Alvarado Intermediate School
Teacher:
Case
Grade &
Subject:
4th Grade
Reading/
Writing
Week of:
Unit & Essential Questions:
August 31September 04- First review of Costa’s level of thinking and questioning
2015
Compare and contrast the levels. Students will formulate at least two comparable
questions.
What is the battle of the process?
How emotion words can help us to make connections?
What is the difference between Expository, Historical Expository and Fiction?
How cause and effect help us in the process of understanding information?
With what you can compare…?
What changes do you see happening?
How do you relate with?
What are some elements of a good summary?
What questions should you be thinking while you read?
What is a predicate?
What is a Subject?
What clues do you find in the text to make inferences?
What challenging words have you found?
What strategies have you use to understand the text?
What strategies would you use to summarize the text?
How do you describe the way Amanda feels during the car trip to Mexicali? Which clues
help you to make that inference?
What can you tell about Amanda’s Father from the letter he writes to his family?
What details in Papa’s letter make this story seems true? How does Amanda feels
about her new home? Who is Amanda best Friend?
What are the differences between a fiction text and a non fiction?
Do you relate to this quote ? How?
Using the time line, explain when and how Cesar Chavez began working to improve the
civil rights of farm workers
Think about the story “My diary from here to there” and compare it with Cesar Chavez
Story. How can you make a connection with the reading of the neurons?
What kind of opportunities might people be looking for when they move to a new place?
Why many people join a union?
Name two countries that share a border
How are boycotts like strikes? How are they different?
TEKS/Learning Objectives:
4.6- Make inferences
4.6,4.11 Fiction, expository, poetry, Historical Fiction
3.24. A Spelling words
Word Study 3.1 Short vowels, multisyllabic words.
ELPS c. 3.A Practice pronunciation sounds of newly
acquired vocabulary such short vowels
ELPS 2. B Recognize elements of the English sound
system.3.1 E Monitor accuracy in decoding.
ElPS c 4. Learn relationships between sounds and letters
and decode words using the skills such as recognizing
sound letter relationship.
4.2 B Use the context of the sentence to determine
meaning of unfamiliar words. Cont.
ELPS 1. E Internalize new basic vocabulary by using and
reusing speaking activities.
4.6 B describe interact5ion of Characters including their
relationships and the changes they undergo.
ELPS 4.J Employ inferential skills such as drawing
inferences and conclusions from text.
ELPS 1.H Develop and expand Repertoire of learning
strategies such as reasoning inductively.
ELPD4.D Use of graphic organizers.
ELPS 4.F Use visual and contextual support from peers
and teachers to enhance comprehension.
4.! Demonstrate understanding of supporting ideas and
details in text and graphic organizers.
Spanish Level 1
Monday- Continue labeling dual language classroom.
Tuesday-. La mosca Song (Spanish Vowels)
Wednesday- Conversational practice with Spanish level 2 students Students- Family
Thursday- Reading “Los insectos”
Friday- Labeling practice bilingual pairs.
Spanish Level 2
Monday- Spelling Words – C,S, Z
Tuesday- Practice with partner Spelling Words
Wednesday- Speaking and listening with Students level 1
Thursday- Subject and Predicate practice using spelling words
Friday- Labeling Bilingual pairs.
R-C 4 D Use textual evidence to support understanding.
46 A Summarize.
4.G Demonstrate comprehension by responding to
questions commensurate with content area and grade
level needs.
4.13 B Explain information presented graphically
RC-4 F Make connections between literary and
informational text with similar ideas.
4.17 Write about important personal experiences.
Academic Vocabulary of Instruction:
Opportunities
Border
Unions
Strikes
Boycotts
Citizen
Spanish
Mudarse
Oportunidades
Inmigracion
Frontera
Huelgas
Ciudadano
Boicot
Customized Learning:
#1,2,3Short simple sentences
Slower simplify speech
Phonemic awareness trough reading- Long and short a.
Side by side materials
Bilingual dictionary
Pronunciation of social/ academic language.
#11,12,13,14,15,16,17,18,19,20,21
Centers
Use of cognates
Modeling
Adapted writing task
Pronunciation of academic vocabulary
Adapted grade level text.
#31,32,33,34,35,36,37,38,39,40,41,42,43,45,46,47,48,49,50,51,52,53,54,55,56,57,58,5
Modeling
Use of Ipads
Pre teach- challenging vocabulary
Graphic organizers
Pronunciation of academic terms
Use of cognate
Grade level text
Visual for Vocabulary
Mentor books.
A
Engage
Explore
Explain
Elaborate/Extend
Essential
Question(s) &
Hook
Instruction
and MiniLesson
Guided Practice:
Independent Practice
MONDAY
TUESDAY
(I do, we do, you do)
I do- Explain how to make
inferences.
How to use a graphic
organizer to make
inferences.
Revision of
Costas Level of
thinking.
Light up the
power-=
Students will fin
different
sources of
power and they
will write this on
their journals.
Emotion words
and making
connectionsTeacher will
model how to
use emotion
words and how
to make
connections
with text and
Evaluate/Assess
We do- We discuss
inferences, cause and effect
and how to create a
summary using the reading
selection.
Write the spelling words and
explain the way these word will
be use and practice during the
class.
Students will read the Neurons
challenging reading selection.
Students work by pair using the
strategy of context clues to
decode new words and
Read “Mexico You do
dictionary. Technology will be
my new home” Students will write and
use as well as a support in the
Inferences
answer questions related to acquisition of new strategies to
using clues.
the vocabulary of the week. decode new words.
I do- I will read “From here
to there” this reading
Students will
selection will be use as a
use descriptive mentor text to talk about
words and
subject and predicate.
emotion words
to explain a sad We do- Students will
Students will work in pairs to
and exciting
participate making
identify cause and effect in their
moment in their connections, cause and
challenging reading selection
lives.
affect and inference as
“Neurons”.
Students will share with
other pairs at least three
new words they have
learn and what strategies
thy have used.
Students will make a
chart to map some of the
inferences in the story.
personal life.
WEDNESDAY
The power of
Choice.
Students will
read a quote
from Dr. Seus.
Teacher will
discuss with the
group the
meaning of the
quote.
“You have
brains in you
head, you have
feet in your
shoes, you can
steer yourself
any direction
you choose.”
THURSDAY
Teacher will
model the
process of
writing.
strategies to develop
comprehension.
You do- Students will write
three sentences to make a
connection with Amanda’s
emotions.
.I do- In a guided practice
students will see how to use
Using context
the dictionary and technoly
clues for
support to learn new
vocabulary and concepts.
the challenge of
learning new
We so- We discuss some of
words.the new words they have
Students will
learn from their neuron
learn two skills reading and how to make
to learn new
drawings even to support
vocabulary.
comprehension.
Using the
dictionary and Yo do- Students will work in
the context
bilingual pairs to create a
Students write a summary of
clues.
map of new words for this
the story.
week.
I doI will model each one of the
process of writing
We do- We write a small
composition in the white
board to see how to use the
process of writing.
Students play
battle of the
process for
writing.
We do- We discuss the
differences between a
fiction, a historical fiction
and an expository text.
You do- Students read and
Students used at least
three of the new words
from the story and two of
the new words from the
challenging reading.
Students write a personal
narrative of a time they made a
good or a bad decision.
Students will use vocabulary,
Students revise each
spelling words and emotions
others work by using the
words to develop their writing
battle of the process.
discuss Cesar Chavez
Reading selection and
compare it with the other
readings selections.
FRIDAY
Diagnostic
Diagnostic
Comprehension Comprehension . Diagnostic
test
test
Comprehension test
Developing Critical Thinking Skills—Project – Neurons
-
Cause and Effect
Higher level Vocabulary- Using decoding skills
Summary
Narrative- Fiction
Personal Narrative
Diagnostic Comprehension test Spelling test