Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1 - 7
Enduring Understandings (Big Ideas)
Unit Rationale
Through expository reading, students will be exposed to themes concerning history,
conservation, unusual friendships, and Science concepts.
Students need to understand about the world outside their community so they can become
more successful and caring citizens.
Essential Questions
Guiding Questions
How can revisiting the text increase my understanding and enjoyment of
what I am reading?
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TEKS (Standards)
TEKS Specificity - Intended Outcome
4.1 4.1 Reading/Fluency. Students read grade-level text with fluency and
comprehension. Students are expected to read aloud grade-level stories with
fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
4.2 4.2 Reading/Vocabulary Development. Students understand new vocabulary
and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes;
(B) use the context of the sentence (e.g., in-sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words;
(E) use a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words.
SAISD © 2010-11 – Fourth Grading Period
What are ways for me to practice becoming a fluent reader?
How can I learn and use new vocabulary words in my speaking and writing?
How does independent reading help me enjoy reading more?
What is the spelling rule for this week and how can I apply it correctly in my writing?
What is the main idea and which are the details that support it?
What are some ways to monitor my reading to pay closer attention to my
understanding?
How do I compare and contrast using the Venn Diagram or the “Double Bubble”
map?
What are the most important events in the passage in the order in which they
occurred?
How can I use the four most important events to summarize the plot?
How does the author’s purpose help me better understand what I am reading?
How can I make questions that help me to better understand the text?
What are some inferences or predictions I can make about this text?
How do text features help me understand expository text?
What are some of the story elements of this expository narrative?
I can:
 read aloud with appropriate rate, accuracy, expression, and phrasing that
demonstrates my comprehension (4.1)
 understand and use the target vocabulary words (4.2A, B, ELPS 1C, 3D, 4C, 4F)
 read independently for period of time (Reading Zone) and keep track of what I am
reading (4.9)
 apply the spelling principle taught this week to my spelling (4.22 A, B)
 determine main ideas and the details that support them in text (4.11A)
 monitor my reading, rereading when I need to understand better (RC-4C)
 compare and contrast using the Venn Diagram or the “Double Bubble” map (4.3B)
 identify the sequence of events in a passage(4.11C)
Reading Grade 4
Page 1 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
4.3 4.3 Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about theme and genre
in different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to:
(B) compare and contrast the adventures or exploits of characters (e.g., the
trickster) in traditional and classical literature.
4. 5 Reading/Comprehension of Literary Text/Drama. Students understand,
make inferences and draw conclusions about the structure and elements of drama
and provide evidence from text to support their understanding. Students are
expected to describe the structural elements particular to dramatic literature.
4.6 Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of fiction
and provide evidence from text to support their understanding. Students are
expected to:
(A) sequence and summarize the plot’s main events and explain their influence on
future events
(4.9 Reading/Comprehension of Text/Independent Reading. Students read
independently for sustained periods of time and produce evidence of their reading.
Students are expected to read independently for a sustained period of time and
paraphrase what the reading was about, maintaining meaning and logical order
(e.g. generate a reading log or journal; participate in book talks).
SAISD © 2010-11 – Fourth Grading Period
Yo puedo:
 leer en voz alta con fluidez (ritmo, exactitude, expression, fraseo) que demuestra mi
comprensión del texto (4.1)
 entender y usar el vocabuario clave (4.2B)
 leer independemente por un rato (Reading Zone) y monitorear lo que estoy leyendo
(4.9)
 aplicar el patrón de ortografía a mi escritura (4.22 B,G)
 determinar las ideas principales y los detalles que las apoyan en un texto (4.11A)
 monitorear mi lectura, leyendo el pasaje de Nuevo cuando necesito entender mejor
(RC-4C)
 comparar y and contrastar usando el diagrama Venn o el mapa de “Double Bubble”
(4.3B)
 identificar la secuencia de los sucesos en un texto (4.11C)
 resumir los sucesos importantes del argumento (4.11A, RC-4E)
 hacer preguntas para entender mejor el texto (RC-4B)
 hacer inferencias y predicciones acerca del texto (RC-4D)
 identificar las relaciones de causa y efecto en el texto (4.11C, RC-4E)
 indenticar el propósito del autor (4.10)
 summarize the plot’s main events (4.11A, RC-4E)
 ask questions to better understand text (RC-4B)
 make inferences and predictions about text (RC-4D, ELPS 1E, 4J)
 identify cause-and-effect relationships in text (4.11C, RC-4E)
 determine the author’s purpose (4.10)
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Reading Grade 4
Page 2 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
4.10 Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to explain the
difference between a stated and an implied purpose for an expository text.
4.11 Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding. Students are
expected to:
(A) summarize the main idea and supporting details in text in ways that maintain
meaning
(B) distinguish fact from opinion in a text and explain how to verify what is a fact;
(C) describe explicit and implicit relationships among ideas in texts organized by
cause-and-effect, sequence, or comparison; and
(D) use multiple text features (e.g., guide words, topic and concluding sentences)
to gain an overview of the contents of text and to locate information.
4.22 Oral and Written Conventions/Spelling. Students spell correctly. Students
are expected to:
(A) spell words with more advanced orthographic patterns and rules:
(iii) double consonants in middle of words;
(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre
Spanish 4.22 Spanish Oral and Written Conventions/Spelling. Students spell
correctly. Students are expected to:
(B) spell words with hiatus and diphthongs (e.g., le-er, rí-o, quie-ro, vio);
(G) use spelling patterns, rules, and print and electronic resources to determine
and check correct spellings.
Figure 19 Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards
with greater depth in increasingly more complex texts as they become selfdirected, critical readers. The students is expected to:
RC-4B ask literal, interpretive, and evaluative questions of text;
RC-4C monitor and adjust comprehension (e.g., using background knowledge,
creating sensory images, reread a portion aloud, generating questions)
RC-4D make inferences about text and use textual evidence to support
understanding
RC-4E summarize information in text, maintaining meaning and logical order;
English Language Proficiency Skills (ELPS)
(1C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting , and reviewing to acquire basic and gradelevel vocabulary
(3D)speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 3 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(3F) ask and give information ranging from using a very limited bank of highfrequency high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using
abstract and content-based vocabulary
4C) speak using a variety of grammatical structures, sentence types, and
connecting words with increasing accuracy and ease as more English is acquired
(4F) use visual and contextual support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop
vocabulary, grasp of language structures, and background knowledge needed to
comprehend increasingly challenging language
(4G) demonstrate comprehension of increasingly complex English by participating
in shared reading, retelling or summarizing material, responding to questions, and
taking notes commensurate with content area and grade level needs;
(4I) demonstrate English comprehension and expand reading skills by employing
basic reading skills such as demonstrating understanding of supporting ideas and
details in text and graphic sources, summarizing text, and distinguishing main
ideas from details commensurate with content area needs;
(4J) demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing
inferences and conclusions from text and graphic sources, and finding supporting
text evidence commensurate with content area needs
Evidence of Learning (Summative Assessment)
Given a text, students will apply the strategies of main ideas and details, compare and contrast, sequence of events, summarization, characterization,
formulating questions, inference, cause and effect, and theme to be able to answer comprehension questions with 80% accuracy.
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 4 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 1
Guiding Questions
Essential Pre-requisite Skills
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1 (A) recognize that spoken words are represented in written English by specific
What are ways for me to practice becoming a fluent reader?
sequences of letters (First Grade)
How can I learn and use new vocabulary words in my speaking and writing?
1 (C) demonstrate the one–to-one correspondence between a spoken word and a printed
How does independent reading help me enjoy reading more?
word in text (Kindergarten)
What is the spelling rule for this week and how can I apply it correctly in my
1 (A) decode multisyllabic words in context and independent of context by applying
writing?
common spelling patterns (Third Grade)
 What are some ways to monitor my reading to pay closer attention to my
1 (B) use common syllabication patterns to decode words (Third Grade)
understanding?
1 (C) decode words applying knowledge of common spelling patterns (Third Grade)
 What are some inferences or predictions I can make about this text?
Week 1
Paired Selections: “I Could Do That!” pp.560-571, “Working for the Vote” pp.572-575 (Connect to Social Studies)
“¡Yo podría hacerlo!” pp.560-561, “Trabajando por el voto” pp. 572-575
Comprehension Focus: Cause and Effect
Infer/Predict
TAKS Blitz: Inference
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Monday
Read Aloud
Chapter Book
5 Minutes
See Book
Recommendations
in Toolkit
Whole Group
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Tuesday
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Chapter Book
10 Minutes
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Small Group
30 Minutes
Vocabulary in Context Cards (20 minutes) T 556-557, pp.374375
NEW!! Have students come up with a motion for each of the
vocabulary words learned this week and practice (Teacher
Toolkit:Soma in Motion) (5 minutes)
Post words on word wall by story – not alphabetical order
Develop Background about women in the 1800s (5 minutes)
T91, p. 558
25 Minutes
Teach TAKS Reading Blitz lesson on inference
20 minutes
Whole Class Silent Reading of the Main Selection
Main Selection Part 1 “I Could Do That!” T 95-99, pp. 562-565
NEW! Motivation or “Get Psyched to Read” – Tell students
that in the time period of this true story, it was against the law for
woman to vote, even though they were U.S. citizens. Have
students help you list reasons why women should not have been
allowed to vote, according to men of that time.
Ask students this question, “What does it take to stand out
as somebody that history will write about?”
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
30 Minutes
(3 groups)
 Vocabulary
Reader
Other Students
HMH (Houghton Mifflin
Harcourt) Word Study
Work Station or have
students make a
crossword puzzle in
partners
Small Group
15 minutes
(1-2 Groups)
 Reread Part 1
Main Selection
or another
appropriate
book for
students who
struggle with the
main selection
Other Students
 Reread Part 1 Main
Selection
 Make a timeline of
the important facts in
Esther’s life along
with some
cause/effect
statements of why
she did what she did.
 Have students write
the
Spelling
Teach the
Principle/Pretest
10 Minutes
T 118
Word Sort
10 Minutes
T118
Page 5 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Tuesday
Wednesday
Chapter Book
10 Minutes
 NEW! Set a purpose in their notebooks- they are to read to
find out what kinds of things Esther Morris did that made
her story still told today.
 Teacher reads first page.List the following potentially
confusing words or phrases for students to find on pp. 563565: leg of mutton sleeves, millinery shop, abolitionist,
merchant, immigrant, making a living. Have 6 students look
up those words and share with the class.
 Students read the ensuing pages silently, pausing at the end
of 565 to list big events from Esther’s life.
 Teacher waits for students to finish to discuss the events and
why Esther did what she did (cause and effect).
 Have students look at the illustration on p. 564 and make
some inferences about it.
 Explain the assignment today (see ‘Other Students’ today)”
25 Minutes
 Teach TAKS Reading Blitz lesson on inference
20 minutes
Main Selection Part 2 T 100- 104 pp. 566-567
 Recap yesterday’s reading and assignment
 Read p. 566 to students, pausing to think aloud about why
the family moved to South Pass City (the real reason,
according to the internet, is that they went for the gold like
everybody else).
 Have students add to their time lines.
 Students read page 567 silently, pausing to make an
inference(Stop and Think)
 Teacher waits for students to finish to discuss the Stop and
Think.
 Have students silently read pp. 568-569 asking students to
be prepared to tell you how Esther got Wyoming to pass a
law letting women vote.
 Ask students why the women are acting the way they are on
p.569.
 You may want a boy to role play Judge Stillman telling his
secretary why he is resigning.
 Have students silently read page 570 and answer their original
purpose question.
 Orally go over “Your Turn” Make sure students cite text
support , T 323 p.389
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
35 minutes (3 groups)
 Reread Part 2
Main Selection
or another
appropriate
book for
students who
struggle with the
main selection
Other Students
 Reread Part 2 Main
Selection and write
and “Stop and Think”
in Reading Notebook
 Have students
answer “Your Turn”
 Have the students
glue in their
notebooks
Teach Word Families
Activity, T 119
5 Minutes
Assign for homework
Page 6 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Friday
Chapter Book
10 Minutes
Chapter Book
5 Minutes
Paired Selection “Working for the Vote” (25 minutes) T 324-327,
pp. 390-392
 NEW! Paired Passage Practice: Have students tell you why
this is paired with the main selection
 Talk about the definition of the genre of plays and its
features.
 Divide the class into groups and have them practice the
play.
 Model the beginnings of a T Chart with similarities and
differences between the two selections this week. This will
be their Independent Assignment today.
 Teach the Decoding pattern (Eng. VCCV and VCV Patterns
/Span. Hiatos con acento escrito) for the week (10 minutes) T
113
Assessment: SAISD TAKS Blitz TAKS Formatted Questions
Houghton Mifflin/ Harcourt Test Power
Other Students
 Make a T chart with
similarities and
differences in the two
selections read this
week.
No Spelling
Today
The Reading Zone 35 Minutes
 Read book of choice
Must keep a Reading Log (Toolkit) of pages read in
Reading Notebook
Posttest
5 Minutes
T118
Small Group
40 minutes
Read appropriate
Leveled Readers
Week 1
Target Vocabulary:
Vocabulario clave
English
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politics
intelligent
disorderly
approve
polls
legislature
amendment
candidates
informed
denied
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política
inteligente
desordenado
aprobar
urna
legislature
enmienda
candidate
informado
negar
SAISD © 2010-11 – Fourth Grading Period
Spelling
Words with VCCV and VCV
Patterns
 dentist
 recent
 final
 silver
 finish
 capture
 narrow
 cabin
 shelter
 dinner
 ahead
 minus
 corner
 minute
 hollow
 value
 divide
 reward
 famous
 broken
Ortografía
Hiatos con acento escrito
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Reading Grade 4
día
mayoría
sería
creían
país
decaído
leían
freír
sonreíd
tráela
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Napoleón
aero
creído
actúe
acentúe
Raúl
dúo
corría
comía
panadería
Academic Language
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politics
intelligent
disorderly
approve
polls
legislature
amendment
candidates
informed
denied
Vocabulario
académico
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política
inteligente
desordenado
aprobar
urna
legislature
enmienda
candidate
informado
negar
Page 7 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 2
Guiding Questions
Essential Pre-requisite Skills
 How do text features help me understand expository text?
 What is the main idea and which are the details that support it?
 What are some ways to monitor my reading to pay closer attention to my
understanding?
 How does the author’s purpose help me better understand what I am reading
 How can I make questions that help me to better understand the text?
 What are some inferences or predictions I can make about this text?
1 (A) recognize that spoken words are represented in written English by specific
sequences of letters (First Grade)
1 (C) demonstrate the one–to-one correspondence between a spoken word and a printed
word in text (Kindergarten)
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
1 (B) use common syllabication patterns to decode words (Third Grade)
1 (C) decode words applying knowledge of common spelling patterns (Third Grade)
Week 2
Paired Selections: “The Ever-Living Tree” pp.584-599, “Towering Trees” pp.600-603 (Connect to Poetry)
”El árbol eterno” pp. 584-599, “Árboles altísimas” pp.600-603
Comprehension Focus: Text and Graphic Features; Monitor/Clarify
Características del texto; Verificar/Aclarar
TAKS Blitz: Main Idea
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Monday
Read Aloud
Chapter Book
5 Minutes
See Book
Recommendations
in Toolkit
Whole Group
Small Group
30 Minutes
 Vocabulary in Context Cards (20 minutes)T 160-161,
pp.580-581
 Have students come up with a motion for each of the
vocabulary words learned this week and practice (Teacher
Toolkit:Soma in Motion)
 Post words on word wall by story – not alphabetical order
 Develop Background (5 minutes) T163, p.582
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
30 Minutes
(3 groups)
 Vocabulary
Reader
Other Students
HMH (Houghton Mifflin
Harcourt) Word Study Work
Spelling
Teach the
Principle/Pretest
10 Minutes
T195-196
Page 8 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Tuesday
Wednesday
Thursday
Chapter Book
10 Minutes
Chapter Book
10 Minutes
Chapter Book
10 Minutes
25 Minutes
 Teach TAKS Reading Blitz lesson on Main Idea
20 minutes
Whole Class Silent Reading of the Main Selection
Main Selection Part 1 “The Ever-Living Tree” (15 minutes) T
168-173, pp. 586-591
 NEW! Motivation or “Get Psyched to Read” – Ask students
to think a tree that measures 50 feet in circumference, that if
you cut a tunnel in the trunk, you could drive a car through it.
How old would that tree likely be? What important events
have occurred on Earth while that tree was alive? Write down
brainstorms,
 This selection tells about the life and times of such a tree
comparing it with what is happening in history.
 NEW! Set a purpose in their notebooks- they are to read to
find out what has happened on earth since that tree has
lived.
 Explain about BC and AD and direct the students’
attention to the timeline on the top of the page.
 Teacher reads first page.
 Begin a list of events and years in which they occurred
(Teacher Toolkit: The Ever-Living Tree
 Students read the ensuing pages silently, pausing to get a
visualization of what is happening
 Pause on p. 587 to add to this timeline.
 Students read silently to p. 589 and answer the “Stop and
Think” orally.
 Then they read to the Stop and Think on p. 591
 Explain the assignment of completion of the timeline
30 minutes
Whole Class Silent Reading of the Main Selection
 Main Selection Part 1 “The Ever-Living Tree” T 174-180,
pp. 592-598
 Recap yesterday’s reading and assignment
 Have students read silently and enter more events on your
timeline
 Orally go over “Your Turn” Make sure students cite text
support , T 181 p.599
Paired Selection “Towering Trees” (15 minutes) T 182-185, pp.
600-603
 Review bookmark on first page of paired selection
 Read and act out the poems
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
15 minutes
(1-2 Groups)
 Reread Part 1
Main Selection
or another
appropriate
book for
students who
struggle with the
main selection
Other Students
 Reread Part 1 Main
Selection and do a fill in
more of the timeline
Word Sort
10 Minutes
T195
Small Group
30 minutes (3 groups)
 Reread Part 2
Main Selection
or another
appropriate
book for
students who
struggle with the
main selection
Small Group
50 minutes (4 groups)
 Read
appropriate
Leveled
Readers
T284-285
Other Students
 Write answers to “Your
Turn” in Reading
Notebook
Teach Word
Families
Activity, T 196
5 Minutes
Assign for
homework
Other Students
 Choose a “Making
Connections” Text to
Text to write in their
Reading Notebook
No Spelling
Today
Page 9 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Friday
Chapter Book
5 Minutes
 Teach the Decoding pattern (Eng. Difficult VCCV Patterns /
Span. Acento escrito y palabras esdrújlas) for the week (10
minutes) T 189
Assessment: SAISD TAKS Blitz TAKS Formatted Questions
Houghton Mifflin/ Harcourt Test Power
The Reading Zone 35 Minutes
 Read book of choice
Must keep a Reading Log (Toolkit) of pages read
in Reading Notebook
Posttest
5 Minutes
T195
Week 2
Target Vocabulary:
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
English
resources
dense
evaporate
shallow
moisture
civilized
continent
opportunities
customs
independent
Vocabulario clave










política
inteligente
desordenado
aprobar
urna
legislature
enmienda
candidate
informado
negar
SAISD © 2010-11 – Fourth Grading Period
Spelling
Difficult VCCV Patterns
 poster
 chicken
clothing
 secret
 apron
 whether
 whiskers
 author
 degree
 rocket
 gather
 bushel
 achieve
 agree
 rather
 bucket
bracket
 ticket
 machine
 declare
Ortografía
Acento escrito y palabras esdrújlas
 día
 Napoleón
 mayoría
 aero
 sería
 creído
 creían
 actúe
 país
 acentúe
 decaído
 Raúl
 leían
 dúo
 freír
 corría
 sonreíd
 comía
 tráela
 panadería
Reading Grade 4
Academic Language










resources
dense
evaporate
shallow
moisture
civilized
continent
opportunities
customs
independent










Vocabulario
académico
política
inteligente
desordenado
aprobar
urna
legislature
enmienda
candidate
informado
negar
Page 10 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 3
Guiding Questions
Essential Pre-requisite Skills
 How does independent reading help me enjoy reading more?
 What is the spelling rule for this week and how can I apply it correctly in my
writing?
 What is the main idea and which are the details that support it?
 How do I compare and contrast using the Venn Diagram or the “Double Bubble”
map?
 What are some of the story elements of this narrative non-fiction?
1 (A) recognize that spoken words are represented in written English by specific
sequences of letters (First Grade)
1 (C) demonstrate the one–to-one correspondence between a spoken word and a printed
word in text (Kindergarten)
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
1 (B) use common syllabication patterns to decode words (Third Grade)
1 (C) decode words applying knowledge of common spelling patterns (Third Grade)
Week 3
Paired Selections: “Owen and Mzee” pp. 612-622, “Sea Sanctuary” pp.624-626 (Connect to Science)
“Owen y Mzee” pp. 612-622, “Reserva marina” pp.624-626
Comprehension Focus Compare and Contrast; Analyze/Evaluate
Comparar y contrastar; Analizar/Evaluar
TAKS Blitz Lesson Story Elements
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Tuesday
Monday
Read Aloud
Chapter Book
5 Minutes
See Book
Recommendations
in Toolkit
Chapter Book
10 Minutes
Whole Group
Small Group
 Vocabulary in Context Cards (20 minutes)T 236-237, pp.608609 Soma in Motion
 Post words on word wall by story – not alphabetical order
 Develop Background (5 minutes) T239, p. 610
20 Minutes
 Teach TAKS Reading Blitz lesson on Story Elements
20 minutes
Whole Class Silent Reading of the Main Selection
Main Selection Part 1 “Owen and Mzee” pp. 612-617
 NEW! Motivation or “Get Psyched to Read” – Ask students
why we are friends with one person or not another. Why do we
like or love some people in our lives?
 Perhaps students already know of the story of Owen and Mzee.
Ask if they do. If not tell them they are about to find out how a
highly unusual friendship came to be.
 NEW! Set a purpose in their notebooks- “I’m reading to find
out why and how Owen and Mzee come to be friends.”
 Teacher reads first page and sets up a story elements
graphic with Characters, Setting, Problem, and Resolution.
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
30 Minutes
(3 groups)
 Vocabulary
Reader
Other Students
HMH (Houghton Mifflin
Harcourt) Word Study
Work Station
Small Group
15 minutes
(1-2
Groups)
 Reread Part 1
Main Selection or
another
appropriate book
for students who
struggle with the
main selection
Other Students
 Reread Part 1 Main
Selection and write
the important events
that have happened
so far. Ask students
to fill out the problem
in their graphic Story
Elements organizer.
Spelling
Teach the
Principle/Pretest
10 Minutes
T266
Word Sort
10 Minutes
T266
Page 11 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Friday
Thursday
Wednesday
 Have student read p.615 silently and then draw a comic strip
about what happens on that page. Share.
 Ask students to read to p. 617 to find out how Owen and
Mzee’s friendship begins.
 Ask students why Owen has probably chosen Mzee for a
friend.
 Go over how to complete today’s assignment.
Chapter Book
10 Minutes
Chapter Book
10 Minutes
Chapter Book
5 Minutes
 struggle with the
main selection
Main Selection Part 2 (20 minutes) pp. 618-622
 Recap yesterday’s reading and assignment
 Students read the pages silently, pausing to at the “Stop and
Think.”
 Teacher waits for students to finish to discuss.
 Fill in the rest of the Story Elements graphic together.
 Orally go over “Your Turn” Make sure students cite text
support , p.623
Paired Selection “Sea Sanctuary” (25 minutes) pp. 624-626
 Review bookmark on first page of paired selection
 Set a purpose
 Teacher reads the intro to paired selection
 Students read the rest silently
 Review “Making Connections
 Teach the Decoding pattern (Words with VCCCV Pattern /
Palabras con diérisis) for the week (10 minutes) T 111
Assessment: SAISD TAKS Blitz TAKS Formatted Questions
Houghton Mifflin/ Harcourt Test Power
Small Group
40
minutes (3 groups)
 Reread Part 2
Main Selection or
another
appropriate book
for students who
Small Group
40
minutes (4 groups)
 Read appropriate
Leveled Readers

 Other Students
 Reread Part 2 Main
Selection
 Write answers to
“Your Turn” in
Reading Notebook
Other Students
 Do “Making
Connections”
The Reading Zone 35 Minutes

Read book of choice
Must keep a Reading Log (Toolkit) of pages read in
Reading Notebook
Teach Word Families
Activity, T 267
5 Minutes
Assign for homework
No Spelling
Today
Posttest
5 Minutes
266
Week 3
Target Vocabulary:










English
bond
suffered
intruder
companion
enclosure
inseparable
charged
chief
exhausted
affection
Vocabulario clave










vínculo
sufrir
intruso
compañero
recinto
inseparable
embestir
principal
agotado
afecto
SAISD © 2010-11 – Fourth Grading Period
Spelling
Words with VCCCV Pattern
 hundred
 monster
 supply
 settle
 single
 address
 middle
 farther
 explain
 sample
 surprise
 although
 pilgrim
 turtle
 sandwich
 athlete
 instead
 orchard
 complete
 kingdom
Reading Grade 4
Ortografía
Palabras con diérisis
 vergüenza
 bandeja
 bilingüe
 callejón
 cigüeña
 carruaje
 debajo
 mejorar
 cerrojo
 dibujar
 aproximar
 boxeo
 conexión
Academic Language
 chronological order
 sequence of events
 infer
Vocabulario
académico
 orden
cronológico
 secuencia de
sucesos
 inferir
Page 12 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 4
Guiding Questions







Essential Pre-requisite Skills
How can I learn and use new vocabulary words in my speaking and writing?
What is the main idea and which are the details that support it?
What are some ways to monitor my reading to pay closer attention to my understanding?
How do I compare and contrast?
What are the most important events in the passage in the order in which they occurred?
How does the author’s purpose help me better understand what I am reading
How can I make questions that help me to better understand the text?
1 (A) decode multisyllabic words in context and independent of context by
applying common spelling patterns (Third Grade)
2 (B) ask relevant questions, seek clarification and locate facts and details
about stories and other texts and support answers with evidence from text
(Third Grade)
5 (A) paraphrase the themes and supporting details of fables, legends, myths,
or stories (Third Grade)
Week 4
Paired Selections: “The Fun They Had” pp.636-644, “Technology for All Learners” pp.646-648 (Connect to Science)
”Cuánto se divertían” pp.636-644, Tecnología para todos los estudiantes” pp.646-648
Comprehension Focus Author’s Purpose; Question
Propósito del autor; Preguntar
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Tuesday
Monday
Read Aloud
Chapter Book
5 Minutes
See Book
Recommendations
in Toolkit
Chapter Book
10 Minutes
Whole Group
Small Group
 Vocabulary in Context Cards (20 minutes)T 308-309, pp.632633. Use ”Soma in Motion” (Toolkit: Soma I Motion)
 Post words on word wall by story – not alphabetical order
 Develop Background (5 minutes) T 311, p.634
20 Minutes
 Introduce Comprehension with projectable
 Review Questioning from the TAKS Blitz
Whole Class Silent Reading of the Main Selection
Main Selection Part 1 “The Fun They Had” pp. 638-641
 NEW! Motivation or “Get Psyched to Read” – Have students
write the definition for Science Fiction in their notebooks:
“Science fiction – Imaginative stories that deal with Science and
Technology of the future (according to what the author thinks).”
Isaac Asimov is well-renowned Science Fiction author. This
story takes place in 2157. If think that the inventions in the
story don’t seem very futuristic, keep in mind that Asimov wrote
this in 1951 – nearly 60 years ago! Think about how accurately
he predicted how we use computers today.
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
30 Minutes
(3 groups)
 Vocabulary Reader
Other Students
HMH (Houghton Mifflin
Harcourt) Word Study
Work Station
Small Group
15 minutes
(1-2
Groups)
 Reread Part 1 Main
Selection or another
appropriate book for
students who struggle
with the main
selection
Other Students
 Reread Part 1 Main
Selection and
formulate 2 questions
and answers about the
selection. Avoid
questions that may be
answered with a “Yes”
or “No.”
Spelling
Teach the
Principle/Pretest
10 Minutes
T336
Word Sort
10 Minutes
T336
Page 13 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Wednesday
Thursday
Friday
Chapter Book
10 Minutes
Chapter Book
10 Minutes
Chapter Book
5 Minutes
 NEW! Set a purpose in their notebooks- they are to find out
how the world may be different in 2057.
 Read p. 638 aloud to students. Comment about how
students in the future seem to have the same opinionof
school as they do!
 Have students read in partners and pause on p. 638 to discuss
books in the future. Do we see any evidence of this changing
today (Nook, Kindle, Computer, smart phones)?
 Ask that students make a prediction of what school is like in the
future, according to the author.
 Students read p.641 silently, pausing to think about how
Asimov describes school in the future and how closely it
matched their predictions.
 Explain today’s independent assignment.
Main Selection Part 2
25 minutes
pp. 642-644
 Recap yesterday’s reading and purpose.
 Review the questions formulated in independent
assignment yesterday.
 Tell students to make a T chart that they fill out with a
partner about school today and Asimov’s school of the
future.
 Point out the word “nonchalantly” on p. 643.
 Students read the pages silently, pausing to think about how
the school is different in the future.
 Go over “Your Turn.”
Paired Selection “Technology for All Learners” (25 minutes) pp.
646-648
 Review bookmark on first page of paired selection
 Why is this paired with the main selection?
 Teacher reads the intro to paired selection.
 Students read the rest silently.
 Review “Making Connections (Text to Self)” orally, T 251 p.
493
 Teach the Decoding pattern VV Pattern / Homófonos) for the
week (10 minutes) T331
Assessment: Weekly Tests (your choice)
(25 minutes) T 270
 Comprehension
 Vocabulary
Houghton Mifflin/ Harcourt Test Power
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Small Group
35
minutes (3 groups)
 Reread Part 2 Main
Selection or another
appropriate book for
students who struggle
with the main
selection
 Have students help
you formulate
questions.
Other Students
 Reread Part 2 Main
Selection
 Write a summary.
 Write answers to
“Your Turn” in
Reading Notebook
Small Group
40
minutes (4 groups)
 Read appropriate
Leveled Readers
Other Students
Write the Text to
Slef“Making
Connections” in their
Reading Notebooks
Teach Word
Families
Activity, T 337
5 Minutes
Assign for
homework
The Reading Zone 35 Minutes
 Read book of choice
Must keep a Reading Log (Toolkit) of pages read in
Reading Notebook
No Spelling
Today
Posttest
5 Minutes
T336
Page 14 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 4
Target Vocabulary:










English
overcome
association
capitol
drought
dedicate
publicity
violence
conflicts
horizon
brilliant
Vocabulario clave










progreso
calcular
contradecir
siglo
avanzado
participar
desperdicio
inspector
mecánicamente
promedio
SAISD © 2010-11 – Fourth Grading Period










Spelling
VV Pattern
idea
 poet
lion
 science
usual
 diary
radio
 violin
liar
 period
poem
 February
India
 cereal
piano
 video
January
 meteor
quiet
 rodeo
Reading Grade 4











Ortografía
Homófonos
a-ah

caza-casa

hecho

echo

vez

ves

grabar-gravar

basto-basto

bello-vello

bienes-vienes

botar-votar

huno-uno
él-el
sí-si
sé-se
té-te
dé-de
baca-vaca
baron-varón
cabo-cavo
sabia-savia
tubo-tuvo
Academic
Language
 author’s
purpose
 infer
 question
Vocabulario
académico
 propósito del
autor
 inferir
 pregunta
Page 15 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 5
Guiding Questions
Essential Pre-requisite Skills
TAKS Week
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 16 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 6
Guiding Questions








Essential Pre-requisite Skills
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
2 (B) ask relevant questions, seek clarification and locate facts and details about stories
and other texts and support answers with evidence from text (Third Grade)
5 (A) paraphrase the themes and supporting details of fables, legends, myths, or stories
(Third Grade)
What are ways for me to practice becoming a fluent reader?
How can I learn and use new vocabulary words in my speaking and writing?
What is the main idea and which are the details that support it?
What are some ways to monitor my reading to pay closer attention to my
How can I use the four most important events to summarize the plot?
How does the author’s purpose help me better understand what I am reading?
What are some inferences or predictions I can make about this text?
What are some of the story elements of this narrative?
Week 6
Begin Unit 6: Magazine Format
Selections: “The Girl Who Loved Spiders” pp.4-11,“Web Wise” pp.12-13,Poetry Place
”La H pide la palabra” pp.4-11, “¿Hablamos del mismo idioma?” pp.12-13, Poesía
Comprehension Focus Story Structure; Visualize
Ideas principales y detalles de apoyo; Hacer preguntas
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Follow the lesson plans for each day on T4-5 for
 Vocabulary
 Comprehension
 Fluency/Decoding
 Spelling
Do not use the Grammar and Writing Portion of HMH During the 75 Minute Reading Block.
Please follow the Writing Curriculum Guide for the 45 Minute Language Arts Block.
Week 6
Target Vocabulary:
Vocabulario clave
Spelling
Final schwa + /r/ Sound
English










peculiar
intends
captured
nourishing
glances
observes
assist
favor
condition
memorable










caracerístico
pensar
capturer
nutritive
mirar
observer
ayudar
favor
perseguir
opuesto
SAISD © 2010-11 – Fourth Grading Period










enter
banner
sugar
shower
motor
collar
labor
finger
mirror
beggar










favor
bother
fever
doctor
temper
actor
polar
sweater
traitor
whenever
Reading Grade 4
Ortografía
Palabras agudas y llanas: acento
escrito, Palabras en plural con-ces
 mármol
 leíste
 zapato
 disfraces
 mano
 feroces
 podrá
 felices
 montón
 peces
 capitán
 luces
 hojas
 naturaleza
 bisques
 labor
 ola
 conversación
 cerrar
 sofá
Academic
Language






story elements
setting
character
plot
conflict
resolution
Vocabulario
académico
 idea principal
 detalles de apyo
Page 17 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 7
Guiding Questions
Essential Pre-requisite Skills
 How can I make questions that help me to better understand the text?
 What are some inferences or predictions I can make about this text?
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
2 (B) ask relevant questions, seek clarification and locate facts and details about stories
and other texts and support answers with evidence from text (Third Grade)
5 (A) paraphrase the themes and supporting details of fables, legends, myths, or stories
(Third Grade)
Week 7
Unit 6: Magazine Format
Selections: “Amphibian Alert!” pp.22-27,“The Frog in the Milk Pail” pp.20-21, Poetry Place
”¡Alerta sobre los anfibios!” pp.22-27, “La rana en el cubo de leche” pp.20-21, Poesía
Comprehension Focus Main Idea and Details; Question
Conclusiones, generalizaciones; Analalizar
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Follow the lesson plans for each day on T52-53 for
 Vocabulary
 Comprehension
 Fluency/Decoding
 Spelling
Do not use the Grammar and Writing Portion of HMH During the 75 Minute Reading Block.
Please follow the Writing Curriculum Guide for the 45 Minute Language Arts Block.
Week 7
Target Vocabulary:
Vocabulario clave
English










shortage
betrayed
species
continent
scarce
focus
included
alert
introduce
opportunities










apreciar
bulla
combinación
enseguida
presenter
nocturne
proeza
esfuerzo
sugerir
alboroto
SAISD © 2010-11 – Fourth Grading Period
Spelling
Final Schwa + /l/ Sound










title
towel
battle
pedal
metal
simple
eagle
special
total
trouble










nickel
gentle
barrel
model
tangle
ankle
marvel
juggle
squirrel
riddle
Ortografía
Palabras con h y ch, Palabras con r
suave y fuerte
 hogar
 ahora
 terraza
 antorchas
 horizonte
 honrado
 rancho
 desabrochó
 hermosa
 ratón
 techo
 echaban
 hermano
 carrera
 hipopótamo
 muchacho
 entero
 rico
 zanahorias
 ochenta
Reading Grade 4
Academic
Language
 theme
 summarize
Vocabulario
académico
 conclusión
 generalización
Page 18 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Selec
Comp
Comp
for bo
Reading – Grade 4
Unit of Study: Discovering the World Outside
CURRICULUM GUIDE
Fourth Grading Period – Week 8
Guiding Questions
Essential Pre-requisite Skills
 How can I make questions that help me to better understand the text?
 What are some inferences or predictions I can make about this text?
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
2 (B) ask relevant questions, seek clarification and locate facts and details about stories
and other texts and support answers with evidence from text (Third Grade)
5 (A) paraphrase the themes and supporting details of fables, legends, myths, or stories
(Third Grade)
Week 8
Unit 6: Magazine Format
Selections: “Museums: Worlds of Wonder” pp.34-39,“Making the Most from Trash” pp.40-41, Poetry Place
”Lágrimas de cocodrilo” pp.34-41, “Regalo contra la tristeza” pp.42-43, Poesía
Comprehension Focus Fact and Opinion; Monitor and Clarify
Causa y efecto; Resumir
Differentiation Opportunities: Please note that each HMH lesson has several opportunities for re-teach or enrichment of the comprehension focus (Deepen Comprehension,
Differentiate Comprehension). These may be used during small group time. In addition, differentiated plans are available (Struggling, On Level, Advanced, ELL) for both the
Vocabulary Readers and the Leveled Readers. Each lesson offers four different titles (and level) of Leveled Readers to match the needs of each student.
Follow the lesson plans for each day on T94-95 for
 Vocabulary
 Comprehension
 Fluency/Decoding
 Spelling
Do not use the Grammar and Writing Portion of HMH During the 75 Minute Reading Block.
Please follow the Writing Curriculum Guide for the 45 Minute Language Arts Block.
Week 8
Vocabulario clave
Target Vocabulary:
Spelling
Three-Syllable Words
English
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








apologize
genuine
triumph
arrangement
biological
display
concluded
obstacles
affect
vast










disculparse
sincero
triunfo
arregol
biológico
exposición
concluir
obstáculos
expander
contraer
SAISD © 2010-11 – Fourth Grading Period










library
another
hospital
example
deliver
history
however
several
vacation
important










victory
imagine
camera
potato
remember
together
memory
favorite
continue
president
Ortografía
Palabras con g fuerte y j, palabras con
c, k, q con sonido /k/
 empujó
 espejo
 frijoles
 bosque
 tijeras
 quedan
 apaga
 domingo
 legionario
 quebrado
 elegido
 equipaje
 reloj
 granja
 mejorar
 recobrar
 jefe
 barquillos
 giraba
 tortuga
Reading Grade 4
Academic
Language
 fact and opinion

Vocabulario
académico
 cause and effect
 summarize


Page 19 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Selec
Comp
Comp
for bo
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Refer to TAKS Stems in the Teacher Toolkit
TAKS
Sample Questions
Fourth Grade: TAKS Released Test
Source: TEA Website
Reading English: April 2006 Drawing Conclusions
27. What can the reader tell about Brianna from what she
has written in her journal?
A She has not forgiven her mother for sending her to
the island.
B She wishes her family would move to the island.
C She enjoys the island much more than she thought
she would.
D She wants to know more about her mother’s life on
the island.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
8th Grade Reading TAKS Question
College and Career Readiness Skills (CCRS)
II. Reading
4. Draw and support complex inferences from text to
summarize, draw conclusions, and distinguish facts from
simple assertions and opinions.
Reading Spanish: April 2006 Sacar conclusiones
27. El lector puede concluir que lo que más le preocupa
a Lupe acerca del concurso es -A que sus amigas se rían de ella
B no entender las reglas del concurso
C desilusionar a su familia
D no poder pensar en nada nuevo para escribir
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 20 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Ho
Reading – Grade 4
Unit of Study: Literature Circles
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 9 - 10
Enduring Understandings (Big Ideas)
Unit Rationale
Literature Circles involve discussion and real questions to help readers think on a deeper level.
Students' insights and reflections, rather than ready-to-use questions from the
teacher, drive the learning in literature circles. Students and teacher work
together to break away from the traditional literature teaching methods. These
learners also generate their own ideas and contribute to thoughtful
conversation about what they read. This kind of practice helps to develop
thoughtful, competent, and critical readers (Brabham & Villaume, 2000).
Essential Questions
Guiding Questions






What makes a good question?
What should I do to make an inference about what I read?
How can summarizing what I read help me remember more?
How can having a purpose for reading help me focus my attention?
What kinds of questions can make for better group discussion?
How can making connections help me have a deeper comprehension?
How does participating in group discussions increase my understanding
and enjoyment of what I read?

TEKS (Standards)
TEKS Specificity - Intended Outcome
4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme; and
(B) describe the interaction of characters including their relationships and the changes they
undergo; and
(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to:
(A) sequence and summarize the plot’s main events and explain their influence on future
events.
(B) describe the interaction of characters including their relationships and the changes they
undergo; and
4.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze,
make inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to explain the difference between a stated and an implied purpose for an
expository text.
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
I can:
 explain the theme of a text (4.3A)
 use the elements of story structure (4.6A)
 determine author’s purpose (4.10)
 identify cause and effect (4.6A)
 analyze characters (4.6B)
 distinguish fact from opinion (4.11B)
 make inferences about what I read (4.6, RC-4D)
 summarize what I read (4.6A,4.11A,RC-4E)
 establish a purpose for reading (RC-4A)
 formulate my own questions about text (RC-4B)
 make connections (RC-4F)
 participate in group discussions (4.31, ELPS 3C,D,E,G,I)
Yo puedo:
 explicar el tema de un texto (4.3A)
 usar la estructura de la historia (4.6A)
 identificar el propósito del autor (4.10)
 identificar causa e efecto (4.6A)
 analizar los personajes (4.6B)
 inferir sobre el texto (4.6, RC-4D)
Page 21 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide evidence from text to
support their understanding. Students are expected to:
(A) summarize the main idea and supporting details in text in ways that maintain meaning;
(B) distinguish fact from opinion in a text and explain how to verify what is a fact;
4.31 Listening and Speaking/Teamwork. Students work productively with others in
teams. Students continue to apply earlier standards with greater complexity. Students
are expected to participate in teacher-and student-led discussions by posing and
answering questions with appropriate detail and by providing suggestions that build upon
ideas of others
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive
reading skills in both assigned and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self-directed, critical readers. The students is expected to:
RC-4A establish purposes for reading selected texts based upon own or others’ desired
outcome to enhance comprehension
RC-4B ask literal, interpretive, and evaluative questions of text;
RC-4C monitor and adjust comprehension (e.g., using background knowledge, creating
sensory images, reread a portion aloud, generating questions);
RC-4D make inferences about text and use textual evidence to support understanding
RC-4E summarize information in text, maintaining meaning and logical order;
RC-4F make connections (e.g., thematic links, author analysis) between literary and
informational texts with similar ideas and provide textual evidence





resumir lo que leo (4.6A, RC-4E)
fijar un propósito para leer (RC-4A)
hacer mis propias preguntas acerca del texto (RC-4B)
hacer conexiones (RC-4F)
participar en discursos en un grupo (31)
English Language Proficiency Standards (ELPS)
(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of
modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all
content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage
of English language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected
to:
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and
connecting words with increasing accuracy and ease as more English is acquired;
(D) speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency;
(E) share information in cooperative learning interactions;
(G) express opinions, ideas, and feelings ranging from communicating single words and short
phrases to participating in extended discussions on a variety of social and grade-appropriate
academic topics;
(H) read silently with increasing ease and comprehension for longer periods
(I) adapt spoken language appropriately for formal and informal purposes;
Evidence of Learning (Summative Assessment)
90% of students will complete a novel and participate in a discussion about it, as well as complete a culminating project.
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 22 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 4
Unit of Study: Literature Circles
CURRICULUM GUIDE
Fourth Grading Period – Weeks 9 & 10
Guiding Questions
Essential Pre-requisite Skills
 What should I do to make an inference about what I read?
 How can summarizing what I read help me remember more?
 How can having a purpose for reading help me focus my attention?
 What kinds of questions can make for better group discussion?
 How can making connections help me have a deeper comprehension?
 How does participating in group discussions increase my understanding and
1 (A) decode multisyllabic words in context and independent of context by applying
common spelling patterns (Third Grade)
2 (B) ask relevant questions, seek clarification and locate facts and details about stories
and other texts and support answers with evidence from text (Third Grade)
5 (A) paraphrase the themes and supporting details of fables, legends, myths, or stories
(Third Grade)
enjoyment of what I read?
Read Aloud
Chapter Book
5 Minutes
Administer Flynt-Cooter End of Year IRI
Literature Circles
Administer End of Year Flynt-Cooter IRI
Days 1 & 2
 Review the structure of Literature Circles (Teacher Toolkit: Literature Circles).
 Review the “Multiple Roles” listed below.
 Gather multiple copies of chapter books (Teacher Toolkit: Recommended Books for 4th and 5th Grades).
 Do a “Book Pass” (Teacher Toolkit: Book Pass) so that students may sample each book before making choices.
 Have students make a book selection.
Day 3 & 4
 Make a sheet of multiple roles (below) where each student has all the roles.
 Have students practice with a reading of a short piece.
 Students fill out the role sheet.
 Students put them face down and then have a discussion based on the sheet.
Days 5-10
 Give reading time every day.
 Make sure that the class has ground rules for discussion.
 Visit each group to join in the discussion
 The whole class meets daily to debrief and share.
 At the end of the book, students may do a culminating project ( Teacher Toolkit: Culminating Book Projects)
Multiple Roles
Mini Lessons for Literature Circles by Harvey Daniels, p. 77
Each Student is Taught to Start to Notice All These Things in Their Reading
 Passages: Please mark any words, lines, or sections of the story that “stick out” for you. These passages might be important, puzzling, curious, maddening,
or well-written – whatever grabs your attention
 Reactions/Connections: What were your feelings and responses to this story? Did it remind you of past experiences, people or events in your life? Did it
make you think of anything happening in the news, around school, in other stories or books you have read?
 Craft: What did you notice about the author’s style, language, point of view, literary devices, or structures she/he used to create the story?
 Questions: What questions came to mind while you were reading this story? Were there things you wondered about, doubted, or didn’t understand? What
would you ask the author or the characters if you could talk to them?
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 23 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Sample of how to list available titles for groups to sign up
Allie Finkel’s Rules for
Girls
1.
2.
3.
4.
5.
Gregor the Overlander
1.
2.
3.
4.
5
SAISD © 2010-11 – Fourth Grading Period
Matilda
1.
2.
3.
4.
The Tale of Desperaux
1.
2.
3.
4.
5.
6.
Reading Grade 4
Because of Winn Dixie
1.
2.
3.
4.
5.
Page 24 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Assessment)
Formative Mini Assessments
Refer to TAKS Stems in the Teacher Toolkit
TAKS
Sample Questions
Fourth Grade: TAKS Released Test
Source: TEA Website
Reading English: April 2006 Compare/Contrast
24. One similarity between the selections is that both
show --
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
8th Grade Reading TAKS Question
College and Career Readiness Skills (CCRS)
II. Reading
4. Draw and support complex inferences from text to
summarize, draw conclusions, and distinguish facts from
simple assertions and opinions.
F the importance of good balance
G how hard it is to learn new things
H ways people can talk without words
J a person and an animal working together
Reading Spanish: April 2006 Comparación/Contraste
30. En los dos cuentos se encuentra la idea de -F ser honesto con los amigos
G tratar de cumplir una promesa
H ayudar a otros que tienen necesidad
J aprender a no ser presumido
SAISD © 2010-11 – Fourth Grading Period
Reading Grade 4
Page 25 of 25
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.