex Day
Good readers use fix-up
strategies to solve reading
problems
Flex Day
Good readers use post-its
to track thinking
Flex Day
Good readers use journals to
explore and expand thinking
Flex Day
Good readers actively
participate in book clubs
Flex Day
6
Content Area:
READING WORKSHOP
Unit:
Unit 2: Character Study
Grade Level:
4
Common Core State Standards:
4.RF.4
4.RL.1
4.RL.2
4.RL.3
4.RL.7
Read with sufficient accuracy and fluency to support comprehension.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a 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).
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions
and directions in the text.
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.
4.RL.10
Enduring Understandings
•
•
•
Essential Questions
Readers develop big ideas as they read.
Readers notice how the setting can influence a character.
Readers making connections between the problem and how
it affects the characters in the story.
•
•
How can we use what we read to analyze characters?
What role does setting and plot play when analyzing a character?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
Good Readers identify the main characters in a story and begin collecting
information about them.
Good readers learn about their characters by what they say, do, think, feel,
and by what others think about them.
Good readers are able to characterize their main characters by assigning
character traits to them.
Good readers grow ideas about a character by thinking about how the setting
shapes or reveals more about the character.
Good readers notice the problem in the story, and think about how they
know.
Good readers determine who/what gets in the way of what the main
character wants. (conflict)
Good readers identify minor characters that hold back or support the main
character.
Good readers learn lessons alongside the main character.
Good readers notice how characters change or grow in a story.
Good readers learn more about the main character by the objects he/she
holds close.
Skills (Students will be able to …)
•
•
•
•
Use details and examples from the text to explain ideas
about a character and to make inferences
Determine ideas about a character over the entire book
Use context clues to determine meaning of words and
phrases
Compare and contrast ideas in partner/book club share
•
•
•
•
•
•
•
•
•
•
Good readers keep a character log to help them remember important
information about their character (graphic organizer, bulleted list, double entry
log).
Good readers keep track of new characters introduced, and decide if they are a
friend or a foe.
Good readers grow big ideas about a character by imagining what the character
may be thinking in his/her mind.
Readers notice that the setting is not always the time and place in a story, but
also the emotional feeling of the story.
Good readers empathize with characters in the story, even characters “hard-tolike” characters.
Good readers develop theories or big ideas about secondary characters not just
main characters.
Good readers make text-based inferences about their characters.
Good readers make predictions based on information in the text.
Good readers view characters with a wider lens, paying attention to the things
the character does not do or say.
Good readers compare text of a story with a visual representation (movie) and
notice how each is portrayed in different ways.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any realistic fiction chapter book, supplemented with picture
books
•
Reader’s Theater texts and selections
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
7
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 2: Character Study
Read Aloud(s):
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers identify the
main character in a story
and begin collecting
information about them
as they read.
Good readers learn about
their main characters by
what they say, do, think, or
feel, and by what other
characters think about
them.
Good readers are able to
characterize their main
characters by assigning
character traits to them.
Good readers keep a log
to help them remember
important information
about their character
(graphic organizer,
bulleted list, double
entry log)
Good readers keep track
of new characters
introduced and decided if
the character is friend or
foe and jot down how
they know.
Good readers empathize
with their main character
by understanding and
relating to the things they
are experiencing.
Good readers learn more
about their characters by
examining the objects they
hold close.
Good readers empathize
with “hard-to like”
characters by considering
that character’s feelings
and experiences causing
them to act the way they
do.
Good readers grow big
ideas about a character
by imagining what the
character may be
thinking in his/her mind.
Good readers view
characters with a wider
lens by learning about a
character by what he/she
chooses not to say or do.
Good readers use
evidence from the text to
draw conclusions
(inferences) about a
character.
Good readers make textbased predictions.
Good readers think about
why the author choses
that setting for the book,
and thinks about how the
setting helps reveal more
about the character.
Good readers notice
that setting is not
always a time or a place,
it can be the emotional
feeling in the story.
. Good readers pay
attention to the problem
in the story and jot down
ideas about how they
know
. Good readers identify
the obstacles that get in
the way of their character
getting what they want.
Is it another character?
An object? A
circumstance?
Good readers identify
minor characters that hold
back or support the main
character.
Good readers learn
lessons alongside the
main character
Good readers notice
how characters change
or grow in a story from
beginning to end
Good readers compare
text of a story with a
visual representation
(movie) and notice how
each is portrayed in
different ways.
8
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 3: Expository Non-Fiction
4
Common Core State Standards:
4.RI.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RI.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4.RI.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
4.RI.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RI.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and
explain how the information contributes to an understanding of the text in which it appears.
4.RI.8
Explain how an author uses reasons and evidence to support particular points in a text.
4.RI.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.RI.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
4.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Enduring Understandings
•
•
Essential Questions
Readers use multiple comprehension strategies to make non-fiction
text relevant and useful.
Readers understand non-fiction has unique elements.
•
•
What are the unique characteristics/elements of non-fiction?
How can reading strategies be used when thinking about non-fiction texts?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
Good readers can distinguish between fiction and non-fiction
texts.
Good readers notice and use the features of non-fiction to
construct meaning.
Good readers notice and use the structures of non-fiction to
construct meaning (compare/contrast, cause/effect,
problem/solution, question/answer, description, chronological
order).
Good readers distinguish between interesting and important
information.
Good readers sort out main ideas from supporting details.
Good readers jot notes to help them summarize text in their
own words.
Skills (Students will be able to …)
•
•
•
•
•
•
•
Use details and examples from text to summarize and infer
Determine main idea and supporting details
Use context clues to determine meaning of unknown words
Describe structure of a text
Use text features to construct meaning
Explain how author uses evidence to support ideas
Integrate information from more than 1 source to form opinion on
topic
•
•
•
•
Good readers stop periodically to summarize and integrate new
information (read, stop, think, summarize, react).
Good readers distinguish the difference between a summary and their
own thinking.
Good readers wonder/analyze how the author's perspective affects the
way facts and information are presented.
Good readers know that when growing ideas and then pushing
themselves to form an opinion based on the reading, it is important to
read more than one perspective on a topic.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Scholastic “Ready to Go” Non-fiction book sets
•
“Comprehension Toolkit” Articles
•
Non-fiction texts pertaining to science/social studies. units of study
•
www.newsela.com
Professional Resources:
•
•
•
•
•
•
•
•
Pacing Calendar
Reading Response Rubric:
Fourth Grade Readers, Heller-Winokur
and Uretsky (Unit 3)
More (Advanced) Lessons in
Comprehension, Serafini and Youngs
(Lesson Strand 4)
Strategies that Work (2nd Edition)
Harvey and Goudvis (Ch. 10 and 11)
The Café Book, Boushey and Moser
Comprehension Connections,
McGregor (Ch. 6 and 8)
Helpful Websites:
•
Teachers College Reading and Writing Project
9
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 3: Expository Non-Fiction
Read Aloud(s): Non- fiction texts as well as texts pertaining to science/social studies
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers can distinguish
between fiction and nonfiction texts.
Good readers notice and use
the features of non-fiction to
construct meaning.
Good readers notice and use
the structures of non-fiction
to
construct
meaning
(compare/contrast).
Good readers notice
and use the structures
of non-fiction to
construct meaning
(cause/effect).
Good readers notice and
use the structures of nonfiction to construct
meaning
(problem/solution).
Good readers notice and
use the structures of nonfiction to construct
meaning (description).
Good readers notice and
use the structures of nonfiction to construct
meaning (chronological
order).
Good readers notice and use
the structures of non-fiction
to construct meaning
(question/answer).
Good readers distinguish
between interesting and
important information.
Good readers sort out main
ideas from supporting
details.
Good readers sort out main
ideas from supporting
details.
Good readers jot notes to help
them summarize text in their
own words.
Flex Day
Good
readers
stop
periodically to summarize
and
integrate
new
information (read, stop,
think, summarize, react).
Flex Day
Good readers distinguish the
difference
between
a
summary and their own
thinking.
Good readers wonder/analyze
how the author's perspective
affects the way facts and
information are presented.
Flex Day
Good readers know that
when forming an opinion
and growing ideas based
on reading, it is important
to read more than one
perspective on a topic.
Flex Day
10
Content Area:
READING WORKSHOP
Unit:
Unit 4: Historical Fiction
Grade Level:
4
Common Core State Standards:
4.RL.1
4.RL.2
4.RL.3
4.RL.4
4.RL.9
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a 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).
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).
Compare and 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.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the
text.
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).
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Compare and 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.
4.RI.1
4.RI.2
4.RI.3
4.RL.4
4.RL.5
4.RL.9
Enduring Understandings
•
•
Essential Questions
Readers use genre-specific strategies to understand historical fiction
novels.
Characters in historical fiction often face a relatable problem within
a larger historical context.
•
•
How does historical fiction help readers understand different time periods
and the problems that existed during that time?
How does the character help the reader better understand the time period?
Teaching Points
•
•
•
•
•
•
•
Good readers notice the difference between the genre of Realistic fiction and
Historical Fiction.
Good readers notice how the setting of the story is different from today.
Good readers pay attention to the small details at the beginning of a story; to
help them better understand the setting.
Good readers notice what the story is beginning to be about and trace ideas
and themes across the story.
Good readers track the characters in the story and make a list of their
characteristics.
Good readers identify what the main character wants or needs.
Good readers use empathy to try and understand character.
Skills (Students will be able to …)
•
•
•
•
Use details and examples from the text to explain what the text says
explicitly and to make inferences
Determine theme using details from the text
Use context clues to determine meaning of words and phrases
Compare and contrast the point of view from which different texts
are told, themes, and elements of historical fiction.
•
•
•
•
•
Good readers think about how historical events affect the character.
Good readers notice clues in the story that help create the mood.
Good readers keep track of shifts from time and place in historical fiction.
Good readers learn life lessons from the character’s experiences. (theme)
Good readers notice tension between characters, and identify the causes of this
power struggle. Good readers discuss in their book clubs the social issues
surrounding the time period and how it affects the characters or story.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any historical fiction chapter book, supplemented with picture books
11
Professional Resources:
•
Fourth Grade Readers, Heller-Winokur and Uretsky
(Unit 1 and 2)
•
Strategies that Work (2nd Edition)
Harvey and Goudvis
(Ch. 4 and 6)
•
The Café Book, Boushey and Moser
•
Comprehension Connections, McGregor
(Ch. 2)
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 4: Historical Fiction
Read Aloud(s): Henry’s Freedom Box by Ellen Levine (Lexile 380 L)
Going West by Jean Van Leeuwen (O)
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
12
Good readers use all they
have learned when
reading and they do not
wait to be reminded.
They make lists when
needed, ask and answer
questions when confused,
use clues to figure our
hard words and reread as
necessary.
Readers think about the
difference between reading
a realistic fiction story and
reading a story that is
historical fiction.
Readers think about how
the time period of a story
seems different from how
we live today.
Readers know that when
reading historical fiction,
the places in the story
will be very different
from the places they live
in today.
Readers know that when
reading historical fiction,
the places in the story will
be very different from the
places they live in today.
Readers pay attention to
the small details at the
beginning of a story; these
details help a reader learn
more about the setting of
the story as the plot
progresses.
Readers pay attention to
the small details in a story
that help to give clues
about the kind of place the
main character lives.
Readers track the
characters in historical
fiction; they keep lists of
the characters they meet
along the way and record
small details about them.
Readers think about the
main character of the
story and ask
themselves: what does
the character seem to
want or need?
Readers think about the
relationships the main
character has with other
characters. Who does the
main character love? Who
does the main character
fear? Who does the main
character admire? How do
you know?
Readers know that when
reading historical fiction,
the “things” in the story will
be very different from the
“things” we have in our
lives today (i.e. cars,
lamps).
Readers keep track of all
the words they learn that
help them understand the
time period and historical
significance of their
stories.
Readers think about the
artifacts in a story and ask
themselves: what does
my main character love or
hold onto? Is it a thing
that he or she can touch?
Is there something
physical in the story my
character cherishes?
Why?
Readers think about the
mood of the story. They
think about what clues in
the story help to create the
mood. Readers use strong
vocabulary when discussing
mood.
Readers find sentences
that make them think:
Wow this is powerful! Or,
wow – this is so beautiful!
Or, wow – this is so
important! Then they
write those lines down and
share their thoughts with
book club members. After
reading, they can write
more about those quotes
in their reading notebooks.
Readers learn that
historical fiction can be
very complex. Often the
story shifts from time
and place. Readers track
this movement and pay
attention as the story
moves along between
time and place.
Readers may make time
lines to hold onto the
order of important
events in the story.
Readers can ask
questions in their book
clubs about why history
unfolds the way it does,
how individual stories
bear witness to suffering
and courage, and what
lessons we can take
from characters’
experiences.
Readers use empathy to
try and understand why a
character says or does or
behaves a certain way.
Readers think about how
history is shaping or
defining a character.
When does history affect
the main character, and
when does the main
character affect history?
How?
Readers can sketch and
then label scenes from the
story. They know the
scenes or sketches should
have images from the time
period of the story to
show how this story is so
different from today.
Readers ask themselves:
What is power? Who has
power in this story? How
do I see power? What
forms can power take?
How does power shift?
Readers begin to realize
power is not just physical.
Content Area:
READING AND WRITING WORKSHOP
Grade Level:
Unit:
Unit : Close Reading of Text Sets/ Responding to Text Sets
4
Common Core State Standards:
CCSS ELA-Literacy. RI. 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Instructional Note: The reading and writing in this unit go hand-in-hand. It is recommended that you combine the reading and writing as much as possible. Because
this unit does not contain the volume of reading in previous units, students should still be reading from their “just right” books bags for at least 30 minutes daily, and
teachers should continue to confer with students and small groups during this time to sustain reading stamina.
Enduring Understandings
•
•
•
Essential Questions
Readers seek out and analyze a variety of texts and digital resources within a
topic to gain a deeper understanding of the topic from various points of view
and perspectives.
Readers use close reading strategies and note-taking strategies to track their
thinking and evolving ideas on a topic over time.
Writers share their ideas about a topic through text-based written response.
•
•
•
How can reading and analyzing multiple texts and digital resources on a topic help
us understand the context more deeply and grow ideas as we read?
How can we ensure that we are getting the full meaning out of what we read?
What are some ways respond to, and share out, new ideas we grow from reading
text sets?
Teaching Points/ Knowledge
(Students will know . . .)
Reading
•
•
•
•
•
•
•
Readers access background knowledge on a topic and develop questions
or possible lines of thinking before they read
Readers preview articles and other resources before they read, asking
themselves “What might I learn about this topic from this resource.”
Readers balance new information with prior knowledge to develop new
ideas or clarify/build upon older ideas.
Readers notice what the author choses to include, and why. They notice
that authors of non-fiction writing often have a position or “stance” on
the topic they write about.
Readers may look through the lense of “taking action” when reading
about a topic that involves a problem. This involves tracking steps to a
possible solution.
Readers analyze graphics as well as text, to gain a deeper understanding
of a topic. They interpret why an illustrator might choose to include
specific graphics or charts, and what that might tell us about the intent of
the illustrator
•
•
Writing:
•
•
•
•
Readers push themselves to have a “stance”, or opinion, on the topic,
where applicable.
Readers analyze video clips and compare their impact to that of other
resources. They interpret why some information might be more effectively
communicated in a video rather than in a print article.
Readers triangulate information from various sources to gain a deeper,
more informed perspective on a topic.
Writers stop and jot as they read information on a topic, asking “how might
this information be useful in a written response?”
Writers structure their responses to include textual evidence and specific
facts to support their thinking.
Writers put information they have read into their own words, often adding
in voice to make the information more original or engaging for their
audience.
Writers combine information presented in various texts to present a more
complex analysis of a topic.
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Synthesize information on the larger topic across various types of text
•
Use textual evidence to support ideas
•
Identify the main idea
•
Ask and answer questions on, and related to, the topic at hand
•
Compare and contrast information across print and digital resources
•
Determine author’s purpose and his/her potential opinion on the nonfiction
article topic
•
•
•
•
•
•
Teachers College Reading Assessments
Whole class and small group discussion
Reading Notebook notes and post-its
Conferring notes
Reading responses
Essay responses to essential questions
Resources
Helpful Links:
•
Madison Text Sets Link: Google Drive
•
TCRWP Digital Nonfiction Text Sets
Other Resources:
•
“Comprehension Toolkit” articles (available on the M Drive and in each
building—see your school’s reading specialist.)
News for Kids Websites:
News ELA (Leveled news articles for kids. Free to register), Time for Kids, DOGO News, Tween Tribune, National Geographic Kids, Kids Post (Washing Post for Kids), CBBC
News Videos: Channel One News, Nick News: Nickelodeon
13
Content Area:
READING WORKSHOP
Unit:
Unit 6: Biography
Grade Level:
4
Common Core State Standards:
4.RF.4
4,RF,6
4.RI.1
4.RI.2
4.RI.3
4.RI.5
4.RI.6
4.RI.9
4.RI.10
Read with sufficient accuracy and fluency to support comprehension.
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the
text.
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Enduring Understandings
•
•
Essential Questions
Readers use narrative and nonfiction strategies when reading narrative
nonfiction
Good readers read biographies to learn more about significant people in
history and their contributions to society
•
•
How can reading biographies inspire us to live differently?
How can reading biographies help us understand our world and historical
time periods?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
Good readers understand that some non-fiction is narrative.
Good readers pay attention to setting and time period of their biography.
Good readers determine the subject of the biography and their character
traits.
Good readers create theories about their subject.
Good readers notice how a subjects actions and the events of that time
period effect their life(cause and effect).
Good readers walk in the shoes of the subject imagining what they think
and feel.
Good readers keep track of the events that happen in the character’s life
and how they are related.
Skills (Students will be able to …)
•
•
•
•
•
Sequence events in the subject’s life
Make predictions based on textual evidence
Synthesize information to determine a theme
Identify character change and development over time
Connect and compare the subject’s life to their own
•
•
•
•
•
•
Good readers look for turning ponts in the character’s life where they
subject has made an important choice.
Good readers ask themselves what important achievment or quality made
this person’s life worth reading about.
Good readers ask themselves if the subject represents if the subject
represents a larger group of people in history.
Good readers push themselves to describe the subjects traits, thinking
beyond the cliché and using specific text evidence.
Good readers notice how their life is similar or different form the person
they are reading about.
Good readers are often inspired by the text, asking, what is the life lesson I
am learning.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Wilma Unlimited (Part of the 4th grade Ready-to-Go Non-Fiction book set)
Level P/ Lexile 730L
14
Professional Resources:
•
Fourth Grade Readers, Heller-Winokur and Uretsky
(Unit 1 and 2)
•
Strategies that Work (2nd Edition)
Harvey and Goudvis
(Ch. 4 and 6)
•
The Café Book, Boushey and Moser
•
Comprehension Connections, McGregor
(Ch. 2)
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 6: Biography
th
Read Aloud(s): Read Aloud(s): Wilma Unlimited (Part of the 4 grade Ready-to-Go Non-Fiction book set)
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers notice that some
non-fiction books are written as
more of a story than just facts.
Some are written like a story.
Ones that are specifically about
the life of a person are called
biographies.
Consider showing various
narrative nonfiction books during
the mini-lesson and “storytell”
based on a picture walk.
Good readers try to come up with
ideas, or theories, about the
subject of their biography. They
“walk in their character’s shoes”
and imagine what they might be
thinking or feeling.
(Wilma walks into the church
without her leg braces)
Good readers ask themselves:
What important achievement or
quality made this person’s life
worth writing about?
(Olympic Gold Medal winner,
Determination, perseverance)
Good readers learn more about
their subject by researching
firsthand sources of information.
Such as speeches, diaries and
other artifacts (Day 1)
15
Readers, biographies follow a
similar format to other narratives,
but instead of a character, we call
the person the “subject”. Just like
in most stories we’ve read, the
subject in a biography wants
something, often struggling to get
it.
Good readers learn a lot about
history when they read
biographies. By paying attention
to details about the setting and
time period, readers can better
understand the times in which this
person lived.
Good readers look closely at
the subject’s actions and ask
“What does this tell me about
the subject?”
Good readers look closely at the
subject’s actions and ask “What
does this tell me about the
subject?”
(p. 1, 2 “no one…”)
(But Wilma kept moving
anyway she could…)
(But Wilma kept moving anyway
she could…)
Good readers keep track of what
new events are happening in the
subject’s life, and ask how these
events are related. (Cause and
Effect) How do part events
influence the subject’s future
actions?
Good readers keep track of
what new events are happening
in the subject’s life, and ask
how these events are related.
(Cause and Effect) How do part
events influence the subject’s
future actions? (day 2)
Good readers pay extra close
attention to choices that the
subject made at a crucial, or
important, time. This moment in
their life is often called a turning
point.
(Wilma wants to walk again, then
later to get an Olympic medal)
Good readers keep track of what
new events are happening in the
subject’s life. Often keeping a
timeline is helpful in tracking the
person’s life.
(Create timeline. Consider having
the event on the top, and “this
makes me think” on the bottom of
the timeli
Good readers notice that often the
person in the biography is a
window into the time and society in
which they lived. Readers ask
themselves “What group does this
person represent?” “What can I
learn about this group of people
and the challenges they may have
all faced?”
(African Americans, disabled,
women, poor)
Good readers learn more about
their subject by researching
firsthand sources of information.
Such as speeches, diaries and other
artifacts (Day 2)
(Polio led to her not being able to
walk. Not being able to walk made
her feel isolated and lonely. She
was determined to walk again.
Once she did, she pushed herself
to play sports she used to only be
able to watch…)
Good readers push themselves to
come up with traits that describe
the person they are reading
about. They think beyond “brave”
or determined” to be specific,
using text evidence to support
their ideas.
(Wilma walks without her leg
braces in church, racing even with
a twisted ankle.)
Good readers push themselves
to come up with traits that
describe the person they are
reading about. They think
beyond “brave” or determined”
to be specific, using text
evidence to support their ideas.
(day 2)
Good readers push themselves to
come up with traits that describe
the person they are reading
about. They think beyond “brave”
or determined” to be specific,
using text evidence to support
their ideas. (day 3)
Good readers read biographies
to get inspired. As we finish
reading, we ask ourselves,
“What is the life lesson I am
learning from this text?”
Possible Culminating Activity--Pretend you are the subject and
write a diary entry as that person.
(Wilma persevered through pain
and uncertainty to walk again.)
Good readers note how their life
is similar/ different from the
person they are reading about.
They consider the circumstances
the person lived in when thinking
about their actions.
(We do not live during
segregation. Even today however,
some people cannot access the
care they need. Even today there
are diseases that paralyze
children. We each may have had
to work hard to overcome an
obstacle in our lives. We’ve also all
possibly felt lonely at times, or left
out. )
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 7: Traditional Literature/Mythology
4
Common Core State Standards:
RL4.1
RL4.2
RL4.4
RL4.9
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
Compare and 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.
Enduring Understandings
•
•
•
•
•
Essential Questions
Mythology plays an important role in cultures around the world.
People use mythology to “explain the unexplainable” and to make sense of
the world around them.
Similarities exist in myths across cultures around the world.
Some cultures explain the same phenomenon in different ways.
Mythological references can be found in many other mediums today; movies,
stories, art, music.
•
•
•
What is mythology and what purpose does it serve?
What explanations do different cultures provide as an answer to the same unexplained
phenomena?
Why do you think stories from countries all over the world have some of the same
similarities, archetypes, and explanations?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
Readers know that reading Mythology means that the characters will be
different from realistic fiction stories – that there will be gods, goddesses,
supernatural beings, and non-human creatures. Still, these characters have
important roles in a story.
Readers know that when reading Mythology there are characters – just like in
modern day stories – good readers track characters and take notes about
them.
In Mythology, characters are symbols of good and evil. Readers think about
the main character – they ask themselves if the main character is good, bad or
somewhat good and bad?
Readers notice that characters in Mythology may have to make a decision –
they think about the decision and predict what a character may do.
Readers know that in myths from long ago, characters are usually rewarded
for good characters traits or punished for bad ones.
Readers notice that some characters can be punished for a trait or an action
that displeases the gods. Readers ask themselves about the fairness of this
punishment – and whether or not they agree with the gods.
Skills (Students will be able to …)
Refer to details in a text
Explain what the text says explicitly
Draw inferences
Summarize
Use context clues
Compare and Contrast
Prediction
•
•
•
•
•
•
•
Readers know that myths are stories about how things in the world came to be.
Readers ask themselves as they read: “Could this story be explaining how
something in the world today came to be?”
Readers notice the relationships between the gods; sometimes gods are aligned
and sometimes they are at war. How do the gods interact with one another in
this story? Does this contribute to the main problem?
Readers will notice that often gods interact with human. Do humans and gods
interact in this story? How? Does this have anything to do with the conflict?
Readers pay attention to the myths that have a hero – they identify the hero and
pay attention to his powers.
In some myths, certain characters often surprise us – like brothers may not be
good to each other or a mother may give up a child. Readers notice how some
characters may behave drastically different from what they expect.
As readers begin to read many myths, they begin to notice that some myths
across different cultures are very similar. Readers begin to compare stories to
see how they are the same and how they are different.
See pacing guide for more teaching points.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any realistic fiction chapter book, supplemented with picture books
•
Lightning Thief by Rick Riordan: Level S/ Lexile 740 L
•
Add Odyssey books
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
16
READING WORKSHOP PACING CALENDAR
Grade 4 RW: Traditional Literature/ Mythology
Read Aloud(s): D’Aulaires’ Book of Greek Myths
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Readers know that when
reading Mythology there are
characters - except the
characters in Myths are gods,
goddesses, super natural
beings and non-human
beings. Still, readers jot
down names and collect what
they learn about the
mythological characters.
Readers think about the
characters and what they are
learning about them. Using
the details they collect they
grow ideas about the
characteristics of the gods and
goddesses or even humans.
In Mythology, characters are
symbols of good and evil.
Readers think about the main
character – they ask
themselves if the main
character is good, bad or
somewhat good and bad?
Readers pay attention to
the minor characters of the
myth and ask themselves if
these characters are
important in any way. For
instance, a reader may
wonder how the main
character is affected by the
actions of a minor
character.
Readers think about the
setting of the story. They ask
themselves “What kind of a
place does my character
live?” Readers think about
how this information helps
him or her understand the
character of the story.
Readers of mythology must
suspend logical thinking!
Gods and goddesses did not
have to follow the rules
humans had to follow –
readers look for moments in
the story when characters
seem to break rules of
modern day society.
Readers know that in myths
from long ago, characters are
usually rewarded for good
characters traits or punished
for bad ones.
Readers notice that some
characters can be punished
for a trait or an action that
displeases the gods. Readers
ask themselves about the
fairness of this punishment –
and whether or not they
agree with the gods.
Readers can summarize
what a story is about by
going back to the details
they have collected or
rereading and then talking
with a partner.
Readers can summarize what
a story is about by going back
to the details they have
collected or rereading and
then talking with a partner.
Readers can also write a
summary in their notebooks.
Readers notice that
characters in Mythology may
have to make a decision –
they think about the decision
and predict what a character
may do.
Readers know that myths are
stories about how things in the
world came to be. Readers ask
themselves as they read:
“Could this story be explaining
how something in the world
today came to be?”
Readers notice the
relationships between the
gods; sometimes gods are
aligned and sometimes they
are at war. How do the gods
interact with one another in
this story? Does this
contribute to the main
problem?
Readers will notice that
often gods interact with
human. Do humans and
gods interact in this story?
How? Does this have
anything to do with the
conflict?
Readers pay attention to the
myths that have a hero – they
identify the hero and pay
attention to his powers.
In some myths, certain
characters often surprise us –
like brothers may not be
good to each other or a
mother may give up a child.
Readers notice how some
characters may behave
drastically different from
what they expect.
In some myths, certain
characters often surprise us –
like brothers may not be good
to each other or a mother may
give up a child. Readers notice
how some characters may
behave drastically different
from what they expect.
As readers begin to read
many myths, they begin to
notice that some myths
across different cultures are
very similar. Readers begin to
compare stories to see how
they are the same and how
they are different.
Readers compare and
contrast heroes from two
different Myths.
Readers notice how there are
mythological references exist
in the stories they read today
as well as the movies they
watch.
17
Content Area:
READING WORKSHOP
Grade Level:
4
Unit 8: Fantasy
(Graphic Novels can be used as an alternate genre.)
Common Core State Standards:
Unit:
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.RL.3 Describe in depth a 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).
4.RL.4 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).
4.RL.9 Compare and 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.
Enduring Understandings
•
•
Readers understand that fantasy has unique elements that involve
suspending reality.
Readers use multiple comprehension strategies to make meaning of
text.
Essential Questions
•
•
What are the unique characteristics/elements of fantasy?
How can reading strategies be used in thinking about fantasy texts?
Teaching Points
Graphic novels can be used in place of fantasy however teaching points will
need to be adjusted slightly.
•
Good readers notice and chart elements of fantasy as they occur in
the book.
•
Good readers use multiple resources to research the setting of their
stories. (think about or find similar books with similar settings to
help readers get a better sense as to what their setting is like)
•
Good readers use a timeline to track major events.
•
Good readers learn alongside the main characters and pay attention
to when the character is in the midst of a learning experience.
•
Good readers keep track of multiple plotlines and problems in
fantasy by using charts, timelines, and graphic organizers.
•
Good readers jot in various ways to prepare for book group talk.
•
Good readers think about the inner struggles that characters face.
•
Good readers think deeper into the plot, not just about what is
happening, but what the theme or life lesson is that is being taught.
Skills (Students will be able to …)
•
•
•
•
Use details and examples from the text to explain what the
text says explicitly and to make inferences
Determine theme using details from the text
Use context clues to determine meaning of words and
phrases
Compare and contrast the point of view from which different
fantasies are told, themes, and elements of fantasy.
•
•
•
•
•
•
•
•
Good readers understand that characters are often complicated.
Good readers analyze and compare the stories they are reading to
further deepen understanding.
Good readers create mental/ visual images while reading to help them
to infer setting in fantasy
Good readers use patterns in the story to make predictions about what
will happen next.
Good readers notice the author’s craft to enhance the story.
Good readers notice how an author uses symbolism to portray ideas or
represent important people.
Good readers look for recurring themes (motif) that the author is trying
to teach the reader.
Good readers consider whether their story is an allegorical
representation of social issues or other world phenomena.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any fantasy chapter book, supplemented with picture books
•
Possible Read Aloud suggestions: The Island of Skog
18
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 8: Fantasy
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers notice and
chart elements of fantasy
as they occur in the book.
Good readers create
mental/ visual images while
reading to help them to
infer setting in fantasy.
Good readers use multiple
resources to research the
setting of their stories.
Good readers use a
timeline to track major
events.
Good readers use patterns
in the story to make
predictions about what
will happen next.
Good readers learn
alongside the main
characters and pay
attention to when the
character is in the midst
of a learning experience.
Good readers notice the
author’s craft to enhance
the story.
Good readers jot in
various ways to prepare
for book group talk.
Good readers think
about the inner
struggles that characters
face.
Good readers use a
timeline to track major
events.
Good readers use
patterns in the story to
make predictions about
what will happen next.
Good readers keep track of
multiple plotlines and
problems in fantasy by
using charts, timelines, and
graphic organizers.
Good readers jot in
various ways to prepare
for book group talk.
Good readers notice the
author’s craft to
enhance the story.
Good readers think deeper
into the plot, not just
about what is happening,
but what the theme or life
lesson is that is being
taught (motifs).
Good readers look for
symbolism is their stories.
What objects symbolize
characters in their story?
Good readers understand
that characters are often
complicated.
Good readers think about
whether their story is an
allegory of social issues in
the world.
Good readers analyze
and compare the stories
they are reading to
further deepen
understanding.
Flex Day
19
Content Area:
READING WORKSHOP
Unit:
Unit 9: Poetry
Grade Level:
4
Common Core State Standards:
4.RL.1
4.RL.2
4.RL.4
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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).
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
4.RL.5
4.RI.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Enduring Understandings
•
•
Essential Questions
Readers use multiple comprehension strategies to make
poetry enjoyable and relevant.
Readers understand poetry has unique elements.
•
•
What are the unique characteristics/elements of poetry?
How can reading strategies be used in thinking about poetry?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
Good readers know poems are different from stories.
Good readers recognize stanzas give poetry structure and
use this to construct meaning.
Good readers recognize and use verse, rhythm, and meter to
construct meaning .
Good readers recognize and understand the difference
between literal and figurative language and use to construct
meaning.
Skills (Students will be able to …)
•
•
•
•
Use details and examples in text to summarize and
infer
Analyze theme of a poem
Infer meaning of unknown words
Explain elements of poetry
•
•
•
•
•
•
Good readers recognize and understand similes and metaphors
and use to construct meaning.
Good readers recognize and understand personification and
imagery and use to construct meaning.
Good readers reread poems to infer and analyze the theme.
Good readers reread poems to understand the crafts authors
use to convey meaning.
Good readers have conversations about poems to grow ideas.
Good readers respond to poetry in response journals.
Assessment
•
•
•
Teachers College Reading Assessments
Conferring Notes
Reading Responses
Resources
Mentor Texts/Read Alouds:
•
Any poem or anthology of poems
Professional Resources:
•
Pacing Calendar
•
Reading Response Rubric
Helpful Websites:
Teachers College Reading and Writing Project
•
20
READING WORKSHOP PACING CALENDAR
Grade 4 Unit 9: Poetry
Read Aloud(s): Any poem or anthology of poems
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Good readers recognize
the difference between
poems and stories.
Good readers recognize
stanzas give poetry
structure and use this to
construct meaning.
Good readers recognize
and use verse, rhythm, and
meter to construct
meaning.
Good readers recognize
and understand the
difference between literal
and figurative language
and apply to construct
meaning.
Good readers recognize
and understand similes
and metaphors and
apply knowledge to
construct meaning.
Good readers recognize
and understand
personification and
imagery and use to
construct meaning.
Good readers reread
poems to understand the
crafts authors use to
convey meaning.
Flex Day
Good readers have
conversations about
poems to grow ideas.
Flex Day
Good readers respond to
poetry in response
journals.
Flex Day
Good readers reread
poems asking themselves
“What does this poem say”
to infer and analyzer
theme.
Flex Day
Flex Day
21
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 1: Launching the Writing Workshop
4
Common Core State Standards:
4.W.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
4.W.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade 4.)
4.W.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
4.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Order adjectives within sentences accoding to conventional patterns.
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
4.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
d. Spell grade-appropriate words correctly, consulting references as needed.
Enduring Understandings
•
•
Essential Questions
Writers understand how the routines of writing workshop will
support their writing
Writers recognize the importance of writing and sharing experiences
from their lives
How does a good writer efficiently use his/her time during writing
workshop?
How can you be a good writing partner?
How do writers collect ideas to write about?
•
•
•
Teaching Points/ Knowledge
(Students will know . . .)
Setting Up the Structure of Writing Workshop—
Set up structure & routines of Writing Workshop.
Teach into process (collecting, choosing a focus, drafting, revising, editing,
publishing).
• Is it a small moment? Look at the structure of a small moment using
mentor texts.
• What strategies do they know for collecting?
• Selecting and Developing – review the process. How do you develop an
idea? E.g. Creating a timeline. Replaying the movie in your mind
• What do you do when you are finished?
• Drafting - What standards do you expect in your classroom? E.g. Write on
one side of the paper and skip lines.
• Revising – What revision strategies do you know? E.g Use Fireflies to see
how the author includes details
• Edit – Create a checklist for your standards or see attached.
• Publish.
Skills (Students will be able to …)
•
•
•
•
•
•
Follow the routines of writing workshop
Explore and practice “small moment” strategies that may include the writing of a
personal narrative, if time permits
Grammar/Mechanics/Punctuation
Dialogue punctuation
Transition usage for change of time
Adjectives and adverbs for elaboration
•
•
•
•
•
•
•
•
•
Assessment
•
•
•
•
•
•
Resources
22
Writers organize their ideas to help the reader understand their thinking;
one way writers do this is through circular structure.
Writers organize their ideas to help the reader understand their thinking;
one way writers do this is through parallel structure.
Writers create scenes to draw the reader in; one way writers do this is
through the use of dialogue.
Writers elaborate their stories by using action to create tone or mood
Writers elaborate their stories by using internal monologue.
Writers use literary language to read like written versions of an oral
account
--list of examples from mentor texts –
Writers use direct quotations or sound effects to make their writing more
realistic.
Writers show the importance of the event by weaving clues throughout
the text.
Writers reveal the importance of the event through excitement and
feeling.
On-Demand Writing Assessment (This will serve as a way to assess the
strategies practiced over the course of the unit. Even if the students did not
publish a personal narrative in this unit, this assessment will show how
students can apply the “small moment” teaching points that were taught in
the unit.
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
•
•
•
•
Eleven by Sandra Cisneros
Owl Moon by Jane Yolen
Smokey Night by Eve Bunting
Fireflies by Julie Brinklow
Content Area:
WRITING WORKSHOP
Unit:
Unit 2: Realistic Fiction
•
•
•
•
•
Rubric
Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and Joann Portalupi
Teachers College Reading and Writing Project
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Grade Level:
4
Common Core State Standards:
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs(where, when, why)
g. Correctly use frequently confused words (e.g. to, too, two; there, their)
4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use commas and quotation marks, to mark direct speech and quotations from a text.
C, Use a comma before a coordinating conjunction in a compound sentence.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Chooses words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors
Enduring Understandings
•
•
Essential Questions
Writers draw on personal narrative strategies and moments
form their own lives when developing ideas for fiction
writing
Writers lean on the content and structure of stories they’ve
read when developing fiction ideas
•
•
How can I use moments from my own life to influence imagined
stories?
How can stories I’ve read inspire my own writing?
Teaching Points/ Knowledge
(Students will know . . .)
Creating and Developing Stories and Characters that Feel Real
•
Good Writers imagine stories from ordinary moments in their lives and create a list
in their notebook.
•
Good Writers imagine stories we wish existed in the world and create a list in their
notebook
•
Good Writers develop their characters by creating an internal/external character
chart
•
Good Writers make their characters more complex by thinking about both the good
and bad traits about the character.(consider even sketching the character)
•
Good Writers give their characters struggles and motivations by thinking about what
they desire or struggle with. (write small scenes to show these
struggles/motivations)
•
Good Writers carefully develop their secondary characters to support/ work against
the main character and move the story along. (T-chart)
•
Good Writers plot their stories on a story mountain, and often make more than one
to show different ways a story could go.
•
Good Writers Show and Not Tell by using dialogue and action in a scene
instead of summarizing.
•
Good Writers understand that summarizing is sometimes helpful to help move
the story along, or show that time has passed.
Good Writers improve their writing by envisioning (imagining) themselves as the
character. (Walk in the shoes of the character)
•
Good Writers study leads from mentor texts to help them write leads that draw
the reader into the story.
•
Good Writers weave together action, thought, and dialogue, making sure there is
a balance of each, to make the story more interesting and easier for the reader to
understand.
•
Good Writers write powerful endings that wrap up loose ends, that shows the
main character change, that reveals the story’s purpose.
Preparing for Publication with an Audience in Mind
•
Good Writers revise by rereading a section of a story with a lens. (focusing on one
idea at a time.)
•
Good Writers edit/ revise by using the writer’s checklist as a guide.
Skills (Students will be able to …)
Assessment
•
Write realistic fiction stories with well developed/ complex characters.
•
Use Show Not Tell
•
Incorporate a balance between dialogue, action, and thought in their story.
Grammar/Mechanics/Punctuation/Usage
•
Figurative Language
•
Quotations and commas
•
Relative pronouns/ Homophone and Homonyms (to, too, two, there, their)
Resources
23
•
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Mentor Texts/Read Alouds:
•
Eleven by Sandra Cisneros
•
Owl Moon by Jane Yolen
•
Fireflies by Julie Brinkow
•
Smokey Night by Eve Bunting
Professional Resources:
•
Pacing Calendar
•
Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Grade
Unit:
Unit 3: Non- Fiction: Research Based Writing (Feature Article)
4
Common Core State Standards:
4.W.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
4.W.9
4.L.4
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies;
a. Use context
c. Consult reference materials,, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases
4.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or
states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal
preservation).
4.SL.4
Report 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.
Enduring Understandings
•
•
Essential Questions
Writers write feature articles to communicate information
Writers incorporate non-fiction text features to explain information
to their audience in the most meaningful way possible.
•
•
How can writers communicate what they have learned through research?
How should feature articles be structured?
Teaching Points/ Knowledge
(Students will know . . .)
Planning and Generating Ideas for Feature Articles
•
Good writers immerse themselves in the genre of feature articles to learn the
elements of the genre (subheadings, photos, illustrations and captions).
•
Good writers find ideas for feature articles by paying attention to the world around
them .
Good writers refine their ideas by asking questions.
•
Good writer’s use questions to direct their research.
•
Good writers research their idea by reading published materials and/or conducting
interviews.
Drafting and Author’s Craft
•
Good writers use their questions to create subheadings to organize their
writing.
•
Good writers use transitional words and phrases to connect their
information.
Skills (Students will be able to …)
•
•
Write a feature article based on research they have conducted
Incorporate non-fiction text features in their feature article to facilitate the readers’
comprehension of the topic
Grammar/Mechanics/Punctuation/Usage
•
Write complete sentences
•
Identify and correct sentence fragments and runs-ons
•
Accurately use grade-appropriate general academic and domain-specific words
Good writers incorporate elements of feature articles into their drafts.
Good writers draft an introduction to hook their readers (anecdote,
quotation, or interesting fact).
•
Good writers draft a conclusion to wrap up their article in a meaningful
way (explanation as to why this topic matters).
Preparing for Publication with an Audience in Mind
•
Good writers revise their drafts by rereading their writing to see if the order of
the paragraphs makes sense.
•
Good writers revise their drafts with a lens for voice (tone and word choice).
•
Good writers use a checklist to edit their drafts before publishing.
•
•
Assessment
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
“Comprehension Toolkit” Articles (Reading Specialists have complete sets, and
additional toolkit articles are posted on the M: Drive)
•
Any feature article (ex. local newspapers or Time for Kids)
Professional Resources:
•
Bringing History to Life, Lucy Calkins and Anna Gratz Cockerille
•
Rubric
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
24
Content Area:
WRITING WORKSHOP
Unit:
Unit 4: Persuasive Essay
Grade Level:
4
Common Core State Standards:
4.W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information
4.W.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and
provide a list of sources.
4.L..1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
c. Use modal auxiliaries (can, may, must) to convey various conditions
4.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
c. Differentiate between different contexts that call for formal English (e.g. presenting ideas) and situations where informal discourse is appropriate(e.g small group
discussion)
4.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
Enduring Understandings
•
•
Essential Questions
Writers develop writing to affect change.
Writers use what they know about narrative to help craft their
essays.
•
•
How can writers use essays to affect change?
What are some effective ways to structure an essay?
Teaching Points/ Knowledge
(Students will know . . .)
Persuasive Essay
•
Good writers learn about writing from an idea (collect on many
ideas)
•
Good writers push their own thinking with conversation prompts
•
Collecting- Good writers reread past entries and draw big ideas
from them.
•
Good writers gather many different persuasive thesis statements
that can apply to many people.
•
Good writers narrow down their thesis statements, selecting one
that they think they can PROVE with evidence. (It may help to
start their thesis statement with the lead “I think…”. This can help
students see that a thesis is their opinion on an issue. This lead is
used in third grade in personal essays and can be dropped from
the thesis statement as you move into drafting.)
Skills (Students will be able to …)
•
Use boxes and bullets to organize their writing
•
Using persuasive language and techniques
•
Elaboration- Practice providing details to support each piece of evidence.
Grammar/Mechanics/Punctuation/Usage
•
Complex sentence structure
•
Comma usage
•
Prepositional phrases
•
Paragraphing
Resources
25
•
•
•
•
•
Good writers generate 3 pieces of evidence to support their thesis
statement using” boxes and bullets”. (Are students supporting topic
sentences varied enough from each other with different details?)
Good writers make each piece of evidence into a topic sentence to
support the thesis.
Good writers explore how to elaborate on each piece of evidence.
-Examples: quotes, news, mini-story, real-world fact, quote
Good writers revise and edit essays on their own and with a partner.
Assessment
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Mentor Texts/Read Alouds:
•
No Uniforms!-printed from TC disc
Content Area:
WRITING WORKSHOP
Unit:
Unit 5: Responding to Text Sets
Professional Resources:
•
Pacing Calendar
•
Rubric
•
Boxes and Bullets: Personal and Persuasive Essays by Lucy Calkins, Kelly Boland
Hohne, and Cory Gillette
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Grade level:
4
The content form this unit is embedded in the “Close Reading of Text Sets” unit. Please see that Unit Map for standards and other instructional
guidance.
26
Content Area:
WRITING WORKSHOP
Unit:
Unit 6: Biography Presentations
Grade level:
4
Common Core State Standards:
4.W.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.W.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
4.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.L..6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
4.SL..2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
4.SL..3
Identify the reasons and evidence a speaker provides to support particular points.
4.SL..5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
4.SL..6 Differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropritate to
task and situation.
Enduring Understandings
•
•
•
•
•
•
•
Writers guide their research by asking questions based on
•
What types of questions do writers ask while conducting research?
what they already know about a topic
•
In what ways can writers choose to organize and group their
Writers explore various ways to organize and group
information?
information
Teaching Points/ Knowledge
(Students will know . . .)
Good writers use facts, details and quotes to explain support their
ideas.
Good writers hooks the reader by explaining why the subject is
important.
Good writers organize their information into sections.
Good writers label sections with heading and subheadings .
Good writers use transitions to connect ideas.
Skills (Students will be able to …)
•
•
•
Determine importance of information
Organize information in a coherent manner
Summarize/paraphrase ideas
Grammar/Mechanics/Punctuation/Usage
•
Long complex sentences
•
Correct comma usage in long complex sentences
Resources
27
Essential Questions
•
•
•
•
•
•
Good writers use strong conclusions to wrap up their writing.
Good writers choose organizational techniques such as
compare/contrast, cause/effect, or pro/con.
Good writers use non-fiction text features to enhance their writing.
Good writers choose domain specific vocabulary for their writing.
Good writers use comparisons and figurative language.
Good writers use appropriate voice (teaching tone).
Assessment
•
•
•
•
•
•
•
On-Demand Pre-Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Possible end of unit projects: biography map, biography coffee can project,
wax museum and speech, diary entries, powerpoint presentation or poster
Mentor Texts/Read Alouds:
•
Biographies at various reading levels
Professional Resources:
•
Pacing Calendar
•
Rubric
•
Fourth Grade Readers, Heller-Winokur and Uretsky
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 7: Literary Essay
Grade Level:
4
Common Core State Standards:
4.W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
4.W.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.
4.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
4.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Enduring Understandings
•
•
Essential Questions
Writers develop theories and big ideas as they read.
Writers lean on what they know about personal and persuasive essays
when writing about reading.
•
•
What is a literary essay?
How do I use the text to support my thinking around a text?
Teaching Points/ Knowledge
(Students will know . . .)
•
•
•
•
•
•
•
•
•
•
•
•
Good writers develop big ideas about their reading (i.e. themes and changes in
characters).
Good writers push their own thinking with conversation prompts.
Good writers develop strategies to help them clarify ideas about their reading :
interviewing, researching, webbing, wondering, connecting, writing from a different
perspective.
Good writers draft and revise thesis statement making certain it is a statement, not
question or fact.
Good writers support thesis through quotes, news, other stories, etc. (students
gather in folder).
Good writers elect a final idea for thesis statement.
Good writers narrow down support bullets to 3.
Good writers generate 3 topic sentences (bullets) to support their thesis (parts,
reasons, or kinds) .
Good writers write 3 details for each supporting paragraph
Good writers revise for transitions between paragraph
Good writers use effective leads (descriptive segment, bold opinion, quote,
question).
Good writers write a strong conclusion (text-to-self, text-to-text, and text-to world
connections).
Skills (Students will be able to …)
•
•
•
Write a literary essay
Use text evidence to support ideas
Write an organized, well-developed creation myth; myth to explain a natural
phenomenon; or just-so story
Grammar/Mechanics/Punctuation/Usage
•
•
•
Commas in complex sentences
Transitional words and phrases
Puncuation of quotes from text
Create Your Own Myth (If time allows this should be done as a quick publish, lasting no
longer than 10 days.)
Planning and Generating Ideas for Myths
•
Good writers read myths to identify the characteristics of the genre.
•
Good writers reread writer’s notebooks, read myths, and pay attention to the
world around them to generate ideas for myths.
Drafting and Author’s Craft
•
Good writers include dialogue in their myths.
•
Good writers use figurative language in their writing.
•
Good writers show and not tell when adding details in their myths.
•
Good writers read mentor texts to find models for leads to hook their readers.
•
Good writers write powerful endings that reveal the myth’s purpose.
Preparing for Publication with an Audience in Mind
•
Good writers revise by rereading a section of a myth with one revising focus at a
time.
•
Good writers edit by using the writer’s checklist as a guide.
Assessment
•
•
•
•
•
•
28
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Rubric
The Literay Essaay: Writing About Fiction, by Lucy Calkins, Kathleen Tolan and
Alexandra Marron
Helpful Links:
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
•
Rudyard Kipling Webquest
http://www.npg.org.uk/webquests/launch.php?webquest_id=23&partner_id=po
rtrait
•
Scholastic
Writing
with
Writers:
Myth
Writing
http://teacher.scholastic.com/writewit/mff/mythswshop_index.htm
•
•
Any Greek or Roman myth such as Hercules, Persephone, Icarus, etc.
Content Area:
WRITING WORKSHOP
Unit:
Unit 8: Fiction/ Fantasy
Grade Level:
4
Common Core State Standards:
4.W.3
4.W.4
4.W.5
4.L.1
4.L.6
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the progressive (e.g. I was walking; I am walking; I will be walking) verb tenses
e. Form and use prepositional phrases
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Enduring Understandings
•
Essential Questions
Writers suspend reality at times to write imaginative stories.
•
•
How is fantasy similar or different from fiction?
How can illustrations/ images/photographs inspire writers?
Teaching Points/ Knowledge
(Students will know . . .)
Planning and Generating Ideas about Fantasy
•
Good Writers use pictures to help generate ideas for a story.
•
Good writers understand how pictures help an author tell a story.
•
Good Writers see how illustrations help the reader better understand the story.
•
Good Writers identify the elements of fantasy they want to include in their story and
plan based on those features.
•
Good Writers use fantastical ideas like symbolism, motifs, allegories in their writing.
•
Good writers look at the pictures in their stories and bullet point ideas on a post it
note.
•
Good Writers transfer their ideas from their post it notes onto a story mountain.
•
Good Writers take one scene from their story mountain, and write long by adding
details.
•
Good Writers make their characters more complex by thinking about both the good
and bad traits about the character.
•
Good Writers carefully develop their secondary characters to support/ work against
the main character and move the story along.
Drafting and Author’s Craft
•
Good Writers identify parts of the story where summary is more important than the
scene (action and dialogue) -Scene vs. summary
•
•
Skills (Students will be able to …)
Assessment
29
Good Writers include internal and external dialogue in their story.
Good Writers use an Action/Dialogue Timeline to help plan internal and external
dialogue in their story.
•
Good writers use personification to make their story more interesting.
•
Good writers show and not tell when adding details in their story.
•
Good Writers use similes and metaphors to spice up their writing.
•
Good Writers weave together action, thought, and dialogue, making sure there is a
balance of each, to make the story more interesting and easier for the reader to
understand.
•
Good Writers write powerful endings that wrap up loose ends, that shows the main
character change, that reveals the story’s purpose.
Preparing for Publication with an Audience in Mind
•
Good Writers revise by rereading a section of a story with a lens. (focusing on one
idea at a time.)
•
Good Writers edit/ revise by using the writer’s checklist as a guide.
•
Write a fantasy story incorporating fantasy elements and fantasy specific
vocabulary.
•
•
•
•
•
•
Grammar/Mechanics/Punctuation/Usage
•
Dialogue (review)
•
Show not Tell
•
Personification
•
Similes and metaphors
•
paragraphing
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Puff the Magic Dragon
•
Picture Prompts from various Chris Van Allsburg books
Professional Resources:
•
Rubric
Helpful Websites:
Teachers College Reading and Writing Project
•
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 9: Poetry
Grade Level:
4
Common Core State Standards:
4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4.)
4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
4.L..3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Essential Questions
Enduring Understandings
•
•
Poets observe the structures and craft elements other poets use
Poets use poetry as a means of self-expression
•
•
What are the structures and craft elements poets employ and how do they
affect the reader?
How can poets express themselves through poetry?
Teaching Points/ Knowledge
(Students will know . . .)
Planning and Generating Ideas for Poetry
•
Good writers know the difference between ordinary writing and
poetic writing.
•
Good writers collect ideas for poetry based on what is
behind their 5 “doors” (heart,
observation, wonder, memory, and
concerns about the world “doors”).
•
Good writers collect ideas for poetry by looking at the world
“through a poet’s eyes” (i.e. by thinking about something small in
their lives that gives them big feelings).
Drafting and Author’s Craft
•
Good writers use line breaks and white space to organize their ideas
Good writers utilize figurative language to convey meaning and
emotion to their readers (i.e. hyperbole, onomatopoeia,
personification, metaphor, simile, imagery).
•
Good writers make deliberate choices about how to enter and exit a
poem.
Preparing for Publication with an Audience in Mind
•
Good Writers revise by rereading a section of a poem with a lens
(focusing on one idea/craft at a time).
•
Good Writers edit/ revise by using the writer’s checklist as a guide.
Skills (Students will be able to …)
Assessment
30
Grammar/Mechanics/Punctuation/Usage
•
Order adjectives in phrases correctly
•
Choose words and phrases to convey ideas precisely
•
Choose punctuation for effect
•
Differentiate between contexts that call for formal English and those
where informal discourse is appropriate
•
Demonstrate understanding of figurative language and nuances in word
meanings
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
•
For the Good of the Earth and Sun,
Georgia Heard
Salting the Ocean, Naomi Shihab Nye
Professional Resources:
•
Rubric
•
Awakening the Heart, Georgia Heard
•
Poetry Matters: Writing a Poem from the
Inside Out, Ralph Fletcher
Helpful Websites:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Mini-Lesson Plan*
*Duplicate as needed and attach after unit plans
Unit:
Grade:
Teaching Point:
Materials:
Connection:
Teaching:
PLEASE LEAVE THIS MAP AFTER YOUR LAST UNIT MAP AS A SAMPLE
FOR FUTURE USE.
Active Engagement:
31
Link:
Share:
Appendix A: K-5 Common Core Grammar Scope and Sequence
Common Core Language Standards 1 and 2: Conventions of Standard English
Grammar
Concept
Nouns
Pronouns
Verbs
Verb Tense
32
KDG
Grade 1
Grade 2
Grade 3
Grade 4
L.2.1a – Use collective
L.3.1a – Explain the function
nouns (e.g., group)
of [nouns] in general and
L.2.1b – Form/use
their function in particular
frequently occurring
sentences
irregular plural nouns
L.3.1b – Form/use regular
(e.g., feet, children, teeth, and irregular plural nouns
mice, fish).
L.3.1c – Use abstract nouns
(e.g., childhood)
L.3.2d – Form and use
possessives.
L.K.1d - Understand and L.1.1d – Use personal, L.2.1c – Use reflexive
L.3.1a – Explain the function L.4.1a – Use relative
use question words
possessive, and
pronouns (myself,
of [pronouns] in general
pronouns (e.g., who,
(interrogatives) – e.g., indefinite pronouns
ourselves)
and their function in
whose, whom, which,
who, …
(e.g., I, me, my; they,
particular sentences
that)
them, their, anyone,
L.3.2d – Form and use
everything)
possessives.
L.K.1b – Use frequently L.1.5d – Distinguish
L.2.1d – Form/use past L.3.1a – Explain the function L.4.1b – Form and use
occurring …verbs
shades of meaning
tense of frequently
of [verbs] in general and
progressive verb tenses
L.K.5b – Demonstrate among verbs differing in occurring irregular verbs their function in particular (e.g., I was walking; I am
understanding of
manner.
(e.g., sat, hid, told)
sentences
walking; I will be
frequently occurring
L.1.1e – Use verbs to
L.2.5b – Distinguish
L.3.1d – Form/use regular walking)
verbs….by relating them convey a sense of past, shades of meaning
and irregular verbs (e.g., I L.4.1c - Use modal
to their opposites
present, and future.
among closely related
walked; I walk; I will walk) auxiliaries to convey
L.K.5d – Distinguish
(e.g., Yesterday I walked verbs…
L.3.1e – Form/use simple various conditions (e.g.,
shades of meaning
home; Today I walk
verb tenses
can, may, must)
among similar verbs by home; Tomorrow I will
acting out the meanings walk home).
Grade 5
L.K.1b – use frequently L.1.1b – Use common,
occurring nouns
proper and possessive
L.K.1c – form regular
nouns
plural nouns orally by
adding /s/, or /es/ (dog
,dogs; wish, wishes)
L.5.1b – Form and use the
perfect verb tenses
L.5.1c – Use verb tense to
convey various times,
sequences, states, and
conditions
L.5.1d – Recognize and
correct inappropriate shifts
in verb tense
Adjectives
- including
articles/
determiners
L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1d – Order adjectives
and adverbs and choose of [adjectives] in general
within sentences
between them depending and their function in
according to
on what is to be
particular sentences
conventional patterns
modified.
L.3.1g – Form/use
(e.g., a small red bag,
L.2.5b – Distinguish
comparative and
rather than a red small
shades of meaning
superlative adjectives and bag)
among closely related … adverbs, and choose
adjectives
between them depending
L.2.6 – Use words and
on what is to be modified.
phrases acquired through
conversations, etc….,
including using adjectives
and adverbs to describe
Adverbs
L.K.1d - Understand and
L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1a – Use relative
use question words
and adverbs and choose of [adverbs] in general and adverbs (e.g., where,
(interrogatives) – e.g., …
between them depending their function in particular when, why)
where, when, why, how
on what is to be
sentences
modified.
L.3.1g – Form/use
L.2.6 – Use words and
comparative and
phrases acquired through superlative adjectives and
conversations, etc….,
adverbs, and choose
including using adjectives between them depending
and adverbs to describe on what is to be modified.
Conjunctions
L.1.1g – Use frequently
L.3.1h – Use coordinating
L.5.1a – Explain the
occurring conjunctions
and subordinating
function of [conjunctions…]
(e.g., and, but, or, so,
conjunctions
in general and their
because).
function in particular
sentences
L.5.1e – Use correlative
conjunctions (e.g.,
either/or, neither/nor)
Prepositions L.K.1e – Use frequently L.1.1i – Use frequently
L.4.1e – Form and use L.5.1a – Explain the
occurring prepositions occurring prepositions
prepositional phrases
function of [prepositions…]
(eg., to, from, in, out, (e.g., during, beyond,
in general and their
on, off, for, of, by, with) toward)
function in particular
sentences
Interjections
L.5.1a – Explain the
function of [interjections…]
in general and their
function in particular
sentences
Agreement
L.1.1c – Use
L.3.1f – Ensure subject-verb
singular/plural nouns
and pronoun-antecedent
with matching verbs (He
agreement
hops. We hop.)
Sentence
L.K.1f – Produce and
L.1.1j – Produce/expand L.2.1f – Produce, expand, L.3.1i – Produce simple,
L.4.1f – Produce
Structure
expand complete
complete simple and
and rearrange complete compound, and complex complete sentences,
sentences in shared
compound declarative, simple and compound
sentences
recognizing and
language activities
interrogative,
sentences. (e.g., The boy
correcting inappropriate
imperative, and
watched the movie; The
fragments and run-ons
exclamatory sentences little boy watched the
in response to prompts. movie; The action movie
was watched by the little
boy).
Capitalization L.K.2a – Capitalize first L.1.2a – Capitalize dates L.2.2a – Capitalize
L.3.2a – Capitalize
L.4.2a – Use correct
word in sentence and and names of people. holidays, product names, appropriate words in titles. capitalization
pronoun ‘I’
and geographic names.
33
L.1.1f – Use frequently
occurring adjectives.
L.1.5d – Distinguish
shades of meaning
among adjectives
differing in intensity
L.1.1h – Use
determiners (articles,
demonstratives)
Punctuation L.K.2b – Recognize and L.1.2.b – Use end
name end punctuation punctuation for
sentences
L.1.2c – Use commas in
dates and to separate
single words in series
Spelling
L.K.1a L.K.2d – Spell simple
words phonetically
L.2.2b – Use commas in
greetings and closings of
letters.
L.2.2c – Use an
apostrophe to form
contractions and
frequently occurring
possessives.
L.3.2b – Use commas in
L.4.2b – Use commas
addresses.
and quotation marks to
L.3.2c – Use commas and mark direct speech and
quotation marks in dialogue quotations from a text.
L.4.2c – Use a comma
before a coordinating
conjunction in a
compound sentence.
L.1.2d – Use
L.2.2d – Generalize
L.3.2e – Use conventional
conventional spelling for learned spelling patterns spelling for high-frequency
words with common
when writing words (e.g., and other studied words
spelling patterns and for cage
badge boy
and for adding suffixes to
frequently occurring
boil)
base words (e.g. sitting,
irregular words.
L.2.2e – Consult reference smiled, cries, happiness)
L.1.2.e – Spell untaught materials, including
L.3.2f – Use spelling
words phonetically
beginning dictionaries, as patterns and
needed to check and
generalizations in writing
correct spelling
words
L.3.2g – Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
L.4.1g – Correctly use
frequently confused
words (to, too, two;
there, their)
L.4.2d – Spell gradeappropriate words
correctly, consulting
references as needed.
L.5.2a – Use punctuation to
separate items in a series.
L.5.2b – Use a comma to
separate an introductory
element from the rest of
the sentence.
L.5.2c – Use a comma to
set off the words yes and
no (e.g., Yes, thank you.),
to set off a tag question
from the rest of the
sentence (e.g., It’s true,
isn’t it?), and to indicate
direct address (e.g., Is that
you, Steve?).
L.5.2d – Use underlining,
quotation marks, or italics
to indicate titles of works
L.5.2e – Spell gradeappropriate words
correctly, consulting
references as needed.
Appendix B: Strategies to Help Struggling Learners
Strategies to Help Struggling Readers 3-5
Reader does not choose “just-right books”.
•
•
Small group meeting with readers at similar levels – practice reading out loud and noticing how many words they had
trouble with.
Limit the bins they can choose from
Create a separate baggie or bin for them with an assortment of books from different genres and appropriate levels
Reader does not take part in discussion.
•
•
•
•
•
Give student a laminated list of sentence starters to help with discussion
Have student write down a few sentences about the reading and require them to speak first
Set up a buddy for them in the group that tries to ask questions to solicit more participation
Allow for a shorter response and gradually increase the requirement until writing amount appropriate
Create a template that they can use –This can be just a few sentence starters.
Reader does not have stamina to read for appropriate length
of time.
•
•
Use a timer for shorter time periods and check in to refocus student
Stretch length of time as student gains stamina
Reader cannot recognize story elements.
•
•
•
Small group work with a short story
Students can code the work with post-its, highlighters or colored pencils
Use a graphic organizer with story elements listed and have them practice with a short story and the small group or
partners
Reader does not remember to post-it or jot notes and ideas
while reading.
•
Before reading put post-its in book at appropriate intervals—This makes the reader stop and jot down what they are
thinking
Use a post-it or entry at the end of each chapter—Write down the three big things that happened in the chapter
•
Reading responses are minimal.
•
Reader need help monitoring fluency and comprehension.
•
•
Small group lesson on fluency and comprehension.—Choose a short passage and practice reading aloud for fluency. Use
repeated readings and questioning to help student realize they need to notice if they understand what they are reading
Make sure the novel is at an appropriate level
Strategies to Help Struggling Writers 3-5
34
Writer has difficulty finding a topic.
•
•
Verbally question and help student make a list.
Require student to choose topic from list.
Writer has difficulty showing not telling their writing.
•
Ask student questions about actions and physical characteristics that can happen to their characters based on
their situation they are in. Example: If you character is upset what does someone do when they are upset? (cry,
tears down face, stomp etc.)
Writer has difficulty writing a “seed” story.
•
•
Confer with student with student to narrow down topic.
Suggest the idea of a ten minute time period, not a whole day.
Writer has difficulty adding dialogue.
•
•
Have student peer edit or work with a teacher to re-read and find good spots to add dialogue.
Have students work in groups or partners to create authentic dialogue.
Writer does not use correct sentence structure and
punctuation.
•
•
•
Use checklist to have student re-read their writing. Look for one kind of error at time.
Example: Have student re-read for ending punctuation.
Have student peer edit so other can review their writing.
Writer has difficulty writing leads or conclusions.
•
•
Give sample/template for student to choose what type of lead or conclusion they would like to have.
Use template to write lead or conclusion.
Writer has difficulty incorporating non-fiction text features
into their writing.
•
•
Show student example of different types of text features.
Discuss which text feature would be appropriate for the information they have.
Writer has difficulty coming up with a thesis statement for an
essay.
•
•
•
Writer has difficulty finding support for thesis statement.
•
Brainstorm list topics.
Meet in small groups to discuss topics that are interesting and generate more specfic ideas about the topic.
Once topic has been generated give student a template of what information must be included in a thesis
statement.
Supply student with more resources for research and confer with teacher.
Writer has difficulty finding support for their thesis statement
within the text.
•
Photocopy specific section of the text for student and have them underline or highlight support.
Writer has difficulty answering open-ended question.
•
Practice R.A.C.E.S strategy.
Writer has difficulty finding a topic.
•
•
Verbally question and help student make a list.
Require student to choose topic from list.
Writer has difficulty showing not telling their writing.
•
•
Ask student questions about actions and physical characteristics that can happen to their characters based on
their situation they are in.
Example: If you character is upset what does someone do when they are upset? (cry, tears down face, stomp etc.)
Writer has difficulty writing a “seed” story.
•
•
Confer with student with student to narrow down topic.
Suggest the idea of a ten minute time period, not a whole day.
Writer has difficulty adding dialogue.
•
•
Have student peer edit or work with a teacher to re-read and find good spots to add dialogue.
Have students work in groups or partners to create authentic dialogue.
35