Teacher Name :Rosalie Kesselring
Subject : Reading Start Date(s): October 14, 2014
Grade Level (s):4th
Building :HEMS
Unit Plan
Unit Title: Think it Through
Essential Questions: How can science help you understand how things work?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
C.C.1.2.4.F Determine the meaning of words and phrases as they are used in grade level text including figurative language.
C.C.1.4.11F Demonstrate a grade appropriate command of conventions of standard English and Spelling
C.C. 1.2.4.E Use Text structure to interpret information (e.g.chronology, comparison, cause/effect, problem/solution)
C.C.1.44.E Use precise language and domain specific vocabulary to inform about or explain topic.
Summative Unit Assessment :
Unit Test
Summative Assessment Objective
Students will-demonstrate their knowledge of the key strategies of
rereading, cause/effect, narrative nonfiction, clauses and complex
sentences, multiple meaning words, and using context clues of definitions
and restatement to determine text meaning.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
1
Objective (s)
Students will-build background
using Ideas in Motion Apply
listening skills for selection “Look
Out Below!”
DOK
LEVEL
1
1
Activities / Teaching Strategies
T202-203 Ideas in Motion
Interactive Read Aloud “Look Out Below!” T204-205
Define and discuss attributes of Narrative nonfiction.
Grouping
DAILY PLAN
W
W
Materials / Resources
RWW
Practice book
Printed out Spelling list Unit 1
Week 4
Assessment of Objective (s)
Formative-Practice p. 31, 37
Writing of Spelling words
Class discussion
2
3
4
Define and discuss attributes of
Narrative nonfiction. Apply
characteristics to selections.
Define/Ask/Apply vocabulary
terms Words in Context T206-207
Read and answer Practice 36
Science in the Soda Bottle
Spelling with the Long I T228
2
Students will-review vocabulary
Words in Context T207-208.
Close read “The Big Race”
Sequence story plot.
Use reread strategieT210-211 plus
Cause and Effect skills T212-213,
T216-217
Sort spelling words by long I vowel
spelling.
1
Students will-close read and
answer comprehension questions
to A Firehouse Lesson Prac p 33-35
Correctly add inflectional endings
–ing and –ly to long I words to
create new words according to the
definition of the suffix.
Level read George’s Giant Wheel.
Identify important effects,
complex sentences, and cause and
effect.T238-T245 according. to
ability.
Review the concept of multiple
meaning words.T230 Locate
multiple meaning words in
passages.
Put spelling words in alphabetical
order.
2
Students will-close read A Crash
Course in the Forces of Motion
with Max Axiom p. 62-79
Practice grammar using complex
sentences and clauses that have a
1
1
1
2
2
1
1
2
Apply characteristics to reading selections by citing
text evidence.
Define/Ask/Apply Words in Context T207-207,
followed by Your Turn p.31: accelerate, advantage,
friction, gravity, identity, inquiry, thrilling
Have students read Science in the Soda Bottle and
complete Prac p. 37
Introduce spelling words from T228 with long I sound.
Review vocabulary.
Close read “The Big Race” p 64-67
Sequence story plot on graphic organizer use RWW
page 72-72 as a guide
Apply strategy of context clues to find text evidence
T216-217 Practice p 37
Sort spelling words by the spelling of the long I in the
words.
Expand vocabulary by creating new words with the
same long I spellings and generate a list to write and to
read.
Read A Firehouse Lesson and complete questions
Practice pp 33-35
Define suffix endings –ing and –ly. Apply suffixes on
long I words to create new words that fit defined
meaning. Use words from spelling list.
Using leveled readers in small groups read George’s
Giant Wheel. Find important effects, complex
sentences, and cause and effect in the text.
I
SummativeI
W
W
W
Student Self - Assessment-
RRW
Practice book
Graphic Organizer
G
Formative-Oral reading and
discussion citing text evidence.
Plot on graphic organizer.
Practice page 37
Spelling sort paper
SummativeStudent Self - Assessment-
I
W
G
Practice book
Teacher created charts
George’s Giant Wheel leveled
readers
Teacher made multiple meaning
paper and/or Study Island
Formative-Practice book page 35
Creation of chart with suffix
endings –ing and –ly
Multiple meaning paper
Alphabetized spelling list
SummativeStudent Self - Assessment-
2
Review multiple meaning wordsT230. Identify words
that have multiple meanings in text. Complete
multiple meaning paper.
The students will alphabetize their long I spelling
words.
W
I
Close read A Crash Course in the Forces of Motion with
Max Axiom p 62-79
Practice grammar by reviewing subordinating
conjunctions and relative adverbs.
W
I
I
Anthology
Study Island
Printed out spelling sentence sheet
for book series
Formative-Class discussion
Study Island subordinating
adverbial clauses.
Spelling worksheet
subordinating conjunction
showing relative adverbs that tell
where, when, how and why.
Connection spelling words to sentences that are
missing a word that would have the correct meaning.
I
Summative-
Student Self - Assessment-
5
6
7
Students will-close read Box Zip
Project.pp. 80-83
They will apply their strategy skills
to read Rita Rockstar and answer
the connected questions.
Be introduced to the change of
words that have a consonant y
combination when the endings –es
and –ed are added.
Review complex sentences with
subordinating conjunctions.
Students will write sentences of
their own.
1
2
Students will-close read in small
groups leveled reader “3001: A
Space Mystery”
Define suffixes –ous and prefix
pre- T231 and identify words that
contain them and create new
words by adding that prefix and
suffix to other root words.
Show their knowledge of spelling
words with different long I
spellings.
Write analysis of the use of
heading in nonfiction writing and
its importance.
Students will show their
knowledge of applying context
clues, subordinate adverbial
clauses, multiple meaning words,
and cause and effect through
completing the Unit 1 Week
Assessment test
2
1
Close read Zip Box Projectpp 80-83 and discuss.
The students will independently read Rita Rockstar and
answer the questions.
Add inflectional endings of –es and –ed to words that
have a consonant y spelling combination to create new
words then, complete Practice p 38
Review sentences with subordinating conjunctions and
have the students write their own.
W
I
Anthology
Rita Rockstar printout from book
series
W
Formative-Rita Rockstar questions
Chart of changing consonant y to I
with –es and –ed endings
Sentences with sub ordinating
conjunctions written by students.
i
Summative-
2
Student Self - Assessment-
1
The students will pair read or small group leveled
reader “#001: A Space Mystery”
The students will define the prefix pre- and the suffix –
ous. They will identify words that have these word
parts and create new words by adding them to other
root/ base words.
Spelling test on long I words Unit 1 week 4
G
The students will write an analysis of the use of
headings and their importance in nonfiction writing.
W
Leveled reader “3001: A Space
Mystery”
I
Formative- Words made by adding
pre- and –ous
Spelling test
Analysis of the use of headings in
writing
I
Summative-
Student Self - Assessment2
2
The students will read and answer the Unit 1 Week 4
Assessment Test
I
Unit 1 Week 4 Assessment Test
Summative- Unit 1 Week 4 Test