Unit/Theme: Unit 5 RELATIONSHIPS
Week 29
Estimated Time: 1 week
March 19-23
Reading
4.1.01 Continue to develop oral language and listening skills.
 Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
 b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
4.1.05 Read to develop fluency, expression, accuracy, and confidence.
 a, Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, recorded reading, echo reading).
 b. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, current events, novels).
 c. Participate in guided oral reading.
 d. Read orally using appropriate pronunciation, expression, and rate.
 e. Adjust speed based on the purpose for reading and reading level.
 f. Read independently daily.
4.1.06 Expand reading vocabulary.

d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.
 b. Selecting main idea and supporting details from text.
 c. Identifying the author’s purpose (e.g. to entertain, to inform, to explain).
 h. identifying cause and effect relationships.
4.1.10 Develop skills to facilitate reading to learn in a variety of content areas.
4.1.11 Read independently for a variety of purposes.





a. Read for literary experience.
b. Read to gain information.
c. Read to perform a task.
d. Read for enjoyment.
e. Read to build fluency.
4.1.12 Experience various literary and media genres.
 h. Summarize selected passages.
Language Arts
GLE 0401.1.3 Know and use appropriately the meaning, forms, and functions of adjectives.
GLE 0401.1.11 Write legibly in manuscript and cursive.
GLE 0401.1.13 Use complete sentences in writing.
GLE 0401.1.18 Use a variety of previously learned strategies (context clues) to determine the meaning of unfamiliar words.
GLE 0401.4.1 Conduct research to access and present information.
GLE 0401.5.1 Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning.
GLE 0401.6.1 Apply skills and strategies to comprehend informational texts.
Prerequisite Skills
Demonstrate knowledge of concepts of print. Write legibly in manuscript and cursive. Use complete sentences in writing. Know and use appropriately
the meaning, forms, and functions of nouns and verbs. Demonstrate knowledge of Standard English sentence structure.
Recognize different forms of text (e.g. poems, plays, drama, letters, ads, biographies). Use decoding strategies to read unfamiliar words. Determine
the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources. Derive meaning while reading by predicting
outcomes based upon prior knowledge and adjusting appropriately.
Unit Vocabulary: descendants, habitat, threatened, sanctuary, coaxing, fragile, glistening
Tennessee Academic Vocabulary: author’s purpose, genre, simile, metaphor
Checks for
Understanding
State Performance
Indicators
4.1.spi.11 Recognize
and use grade
appropriate
vocabulary within
text.
Assessments
Use your book for
independent reading
to identify the
meaning of difficult
and unknown words.
Record difficult
words in the text,
what they mean, and
which strategy you
used to figure out
their meaning.
Student Practice
Book p.177 & 182
4.1.spi.6 Determine
the problem of a
story and recognize
 DEA probe
(See Discovery
Education Website)
Activities
See link for lesson on using multiple strategies for determining the
meaning of a word in context:
http://www.readworks.org/lessons/grade4/vocabulary-context
Tell students they will play a game. Write the vocabulary words
from this unit on the board. Then place all of the vocabulary cards in a
pile facedown. Have one student choose a card, but do not let the other
students see it. Divide students into two groups. Each group asks the
student a question about the vocabulary word. The student responds
with the correct answer. The group that asked the question can guess
the word. Give one point to the group that gets the word right. The
group with the most points wins.
Context Clues: Description: Tell students that writers sometimes
include descriptions as context clues. Looking for descriptions in
surrounding words can help to explain the meaning of an unfamiliar
word, or they may be in nearby sentences. Use Transparency 48 to use
this vocabulary strategy.
Remind students that summarizing is restating the main ideas and
important details. Use the link below to access a story map that
students can use to summarize a chapter in a book, a story that you read
Resources
Shared Reading: with
basal Wild Horses
pp.632A-657V
Guided reading: see book
room for appropriate levels
Read Aloud: Misty of
Chincoteague by
Marguerite Henry
Other books:
See Essential Literature list
for 4th grade to get ideas
about alternate books that
could be used to teach
these skills.
its solution.
Summarize orally
what has been
learned or
accomplished after
completing an
activity or
assignment.
Read aloud a
chapter in a grade
appropriate book. In
pairs, have students
give an oral
summary of the
chapter. Then
independently, have
students write a
summary of that
chapter.
4.1.spi.17 Make
predictions about
text.
Read the first part
of a selected passage
and write a
prediction of what
will happen next.
Explain what
evidence in the text
helped you make
your prediction.
 0401.2.7
Participate in creative
responses to text
(e.g., choral reading,
discussion,
dramatization, oral
presentations).
 Using the writing
rubric from the
Tennessee
Department of
Education, evaluate
student writing.
orally to the class, or the basal selection for the week.
http://classroom.jc-schools.net/read/map.html
 “Share One, Get One” activity. In pairs or small groups, students
will share a fact about the story. Students will then write a summary of
the text (could be an article, book chapter, basal selection, essential
literature, etc.)
Beginning-Middle-End Graphic Organizer
http://www.edhelperclipart.com/clipart/teachers/org-begmidend.pdf
Have partners summarize Wild Horses in their own words. Make
sure they include the problem and solution in the story.
Further reading on the subject of horses in the Common Core
Text Exemplars:
http://www.corestandards.org/assets/Appendix_B.pdf
The Black Stallion by Walter Farley p. 64
Informational text Horses by Seymour Simon p.73
Have students make predictions about what will happen next as they
read. Record their predictions in their reading response journals or
learning logs. Use evidence from the text to support their predictions.
As they read more of the story, have students confirm or revise their
predictions and purposes.
Research different characters from tall tales. Choose a tall tale
character and write a journal entry of what a day in your life may be
like.
Describe one setting in the story using all five senses.
Write a letter to one of the characters in your story.
Make up a character who might appear in a tall tale. Write a
descriptive paragraph about your character. Use vivid words and
specific details that will make this character come to life.
Write a different ending a story that you are reading with your class
or independently.
Write about a time that you felt inspired to make a bad situation
Reading Response Journal
Prompts:
http://www.lauracandler.co
m/strategies/journalprompt
s.pdf
Tall Tale: The Tale of
Pecos Bill retold by Gillian
Reed pp. 652-655
better.
4.1.spi.25 Identify
the author’s purpose
(to entertain, to
inform, to persuade,
to share feelings.)
DEA probes
Exit slip: Provide
three short texts (a
short story, an
advertisement, and
directions on how to
put something
together). On an
exit slip have
students tell the
author’s purpose for
each text and tell
why they think this.
4.1.spi.23 Select
As part of their
sources from which
final presentations,
to gather information students could share
on a given topic.
which resources they
used to get
information and
explain why they
used those resources.
0401.3.9 Arrange
ideas by using
graphic organizers
(e.g., listing
clustering, story
maps, and webs).
Give students a
new selected
passage to read.
Have them organize
the information into
a graphic organizer.
4.1.spi.20 Recognize
cause and effect
 Student Practice
Book p.178
Lesson Plan for writing an advertisement flier that would appeal to a
witch and a resume for a frog prince who is hiring as a response to the
fractured fairy tale, The Frog Prince Continued by Jon Scieszka:
http://www.scholastic.com/teachers/lesson-plan/slimy-advertising-and-wickedresume
Lesson Plan for Categorizing Texts According to Author’s Purpose:
http://www.readworks.org/lessons/grade4/authors-purpose/lesson-2
Have students gather information on a nonfiction topic of choice.
They should use at least three different sources to gather information
on the topic. Students should then organize the information in a graphic
organizer. Finally, they will create a final product (i.e. brochure,
timeline, museum exhibit, poster, etc.). Make sure the text and
illustrations of the final product support the topic. Students can then
present their completed products to a small group or to the entire class.
 Using the internet and other reference materials, look up the
following information about one breed of horse such as a Mustang or a
Clydesdale. Where does the breed live? How would you describe the
physical features of the breed? How is this breed of horse used today?
Organize this information into a four square graphic organizer. Using
the facts you found, write a five paragraph essay about your breed of
horse. Support your essay with illustrations and captions.
 Read The Wild Ponies of Chincoteague (transparencies 25a & 25 b
or pp. 634-635 in basal). As you read, remember to check your
Read Write Think
Notetaker: Allows
students to organize up to
five levels of information
for reading and writing
activities.
http://www.readwritethink.org/cl
assroom-resources/studentinteractives/readwritethinknotetaker-30055.html
Cause and Effect Graphic
Organizer from Laura
relationships within
text.
SPI 0401.1.8 Identify
correctly or
incorrectly spelled
words in context.
0401.1.7 Spell
correctly highfrequency and
commonly misspelled
words appropriate to
grade level.
 0401.1.8 Form and
spell correctly
contractions, plurals,
and possessives.
 0401.1.9
Abbreviate words
correctly.
 0401.1.10 Spell
correctly words
commonly used in
content specific
vocabulary.
 Student Practice
Book p.179
 Differentiated
assessments based
on students’
developmental
spelling stage
understanding of cause and effect. A cause is why something happens.
What happens is the effect. Authors do not always provide a cause and
effect; sometimes readers have to make inferences. After reading the
story, complete the graphic organizer “Cause and Effect Diagram”
(Transparency 25). Add information from the story to the cause and
effect diagram.
Chandler:
http://www.lauracandler.co
m/filecabinet/literacy/PDF
Read/CauseandEffectRock
ets.pdf
Spelling is taught through differentiated word study groups formed
using data from the Developmental Spelling Analysis given at the
beginning of the year.
Words Their Way: Word
Study for Phonics,
Vocabulary, and Spelling
Instruction by Donald Bear
Marcia Invernizzi, Shane
Templeton, and Francine
Johnston
This approach teaches students to look closely at words to discover
vowel patterns, syllable structures, and spelling-meaning connections
in English orthography.
For a more detailed look at word study in action, check out this article:
http://www.scholastic.com/teachers/top_teaching/2010/10/mynovember-top-ten-list-word-study-in-action
Word Journeys by Kathy
Ganske
Design your own word
search:
http://www.funbrain.com/d
etect/index.html