Fourth Grade Reading Workshop 2013/2014
Unit of Study: The Reading Life
Unit 1
Begin Date:
Goals
Students will be able to:
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Sept 4
Move properly to and from rug
Choose responsible reading spots
Turn and talk at the rug
Understand what reading workshop
looks like and sounds like
Understand what it means to be a
good listener
Make good choices for who they sit
next to
Understand expectations about
partner share time
Choose a just right book: rebuilding
their reading muscles
Follow expectations for library usage
Be respectful and take accountability
for their actions
Make text to self connections
Use post its to mark connections in
their books or reading notebooks
Find text evidence to support their
connections
Understand the procedures for a read
aloud
Take responsibility for their behavior
Understand the expectations for
classroom meetings
Understand what their roles are during
conferences
Use think marks to check
comprehension
End Date:
Sept 21
Reading Time Expectations: 20 min
Mentor Texts/Read Alouds:
Partnership Work:
A Bad Case of Stripes
 Understand how to respectfully
disagree with your partner
The Old Woman Who Named Things
 Understand what it means to be a
Song and Dance
good listener: eye contact, facing
Babushka Baba Yaga
each other, nodding etc.
*Read Alouds
Tales of a Fourth Grade Nothing
Fourth Grade Rats
Skinnybones
The Kid Who Ran For President
The English Roses etc.
Vocabulary:
Classroom Supports:
 Text to self connections
 How to choose a just right book
chart
 Respect
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What does reading workshop look
 Responsibility
like and sound like chart
 Accountability
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Making connections chart
 Just right book
Accountable talk stems
 Just wait book
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Independent reading
Genre
Think marks
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Common Core Standards
Reading Literature: RL4.1, RL4.10, RL4.11
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Fourth Grade Reading Workshop 2013/2014
Unit of Study: Recognizing Text Features Expository Non Fiction
End Date:
Oct 12
Reading Time Expectations: 20-25 min
Mentor Texts/Read Alouds:
Partnership Work:
Students will be able to:
Italian Americans
 Conversational prompts
 Identify what an expository text is
Digging Up Tyrannosaurus Rex
 Respond or question after their
partner shares
 Identify what expository text features are
and how they support your reading: apply
Time For Kids
 Explain their thinking with text
what they already know about text features
based details
Weekly Reader
and introduce how to interpret charts,
 Partner repeats what their partner
graphs, diagrams, timelines, animations and
says before sharing their own
interactive elements
thinking
 Make predictions about a book based on
cover information
 Use context clues to help them develop a
deeper understanding of vocabulary
Vocabulary:
Classroom Supports:
 Understand the structure of a non-fiction
 Glossary
 Making connections chart
text
 Table of contents
 Conversation prompt chart
 Understand how to think, pair, write
 Index
 Author’s purpose chart
 Understand other examples of non fiction
 Headings
 Expository text features chart
texts that we see everyday
 Sub heading
 I think …because…
 Analyze the effect of their behavior on others
 Text based details
Common Core Standards:
and their group work
 Author’s purpose
Reading Literature: RL4.1
 Develop the skill of explaining their thinking
 Captions
 Identify the main idea of a text using
Reading Informational Texts: RI4.1, RI4.2,
 Pictures
evidence from the text to support the main
RI4.4, RI4.5, RI4.7, RI4.8
 Charts
idea
 Graphs
 Support their thinking with text based
Foundational Skills: RF4.5, RF4.6
 Timelines
details
 animations
Speaking and Listening: SL4.1, SL4.2,
 Discuss, as a group, an informational article
Unit 2
Goals
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Begin Date:
Sept 24
Understand author’s purpose
Read headlines to help skim a text
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Fourth Grade Reading Workshop 2013/2014
Unit of Study: Making Inferences Fiction and Poetry
Unit 3
Begin Date:
Oct 15
End Date:
Goals
Students will be able to:
 Understand how to make inferences
 Identify author’s purpose vs. author’s message and point
of view
 Use think marks to mark their thinking as they read
 Make inferences using character’s language,
feeling/mood, pictures, character development (thinks,
says and does), prior knowledge
 Put themselves in the story to help them make
inferences
 Read “in-between the lines” to understand the message
of the poem
 Pay attention to the language and vocabulary the author
uses: metaphors, similes, etc.
 Use visualizing techniques to help make inferences
 Verbalize their understanding with a partner
 Study a character in depth, through poetry or stories,
paying close attention to change
 Read to find support for the inferences they make
 Identify the author’s point of view and narrative
techniques
 Identify the mood of a poem
 Identify the theme in a text with supporting details
 Identify symbols as they appear in a text naming what
they represent
 Reread to increase your understanding of a text
 Compare the structure elements of poetry
Nov 2
Reading Time Expectations: 25 min
Mentor Texts/Read
Alouds:
My Man Blue
Hurricane
Shel Silvestein
Eloise Green field
Jack Prelutsky
James Stevenson
Valerie Worth
Vocabulary:
 Inference
 Verbalize
 Author’s purpose
 Author’s message
 Poetic Language
 Feeling/mood
 Visualize
 Point of view
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Partnership Work:
 Work with a partner to
share and grow any
inferences they have made
 Use your partner to help
you understand another
point of view
Classroom Supports:
 Inference strategy chart
 What I read, what I inferred
chart
Common Core Standards:
Reading Literature: RL4.1, RL4.2,
RL4.3, RL4.4, RL4.5, RL4.6, RL4.7,
RL4.9
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1,
SL4.2, SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.5, L4.6
Fourth Grade Reading Workshop 2013/2014
Unit of Study: Questioning Non Fiction
End Date:
Nov 30
Reading Time Expectations: 25-30 min
Mentor Texts/Read Alouds: Partnership Work:
Students will be able to:
Slinky, Scaly, Slithery Snakes
 Respond to each other, back and
forth at least 3 times before they
 Use questioning to help them make sense of a
Animal Senses: How Animals See,
move onto a new idea
text
Hear, Taste, Smell and Feel
 Use post its to monitor their questions
 Generate “I wonder” and “what if” statements
*National Geographic for Kids
 Understand what a wondering is and how it can Ranger Rick
support their reading
Refer to Socials Studies and
 Use schema to articulate all they think they
Science Texts
know about a topic before they read
 Monitor for answers to the questions they have
had as they read
Vocabulary:
Classroom Supports:
 Use text features to generate and answers
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Questions
 Conversational prompt chart
questions
 Wondering
 I wonder chart
 Self monitor as they read using their meaning,
 Self monitoring
 KWL chart
syntax and visual cueing systems
 Support
 5 W’s and question chart
 Ask questions using 5 W’s as they read
 Schema
 Use the answers to the 5 Ws to help you
summarize
 Articulate
Common Core Standards:
 Pose realistic questions that pertain to their
Reading Informational Texts: RI4.1, RI4.2,
reading and help them drive their reading
RI4.3, RI4.4, RI4.5, RI4.7, RI4.9, RI4.10,
RI4.11
 Determine the main idea with supporting
evidence
Foundational Skills: RF4.5, RF4.6
 Understand and articulate and demonstrate
historical and scientific connections (cause and
Speaking and Listening: SL4.1, SL4.2,
effect)
SL4.3, SL4.4, SL4.6
 Integrate information from two different texts,
synthesizing what they have learned
Language: L4.3, L4.4a&c, L4.6
Unit 4
Goal
Begin Date: Nov 5
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Fourth Grade Reading Workshop 2013/2014
Unit of Study: Analyzing Text Structure
Jan 11
Reading Time Expectations: 32 min
Mentor Texts/Read Alouds:
Partnership Work:
Thunder Cake
 Understand ways to discuss
Identify literary elements: character, setting, plot, theme, Chicken Sunday
ethical issues with respect
climax, problem, solution, character conflict
and responsibility
The Bat Boy and his Violin
Explore text structure in narrative texts
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Debate an issue respectfully
Princess and Pizza
Identify the difference between fiction and non fiction in
with your partner
Teammates
terms of literary elements
Identify what a narrative text is, examining point of view Basket Moon
Unit 5
Begin Date:
Goals
Students will be able to:
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Dec 3
End Date:
Understand how visualizing helps support their
understanding of the text
Understand how setting affects the story
Make text to text comparisons and connections
Understand character change and identify what
motivates the change
Understand author’s purpose within the structure of
narrative text
Summarize across their fingers
Determine the importance of events in a story and which
events are important to hang onto
Understand the difference between important and
interesting/relevant vs irrelevant information
Make character comparisons
Determine how plot twists affect the story’s outcome
Understand the sequence of events in a story (flow chart,
story mountain)
Understand the difference between explicit and implicit
information in a text, including information gained from
illustrations
Identify theme and reoccurring symbols in a text
Vocabulary:
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Literary elements
Visualize
Compare
Text to text
Character
Setting
Plot
Problem/solution
Conflict
Character change
Plot twist
Lessons learned
Ethical issues
Summarize
Sequence of events
Implicit
Explicit
Story mountain
climax
Classroom Supports:
 Story elements chart
 What makes a story and story
chart
 Venn diagram for
comparisons
 T charts for comparisons
 Story mountain chart for
sequence of events
Common Core Standards:
Reading Literature: RL4.1, RL4.2,
RL4.3, RL4.6, RL4.7, RL4.9, RL4.10,
RL4.11
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Unit of Study: Making Inferences Narrative Fiction and Non Fiction
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Fourth Grade Reading Workshop 2013/2014
Unit 6
Begin Date:
Jan 14
Goals
Students will be able to:
 Make inferences about the setting and
problem and solution (plot)
 Use clues from the text to make an
inference about a subject
 Use evidence from the text to support
their inferences
 Read while thinking: “I read that and this
makes me think…”
 Reread to help make sense of the text
 Make inferences using prior knowledge
 Make inferences about character’s
feelings, actions, change
 Understand the relationship between the
main and supporting characters
 Identify internal and external conflict
 Make inferences about setting to
understand how the setting affects the
plot
 Identify the difference between an
inference and information that is directly
stated
 Make inferences to connect facts with
what they are thinking
End Date:
Feb 15
Reading Time Expectations: 35 min
Mentor Texts/Read Alouds:
Amelia’s Road
Pepe the Lamplighter
Coming to America
A Picture Book of Harriet Tubman
Partnership Work:
 Make inferences with a partner
 Grow and expand their inferences
with a partner
Vocabulary:
 Inference
 Support
 Reread
Classroom Supports:
 Inference strategy chart
 T-chart for the difference between
inferences and directly stated
information
Common Core Standards:
Reading Literature: RL4.1, RL4.2, RL4.3,
RL4.4, RL4.6, RL4.10, RL4.11
Reading Informational Texts: RI4.1, RI4.2,
RI4.4, RI4.5, RI4.6, RI4.8
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Unit of Study: Analyzing Text Structure: Expository Non Fiction & Reviewing Reading Strategies
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Fourth Grade Reading Workshop 2013/2014
Unit 7
Begin Date:
Feb 25
Goals
Students Will Be Able To:
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Understand how articles are
organized
Use text features in an article
together to deepen their
understanding of the text
Identify the author’s purpose
Identify the authors message
Find evidence to support the
authors message
Identify the author’s opinion and
find evidence to support their
thinking
Take a side of an argument and
support their thinking using
evidence from the article
Identify how authors can persuade
their readers
Understand how to read a map,
interview, recipe, menu,
instructions
Identify the difference between fact
and opinion
Compare and contrast information
from multiple texts
End Date:
April 5
Reading Time Expectations: 35-40 min
Mentor Texts/Read Alouds:
Virtual World :Community in a Computer
School Uniforms: The Way To Go
How to Make Ooblek
Simon Sandwich Shop
City of Lawrence Street Map
Partnership Work:
 Take a side of an argument,
supporting your thinking with text
evidence
Vocabulary:
 Authors message
 Authors purpose
 Evidence
 interview
 Fact/opinion
 Text features
Classroom Supports:
 Fact vs. opinion chart
 Enlarged article with features
labeled
 Flow charts
 Venn diagrams
Common Core Standards:
Reading Literature: RL4.1, RL4.2, RL4.3,
RL4.4, RL4.5, RL4.7, RL4.10, RL4.11
Reading Informational Texts: RI4.1, RI4.2,
RI4.3, RI4.4, RI4.5, RI4.7, RI4.8, RI4.9,
RI4.10
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Unit of Study: Book Clubs and Genre Study
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Fourth Grade Reading Workshop 2013/2014
Unit 7b
Begin Date:
April 8
Goals
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May 3
Mentor Texts/Read Alouds:
Leveled sets of books
Students Will Be Able To:
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End Date:
Behave respectfully in a small group
Take turns with roles of the group
Participate in a conversation about
their book with their group
Come to their book clubs prepared
to participate in a conversation
about the book
Use respectful body language while
Vocabulary:
listening
 book club
Practice reading orally
make inferences as they read
respectfully disagree with group
member
work independently in an
organized fashion
use supporting evidence for your
ideas
Reading Time Expectations: 35-40 min
Partnership Work:
 book club members are responsible
to participate in conversations
with their group on a regular basis
 respond to each other’s ideas
before moving on
Classroom Supports:
Common Core Standards:
Reading Literature: RL4.1, RL4.2, RL4.3,
RL4.4, RL4.6, RL4.9, RL4.10, RL4.11
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Unit of Study: Determining Important Ideas, Summarizing
Unit 8
Begin Date:
May 6
End Date:
June 7
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Reading Time Expectations: 40 min
Fourth Grade Reading Workshop 2013/2014
Goals
Students Will Be Able To:
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Identify important ideas in a text
Identify the main idea of an text
Find evidence to support the main
idea
Identify the genre of a text and
understand how to get ready for
reading
Preview a text by paying attention
to the text features
Summarize a story by identifying
the character, problem, solution
Make inferences about reading and
support their inferences with text
based details
Identify the difference between
important ideas and supporting
ideas
Identify the lesson learned from the
story
Reread to clarify understanding
Sequence details from the text
Understand how to read timelines
Compare and contrast information
from multiple texts
Mentor Texts/Read Alouds:
Flight
A Picture Book of Amelia Earhart
In My Own Backyard
A Picture Book of Rosa Parks
Partnership Work:
 Summarize information with their
partners
 Help each other sequence
information
*Test Prep Short Texts
Vocabulary:
 Test prep language
 Sequencing
 Timelines
 Flow charts
 Summary
 Compare
 Contrast
Classroom Supports:
 Flow charts
 Venn diagrams
 Reading comprehension strategy
charts
Common Core Standards:
Reading Literature: RL4.1, RL4.10, RL4.11
Reading Informational Texts: RI4.1, RI4.2,
RI4.3, RI4.4, RI4.5, RI4.8, RI4.10
Foundational Skills: RF4.5, RF4.6
Speaking and Listening: SL4.1, SL4.2,
SL4.3, SL4.4, SL4.6
Language: L4.3, L4.4a&c, L4.6
Fourth Grade Common Core Standards
Shared Reading
Social Studies
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo
Fourth Grade Reading Workshop 2013/2014
Language:
L 4.2
Reading Informational Texts:
RI 4.6, RI 4.10
Additional Standards:
Speaking and Listening: SL4.5 – Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes
Language: L 4.4b- Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, aotugraph).
May 2012 – M.Cerullo, R. Huzarsky, M.Levine, T.Kupferman, K. Moses, C.Rosen & L.DeRienzo