Backward Unit Design – Planning Document
Unit Focus
This is a four-week unit of study that focuses on finding central themes related to Immigration through the use of historical fiction, and
first and second hand accounts.
Reading
Writing and Language
Speaking and Listening
Social Studies
STRAND : History
RL.4.2, RL.4.3, RL 4.9, RI 4.5, RI W 4.2 abcde, L.4.1efg
SL 4.1 abcd,
Content Standard I
4.6, RI 4.8, RI 4.9
K-4 Benchmark I-C—
World 4 IC
Standard Analysis
Standards
Knowledge Needed (Know)
Learning Targets and Student
Outcomes (Do)
Suggested Assessment
Tasks


RL4.2 Developing Themes using text
structure
 Find a theme
 Support with details from the text.
 Summarize the main ideas
 Use structure to determine
meaning
RL 4.2, RL.4.3 Walking in the
characters shoes to better understand
the themes in the text.
 Character Traits
 Character Motives
 Track Character thoughts, actions,
words.
 Support with text details
 Identify setting
 Track events and how they affect
Culminating Task:
Magazine
Reading:
RL. 4.2 Determine a theme of a
story, drama, or poem from
details in the text; summarize the
text.
RL. 4.3 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).

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
What is a theme?
Differences between story,
drama, poem
Summarize
Use text details
Character Traits
Character Motives
Track Character thoughts,
actions, words.
Support with text details
Identify setting
Track events and how they
affect the character.
Reading Journal
OE Response in Close
Reading
Culminating Task:
Magazine
Reading Journal
OE Response in Close
Reading
1
RL. 4.9 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.


RI 4. 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.

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RI 4.6 Compare and contrast a
firsthand and secondhand
account of the same event or
topic; describe the differences in
focus and the information
provided.

RI 4. 8 Explain how an author
uses reasons and evidence to
support particular points in a
text.
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
RI 4.9 Integrate information from 
the character.
RL4.9 & RL4.2 Comparing and
Identify theme in the text
Contrasting themes across text
Find patterns in multiple
 Show relationships between
texts
themes across texts
Differences between story,
 Find patterns in multiple texts
drama, poem, myth
Understand how to articulate  Use structure to determine
meaning
similarities and differences of
themes
 Understand how to articulate
similarities and differences of
themes
RI
4.5
Informational Text Structure
Know different text
 Identify text structure
structures (e.g., chronology,
comparison, cause/effect,
 Describe events, ideas, and
problem/solution)
concepts
Describe events, ideas, and
 Use text structure to find meaning
concepts
in parts of a whole.
Use text structure to find
meaning in parts of a whole.
RI4.6 Comparing and contrasting text
Describe events, ideas, and
accounts
topics
 Describe events, ideas, and topics
Understand how to identify
similarities and differences of  Understand how to identify
point of view (first and
similarities and differences of
second hand accounts)
point of view (first and second
hand accounts)
RI4.8 Supporting an author’s
Identify author’s reasoning
reasoning and point of view
and point of view
 Identify authors reasoning and
Identify and use evidence to
point of view
support claim
 Identify and use evidence to
support claim
Find information in multiple
RI 4.9 Using multiple sources to
Culminating Task:
Magazine
Reading Journal
OE Response in Close
Reading
Culminating Task:
Magazine
Reading Journal
OE Response in Close
Reading
Culminating Task:
Magazine
Reading Journal
OE Response in Close
Reading
Culminating Task:
Magazine
Reading Journal
OE Response in Close
Reading
Culminating Task:
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two texts on the same topic in
order to write or speak about the
subject knowledgeably.


Speaking and Listening
SL 4.1 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.
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.
d. Review the key ideas
expressed and explain their
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
texts
Develop reasons for how
multiple texts are connected
Use evidence from multiple
sources to convey knowledge
of a subject
Participate in collaborative
discussions (one-on-one, in
groups, and teacher-led)
Be prepared to talk about
required material
Follow classroom discussion
norms
Ask and answer questions
within the discussion
Identify key ideas expressed
by the author
Develop your own thinking
and understanding about a
text.
convey knowledge of an idea
 Find information in multiple texts
 Develop reasons for how multiple
texts are connected
 Use evidence from multiple
sources to convey knowledge of a
subject
SL 4.1 Accountable Talk Expectations
 Participate in collaborative
discussions (one-on-one, in
groups, and teacher-led)
 Be prepared to talk about required
material
 Follow classroom discussion
norms
 Ask and answer questions within
the discussion
 Identify key ideas expressed by
the author
 Develop your own thinking and
understanding about a text.
Magazine
Reading Journal
OE Response in Close
Reading
Anecdotal Notes
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own ideas and understanding
in light of the discussion.
Writing and Language:
W.4.2 Write informative
/explanatory texts to examine a
topic and convey ideas and
information clearly.
a. Introduce a topic clearly and
group related information in
paragraphs and sections;
include formatting (e.g.,
headings), illustrations, and
multimedia when useful to
aiding comprehension.
b. Develop the topic with facts,
definitions, concrete details,
quotations, or other
information and examples
related to the topic.
c. Link ideas within categories
of information using words
and phrases (e.g., another, for
example, also, because).
d. Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
e. Provide a conclusion that
follows from the narrated
experiences or events.
L.4.1 Demonstrate command of
the conventions of Standard
English grammar and usage when
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Write an informative essay or
article
Support topic and ideas with
evidence
How to organize related
information using structure
(headings, illustrations,
captions, etc.)
Develop and support
information related to the
topic (facts, details,
quotations, etc.)
Use Transitional phrases
Use academic language
Within conclusion, state
authors point of view using a
narrative voice.
W4.2 Informative Essay or Article
 Write an informative essay or
article
 Support topic and ideas with
evidence
 How to organize related
information using structure
(headings, illustrations, captions,
etc.)
 Develop and support information
related to the topic (facts, details,
quotations, etc.)
 Use Transitional phrases
 Use academic language
 Within conclusion, state authors
point of view using a narrative
voice.
Informational Writing
Essay / Article
Prepositional Phrases
Complete sentences
Recognizing fragments and
L4.1 Demonstrate grammar and
usage within writing and speaking
 Prepositional Phrases
Informational Writing
Essay / Article
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writing or speaking.
e. Form and use prepositional

phrases.
f. Produce complete sentences,
recognizing and correcting
inappropriate fragments and
run-ons.*
g. Correctly use frequently
confused words (e.g., to, too,
two; there, their).*
Social Studies

STRAND : History
Content Standard I: Students are 
able to identify important people
and events in order to analyze
significant patterns,
relationships, themes, ideas,
beliefs, and turning points in New
Mexico, United States, and world
history in order to understand
the complexity of the human
experience.
run-ons
Correctly use frequently
confused words
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
Identify historical events,
people, and culture
Describe how historical
events, people, and culture
influenced present day.
Complete sentences
Recognizing fragments and runons
Correctly use frequently confused
words
4IC Learning about the history, events Culminating Task:
and cultures of people to understand
Magazine
the world we live in.
 Identify historical events, people,
and culture
 Describe how historical events,
people, and culture influenced
present day.
K-4 Benchmark I-C—World:
Students will identify and
describe similar historical
characteristics of the United
States and its neighboring
countries.
Grade Performance Standards
4 IC Explain how historical
events, people, and culture
influence present day Canada,
Mexico, and the United States
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(e.g., food, art, shelter, language).
Big Ideas: Enduring Understandings
 Throughout this unit you will be reading historical fiction, first and second-hand accounts related to Immigration. As you explore
this literature, chart the themes in the texts. Some themes that may emerge are: poverty, oppression, hope, discrimination,
acceptance, perseverance, loss, etc.
 What patterns are you noticing? Students will need practice and experience drawing conclusions, as they compare and contrast
themes, first and second hand accounts. In order to do this work, students will need time to “talk”, annotate and respond to
literature.
 In class discussions, provide student with time to talk about their personal connections to these themes. Are these themes
universal or regional? Do we have similar experiences to draw upon?
Essential Questions (“big umbrella” questions)
How are history, events and cultures of people related to the world
we live in?
Guiding Questions (questions that build to understanding of Essential
Questions)
How does what the character says, thinks, and do help
you find the theme in a story?
What kind of events and details do you need to pay
attention to as a reader to develop a theme?
How can understanding the literature of the culture
deepen the understanding of one’s own culture and its
literature?
Why should more than one text be used when
gathering information on a single topic?
Possible Misconceptions:
Reading: Students may struggle with the complexity of text in this unit. Teachers will need to continue to model using “think aloud”
strategies how they notice and track characters, infer, and make lists about possible themes. Student talk will also allow students time to
practice these skills. Teachers may assume that students are coming with the knowledge of how to identify theme in a text. When
students struggle with finding themes then they cannot compare relationships across texts (compare and contrast). Root your
conversations in text evidence to find trends and develop themes.
Culminating Activity:
Magazine – Include Text Features and Graphic Sources
1) One informational article about an issue regarding immigration. (ex: What is the process people go through to immigrate to the
US today? What process did people go through when they immigrated to the US? What is the dream act? What is the difference
between legal and illegal immigration?)
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2) A first person account or interview of an immigrant. (If first person account, how do you quote text from a source.)
3) In a literary essay compare and contrast the themes of 2 pieces of literature in the unit.
4) Illustrations and text features that support the article or interview.
If technology is available, encourage students to integrate technology into their published piece.
What will mastery/success look like?
Magazine Task
One informational article about an
issue regarding immigration.
A first person account or interview of
an immigrant.
3 Proficient
The writer taught readers different things
about a subject. She put facts, details,
quotes, and ideas into each part of my
writing.
The writer wrote the important part of an
event bit by bit and took out unimportant
parts.
In a literary essay compare and
contrast the themes of 2 pieces of
literature in the unit.
The writer made a claim about a topic or a
text and tried to support her reasons with 12 examples from the texts.
Illustrations and text features that
support the article or interview.
The writer taught his readers different
things about the subject. The writer
included different kinds of facts and details
such as numbers, names, and examples.
The writer made choices about organization.
He might have used compare/contrast,
cause/effect, or pro/con. He may have used
diagrams, charts, headings, bold words, and
definition boxes to help teach his readers.
Indicators of mastery/success? (criteria expectations with
rubric…)
Magazine Rubric – Culminating Task Q2
Pre-Post Summative Assessment
Standards
RI 4.2
RI 4.4
RI 4.5
RI 4.8
RI 4.7
RI 4.6
Measure/Criteria for Success
Q2 Unit Assessment and Rubrics (CFA)
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RI 4.9
(RL’s are assessed in the culminating task and Close
Reading OE Responses)
Interactive Read Aloud
Below are several novels that would lend themselves to the themes found in Immigration.
(Choose 1 to for your interactive read aloud for the month)
English Text
Spanish Text
Return to Sender
By Julia Alvarez
My Name Is Maria Isabel
By Alma Flor Ada
Devolver al Remitente
By Julia Alvarez
Me llamo María Isabel
By Alma Flor Ada
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Letters from Rifka Paperback
by Karen Hesse
Interactive Read Aloud Structure (3-5)
Instructional Strategies
Think Aloud – Use Gradual Release Model & Accountable Talk Stems
1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process.
2. List the cues and strategies used.
3. Turn and Talk – Allow students to practice the strategy.
4. Share Out
Turn and Talk – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and
prompts such as the ones below to help move your students’ understanding from character attributes to theme:
 Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking about
the story?
 What is the theme of this text? Can you give specific examples from the text to support your thinking?
 What big ideas and messages keep repeating in the text? How does that help me draw conclusions about themes in the text?
 Where else have you noticed similar themes?
 Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way. How does that help you
understand more about the theme in the story?
Reading Response Journal
Use a three-column response to keep track of the evidence about your character and how your thinking is changing or questions that you have.
Character Evidence
Tracking what characters think, say, do…
Events that impact the character.
My Thinking and Questions
My theories of possible themes
Some themes that may emerge are: poverty,
oppression, hope, discrimination, acceptance,
perseverance, loss, etc.
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Stop and Jot/Sketch
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the
details in the setting. How does the setting help the reader understand the characters and theme in the text?
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
Close Reading Narrative Calendar 3-5
When possible, a Spanish text is included in the unit. You may select an additional Spanish text or use the English text as part of
your ESL instruction.
Week 1
Close Reading Lens: Character Lens (What is she feeling/thinking?)
English Text: Amelia's Road By: Linda Jacobs Altman (full text)
Spanish Text: Camino de Amelia By: Linda Jacobs Altman and Enrique O. Sanchez
This text is available through the LCPS library system at the following schools: Booker T. Washington, East Picacho, Hermosa, Jornada,
Mesilla Park, Monte Vista, Sonoma, Tombaugh, Columbia
Instructional Focus: Understanding character to develop a theme
Introduce Text
Vocabulary Development
Identify Genre: Narrative
Read Aloud and scaffold vocabulary.
Possible Vocabulary:
Shanties
Labor
Close Reading
1. Read
through a lens.
Reread the passage
looking for what the
character feels / thinks
throughout the text.
(character evidence
lens).
Close Reading
2. Look For
Patterns
In small groups
reread the passage
and the evidence
from yesterday.
Have students
work in pairs and
Cl Developing a new
understanding
Ask students to reread the
passage. Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.
Journaling and Discussion
Assessment:
Narrative or Expository
Writing Task
Select a theme that you
noticed in the passage.
Show how the text evidence
regarding the character
supports the theme you
selected?
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Meadow
Permanent
Occasions
Accidental
Sturdy
Have students highlight
text evidence.
Chart student responses
in the first column of an
anchor chart.
find which pieces
of evidence fit
together.
Chart the patterns
you find in the
second column of
your anchor chart.
Questions
How has your thinking
changed about the character?
How does the evidence of
Amelia’s thinking/feeling help
you form theories about
themes in the text.
Week 2
Close Reading Lens: Evidence Lens
English Text: Atlantic Crossing
Spanish Text: El cruce del Atlantico
Instructional Focus: Evidence of hardships to understand characters reasoning.
Week 2
Close Reading Lens:
Text:
Introduce Text
Close Reading
Vocabulary
1. Read through a lens.
Development
Identify Genre:
Have students in pairs reread the
Text Structure:
section titled: Leaving Dublin Bay
Read Aloud and scaffold
(Pg. 4-7)
vocabulary.
Have students highlight evidence in
the text that supports the characters
Read Aloud Entire Book
hardships they faced.
Vocabulary: Have
students identify 3-5
words using the
following criteria.
What words to you need
to learn? What parts are
you having trouble
understanding?
Chart student responses in the first
column of an anchor chart.
Instructional Focus:
Close Reading
Close Reading
2. Look For
3. Developing a new
Patterns
understanding
In small groups or
Ask students to reread the
pairs reread the
passage to themselves.
passage and the
Review anchor chart evidence
evidence from
and patterns. Turn and Talk
yesterday.
about noticing’s.
Have students
work in pairs and
Journaling and Discussion
find which pieces
Questions:
of evidence fit
Compare and Contrast Ireland
together.
and America.
Discuss how the evidence
Chart the patterns
influenced your thinking
you find in the
about Patrick’s reasons for
second column of
coming to America.
your anchor chart.
Assessment:
Narrative or Expository
Writing Task
Explain why Patrick’s family
thought they would have a
chance at a better life in
America. Use details from
the text to support your
thinking.
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What clues in the book
help you determine the
meaning of those words?
What is a synonym for
the word?
Week 3
Close Reading Lens: Evidence Lens
English Text: Immigration All By Eve Bunting
Alternate Spanish Text: Mi diario de aquí hasta allá Author : Amada Irma Perez (text available in some LCPS libraries or Amazon)
Instructional Focus: Evidence of hardships to understand characters reasoning.
Introduce Text
Vocabulary Development
Close Reading
1. Read through a lens.
Identify Genre:
Text Structure:
Read Aloud and scaffold
vocabulary.
Reread the passage looking for
Challenges and Rewards of
Immigration to America.
Have students annotate around
the text and highlight text
evidence.
Chart student responses in the
first column of an anchor chart.
Vocabulary: Have students
identify 3-5 words using
the following criteria.
What words to you need
to learn? What parts are
you having trouble
understanding?
What clues in the book
help you determine the
meaning of those words?
Close Reading
2. Look For
Patterns
In small groups
reread the passage
and the evidence
from yesterday.
Have students
work in pairs and
find which pieces
of evidence fit
together.
Chart the patterns
you find in the
second column of
your anchor chart.
Close Reading
3. Developing a new
understanding
Ask students to reread the
passage. Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.
Journal
How has your thinking about
immigration changed as you
read this text? What evidence
was important for helping to
define your thinking? How
does this evidence support
themes in the unit?
Assessment:
Narrative or Expository
Writing Task
Compare and contrast the
Challenges and Rewards
from Immigration All and
Atlantic Crossing. Use text
evidence from both texts to
support your thinking.
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What is a synonym for the
word?
Week 4
Close Reading Lens: Word Choice Lens
English Text: The New Colossus
Alternate Spanish Text: El Nuevo Colosso
Instructional Focus: Evidence of hardships to understand character’s reasoning.
Introduce Text
Vocabulary Development
Close Reading
1. Read through a lens.
Close Reading
2.Look For Patterns
Identify Genre:
Text Structure:
Read Aloud and scaffold
vocabulary.
Reread the passage looking for words
that evoke: strong emotions, strong
images, strong ideas. (Metaphors in the
text)
Have students highlight text evidence.
Chart student responses in the first
column of an anchor chart.
In small groups
reread the passage
and the evidence
from yesterday.
Have students work
in pairs and find
which pieces of
evidence fit together.
Vocabulary: Have students
identify 3-5 words using
the following criteria.
What words to you need
to learn? What parts are
you having trouble
understanding?
What clues in the book
help you determine the
meaning of those words?
What is a synonym for
the word?
Students will be
creating meaning
from the metaphors
and phrases in the
text.
Close Reading
3.Developing a new
understanding
Ask students to reread the
passage. Review anchor chart
evidence and patterns. Turn and
Talk about noticing’s.
Journal
How do the words and
symbols the author used help
you understand themes in the
poem?
Assessment
Narrative or Expository
Writing Task
Continue….
How does the words and
symbols the author used
help you understand
themes in the poem?
Chart the patterns
you find in the
second column of
your anchor chart.
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Writing Calendar
Essential Question: What are
the elements of
Informational writing?
Informational Checklist
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min.
Assessment:
Students will progress through all stages of the writing process and publish
at least 1 Informational article about an issue regarding immigration. (ex:
What is the process people go through to immigrate to the US today? What
process did people go through when they immigrated to the US? What is the
Dream Act? What is the difference between legal and illegal immigration?)
(If technology is available, narratives should be typed at the publishing
stage.) Students will use the published piece in their magazine.
LCPS Informational Rubric:
Genre:
Monday
Tuesday
Week 1
Questions you have…
Write a paragraph on what Selecting a question
it means to you to be a
and quick write on
good citizen. English
question
organizer / Spanish
organizer
Make a list of big
questions about
Immigration.
(ex: What is the
process people go
through to immigrate
to the US today? What
process did people go
through when they
immigrated to the US?
What is the dream act?
What is the difference
between legal and
illegal immigration?)
Wednesday
Thursday
Friday
Selecting a question
and quick write on
question
Selecting a question and
quick write on question
Take the citizenship test.
Class discussion
Selecting a question
14
and quick write on
question
Week 2
Draft
Selecting a Question
and drafting your
ideas.
Give Students a Copy
of the Informational
Revision
Leads
Show multiple ways to
start an article. Have
students write 3 or 4
ways they could start
their article.
Checklist.
How do you use a topic
sentence to help support
and organize your ideas?
Share time: Share your
best lead and topic
sentence.
Week 3
Week 4
Draft 2 (Cut up and
reorganize piece using
revision pieces)
Reread your revisions,
writing your article using
the best parts.
Publishing
(If possible have students
type their narratives to
publish.)
Revision
How do you
organize related
information using
structure?
(Headings,
illustrations,
captions, etc.)
Revision
Transitional Phrases
And Prepositional
phrases
Revision
Conclusions
Author’s Point of View
Academic Language in
the text
Share: How does
transitional words
help move your
Choose 2 – 3 text
article? Share with a
features you want to partner.
use in organizing
your article.
Write 2-3 conclusions
Share: Share 1 text
feature that
supports your
article.
Draft 2
Rewrite the piece.
Editing
Complete Sentences and
Run-Ons
Publishing
(If possible have students
type their narratives to
publish.)
Self Assessment
Informational
Checklist
Editing
Complete Sentences and
Run-Ons
Where can you use
academic vocabulary in
your text?
Share 1 conclusion and 1
place you added
academic vocabulary.
Editing
Spelling
Punctuation
Capitalization
Authors Celebration
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once students
have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect words that
follow the same pattern.
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Words Their Way
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are grouped
according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher created sorts)
to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text
by having students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room
and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf A word wall is an organized collection of words prominently displayed in a classroom. This display is used
as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see
patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference
support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
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Nifty 50 Words and Lessons: detailed instructions for teaching root words, prefixes and suffixes
http://read4me.weebly.com/uploads/7/0/8/7/7087098/mbm_phonics_for_4th_and_5th_grade_2007_ak.pdf
Nifty Fifty Words and Sequence PDF
Guided Reading /Book Clubs (45 - 60 min)
Objective: Students will focus on tracking strong characters’ actions, words, and thoughts: inferring theme; and building reading stamina,
fluency, and metacognition skills.
Texts: Select personal narratives, folk tales, myths, and realistic fiction texts.
Guided Reading
Book Clubs
Students participate in small group differentiated instruction. (Only for students who are at or above grade level in reading)
Text is determined based on student reading level and
Students engage in differentiated novel studies in which
strategy needs.
students read independently, taking notes and tracking
characters and themes in the book and then engage in
“accountable book talk” and response to the book. Teachers
monitor the comprehension work by conferring with readers
and engage in small group strategy lessons.
Literacy Stations
 Independent Reading – 20 min / Conferencing with
 Independent Reading
Readers
 Writing About Reading
 Book Clubs Meet and Discuss Books- 15 min
 Word Sorts (Words Their Way)
 Word Work – 15 min
 Lexia
 Nifty Thrifty
Resources:
Jan Richardson Guided Reading Lesson Plans
http://www.janrichardsonguidedreading.com/resources-1
Assessment:
Bi-Weekly Running Records
Reading Response Journal
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Weekly Open–Ended Responses using text dependent inferential questions from students to assess comprehension.
DRA at the end of the 9 week period
Social Studies/Science
Time should be used to reinforce informational texts regarding Immigration and for research and work on the magazine task.
Research 20 min daily (or more if you have it)
Week 1-2 Researching for their Article Piece
Week 3 Focus on Interview
Week 4 Compare and Contrast Piece
The structure of the instructional time includes:






Role/Responsibilities of Teacher
Facilitator
Gathering Resources
Conferring & Checking In
Small Group Instruction
Student Support with
o Technology
o Resources
o Collaboration
o Discussion
o Presenting
Mini Lessons
o Lesson on using accountable talk during
collaboration
o Lessons on asking and answering
questions
o Lessons on how to read to answer research
questions or gather information
o Lessons on how to organize information
(boxes and bullets, chronology,
description, cause and effect, compare and
contrast, etc.)





Role/Responsibilities of Student
Collaborating
Discussion
Accountable use of technology
Research-based on assigned topic or section of
culminating activity
Presenting
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o Lessons on how to summarize information
Resources for Student Research:
http://www.timeforkids.com/around-the-world - This resource takes you to a page with a list of countries. Each country’s page lists
basic facts along with interactive links (on left side) that include: sightseeing guide, history timeline, native lingo, challenge, and a day in
the life.
http://kids.nationalgeographic.com/ - At this resource, students find information for their country that includes: fast facts, geography,
nature, people and culture, government and economy, and history. Students type in the name of their country in the “search” bar to get
them to their country’s profile.
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
Other Text Resources on Immigration
These texts can be used as research pieces for the Culminating Tasks or as independent or guided reading.
Literature with Immigration Themes List of literature with Immigration themes.
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Raised in the U.S., deported to Mexico, is fitting in just a "dream"? https://newsela.com/articles/dreamers-mexico/id/5934/
One family, many immigration statuses https://newsela.com/articles/undocumented-family/id/3990/
President Obama gives hope to immigrants fearing deportation https://newsela.com/articles/obama-immigration-speech/id/6109/
U.S. immigration reform bill easily passes Senate https://newsela.com/articles/immigration-senate/id/462/
Immigration Packet Informational articles on Ellis Island, first person accounts of their journey, etc.
Anca’s Journey Guided Reading Text level X Narrative Immigrant story.
Immigration and Citizenship website with a variety of Grade Level appropriate activities.
http://glencoe.com/sites/common_assets/socialstudies/immigration/activities_grade_school.htm
One Green Apple by Eve Bunting – Narrative Immigration Story (Great Read Aloud)
The New Soccer Ball – Guided Reading Text about fitting in.
The Trouble with English – Guided Reading Text
Famous Hispanic Americans: A Proud Heritage – Guided Reading Text English / Spanish
The Great Hunger – Guided Reading Text about the Irish Potato Famine
Success Stories – Guided Reading Text English / Spanish
English Text: Story of Immigration (pg. 20-22)
Spanish Text: La historia de la inmigración (pg. 20-22)
English Text: The Statue of Liberty (Guided Reading Level P)
Spanish Text: The Statue of Liberty (Guided Reading Level M) Although this text is in English it is provided at a 3rd grade level in order to
provide support for English Language Learners.
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Paired Text: English Text: The New Colossus
Alternate Spanish Text: El Nuevo Colosso
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