Six Weeks
1.
2.
3.
4.
Comprehension Strategy
First 20 Days-Introduce Strategies
Fix-up strategies, Visualizing,
Questioning, Making Connections,
Notice the Author, Making
Inferences, Synthesizing,
Determining Importance,
Marzano’s Thinking Strategies
Fix-up Strategies
Questioning Before, During, and
After Reading: “I Wonder”
Questioning Before, During, and
After Reading: “I Wonder”
Making Connections—Prior
Knowledge: “I made a connection”
 Text-to-Self
 Text-to-Text
 Text-to-World
Making Connections—Prior
Knowledge: “I made a connection”
 Text-to-Self
 Text-to-Text
 Text-to-World
Visualizing….”I can picture it in my
mind…..”
Noticing the Author—“I Noticed
the Author”
Determining Importance and Main
Idea— “I Thought _________ was
important because…”
Objectives
 Procedures
 Routines
 The Reader’s Brain
 Reading is Thinking
 Marzano’s Thinking Skills
 Author’s Purpose (P.I.E)
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Fix-up Strategies
Making predictions(2.02)
Referencing the Text (2.05)
QARs
Main Idea (2.04)
Formulating Questions(2.02)
Main Idea (2.04)
Fact and Opinion (2.02)
Making Predictions (2.02)
Comparing and Contrasting (3.02)
Making Connections (3.02)
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Making Connections (3.02)
Comparing and Contrasting (3.02)
Making Judgments (3.02)
Analyze Characters/Events/Plots (3.02)
Point of View (3.01)
Figurative Language (2.04)
Author’s Choice of Words (2.04)
Plot Development (2.04)
Plot development (2.04)
Text Structures (2.07)
Text Features (3.05)
Formulating questions (2.02)
Determining Importance (2.05)
Cause and Effect (2.05)
Main Idea (2.04)
Text Features (3.05)
Summarizing/Retelling (2.06)
Evaluating (3.01)
Generalizing and Drawing Conclusions
5.
Making Connections—Prior
Knowledge: “I made a connection”
 Text-to-Self
 Text-to-Text
 Text-to-World
Noticing the Author—“I Noticed
the Author”
6.
Review All Comprehension
Strategies
Test-Taking Genre
Review All Comprehension
Strategies
Test-Taking Genre
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(2.05)
Making Inferences (2.05)
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Making Predictions (2.02)
Text Features (3.05)
Point of View (3.01)
Making Inferences (2.05)
Drawing Conclusions (2.05)
Making Generalizations (2.05)
Plot Development (2.04)
Theme (2.04)
Mood/Tone (2.04)
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All EOG Preparations
End of Year Activities

Much of the EOG comes from Objectives
2.02, 2.04, and 3.01
Review all objectives with an emphasis on:
o 2.02: Predictions, formulating
questions, justifying answers
supported by the text, prior
knowledge, making connections
o 2.04: Plot development, author’s
word choice, figurative language,
tone, mood
o 3.01: Analyze word choice and
content, examining the reasons for
characters’ actions, inferences,
conclusions, fictions and nonfiction walks
All EOG Preparations
End-of-Year Activities
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Reading, Social Studies, Science Pacing Guide
Week 1: August 25-27
North Carolina English
Language Arts SCOS
SS & Science SCOS
2.02- Interact with text before,
during, and after reading,
listening, and viewing…
2.03- Read variety of texts
including fiction, nonfiction,
drama, poetry
2.07- Determine usefulness of
information consistent w/
purpose
Embedded
1.01– Word
identification strategies when
encountering unknown words
1.02– Infer word meanings from
roots, prefixes and suffixes
1.03– Identify key words and
discover their
meanings/relationships through
a variety of strategies
1.04 – Increase reading and
writing vocabulary
1.05-Use word reference
material to identify and
comprehend unknown words
1.06-Read independently from
self selected materials
2.08-Verify the meanings of
author statements
Objectives to be Mastered:
2.03, 1.06
Featured
Comprehension
Strategies
“READING IS THINKING”
Sample
Essential Questions
How do we select books?
Comprehension Strategies
Overview of “Reader’s
Brain”
Think Clouds
Comprehension Strategies
Chart:
Questioning
Connections
Visualizing
Inferencing
Notice the Author
Importance in Text
Summarizing
Fix-Up Strategies
Why do we think and talk about our
reading?
How do we buzz about our reading?
Why do we buzz?
GRADE 4
Suggested
Instructional Strategies / Minilessons
First 20 Days - Days 1-5
Day 1 – Selecting Books And Enjoying Silent Reading
(2.02, 2.03)

Anchor Chart-Procedures

Modeling / Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
Day 2 – How Readers Choose Books
(2.03, 2.07)

Anchor Chart-BOOK CHOICES

Modeling / Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
Day 3 – Making Good Book Choices
(2.03, 2.07)

Anchor Chart-BOOK CHOICES

Modeling / Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
Day 4 – Thinking and Talking About Your Reading (2.09,
4.02)

Anchor Chart-READING IS THINKING

Modeling / Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
Day 5 – How to Buzz with Each Other (2.09,4.02)

Anchor Chart- HOW TO BUZZ

Modeling / Brainstorming

Optional Read Aloud

Independent Reading

Buzz Group Role Play
Sample Resources / Texts
Materials for Daily Lessons:

Fountas and Pinnell Guiding Readers and
Writers; pg 143

Strategies That WorkHarvey & Goudvis

Anchor Chart Paper

Markers

Comprehension Strategies
Chart

Classroom library books
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Student library books
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Benchmark AssessmentsIrene Fountas

Guided reading
Possible Read Alouds
(Back to School books)

Miss Malarkey Doesn’t Live
in Room 10 by Judy Finchler

Miss Nelson is Missing by
Harry Allard

Fourth Grade Weirdo by
Martha Freeman

First Day Jitters by Julie
Danneberg

Kirby Kelvin and the NotLaughing Lessons by Ivon
Cecil
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Vocabulary and
Suggested
Assessments/Prototypes
Vocabulary:
examine
self-selected reading
Introduce Vocabulary
Journal and model to
students how it will be
used in all content areas
(Weeks 1-5)
Gather students’ book lists to
verify that they are reading a
variety of books.
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Begin Benchmark
Assessment by Irene
Fountas.
Two Assessments per day
(suggested)
Rubrics
Teacher Observationstudent responses
Response Logs /
Notebooks
QAR’s – Question, Answer
and Response Strategies
Thinking Maps/ Graphic
Organizers
Reading, Social Studies, Science Pacing Guide Grade 4
Week 2: August 30-September 3
North Carolina
English Language
Arts SCOS
SS & Science SCOS
1.06 Read independently
daily from self-selected
materials
2.03 Read a variety of text
including fiction,
nonfiction, poetry, drama
4.04 Share self-selected
texts from a variety of
genres (letters, etc..)
2.02 Interact w/ text
before, during, and after
reading, listening, and
viewing…
Objectives for Mastery:
1.06, 2.03, 4.04
Featured Comprehension
Strategies
“READING IS THINKING”
Comprehension Strategies
Overview of “Reader’s Brain”
Think Clouds
Comprehension Strategies Chart:
Questioning
Connections
Visualizing
Inferences
Notice the Author
Importance in Text
Summarizing
Fix-Up Strategies
Sample
Essential Questions
Why do readers abandon books?
How do good readers distinguish
between fiction and non-fiction?
Why is it important for readers to
keep a list of the books that they
have read?
Suggested
Instructional Strategies /
Minilessons
DAY 6: Abandoning Books (1.06,2.03)

Why Readers Abandon Books
Anchor Chart

Modeling/Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 7/8: Distinguishing Between Types of
Fiction and Non-Fiction (2.02, 2.03)

Genres Anchor Chart

Modeling/Brainstorming

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 9: Keeping a Record of Your Reading
(2.02, 2.04, 4.04)

Modeling w/ transparency of
Reading Log
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Read Aloud / model recording
book on log

Independent Reading

Teacher/Student Conferencing
Sample Resources / Texts
See Smart Board Lesson on Notetaking
Guiding Readers/Writers pg. 148
(Day 6)
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Anchor Chart/Markers
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Strategies That Work

Comprehension Strategies Chart

Variety of books for models
Guiding Readers/Writers pg. 148-150
(Day 7 & 8)
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Anchor Chart/Markers
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Strategies That Work

Comprehension Strategies Chart

Variety of books
Guiding Readers/Writers pg. 150-151
(Day 9)
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Reader’s Notebooks
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Anchor Chart/Markers

Strategies That Work

Comprehension Strategies Chart

Variety of books
Benchmark Assessments – Irene Fountas
Possible Read Alouds (Various Genres)

Bigfoot Cinderrrrella by Tony Johnston –
fractured fairy tale
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Beauty and the Beast by Marianna and
Mercer Mayer – fairy tale

Why Mosquitoes Buzz in People’s Ears by
Verna Aardema – porquoi
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Paul Bunyan by Steven Kellogg – tall tale

Fin M’Coul by Tomie De Paola – folk tale
Suggested Vocabulary and
Assessments/Prototypes
Vocabulary:
genre
Compare
Contrast
Fiction
Non-fiction
Abandon
Introduction to Prefixes (un,
im, in); follow Vocabulary
Lesson Plan Template Week
One and use Prefix
powerpoint template found
on WikiSpace Vocabulary
page
Continue Benchmark
Assessment by Irene Fountas.

Two Assessments per
day (suggested

Students explain why
they have abandoned
certain books.

Students will
categorize their current
reading into genre and
explain why

Share reading list

Teacher Observation
Guided Reading/Book Clubs
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary page
Reading, Social Studies, Science Pacing Guide
Week 3: September 7-10
North Carolina English
Language Arts SCOS
SS & Science SCOS
3.01 Respond to fiction,
nonfiction, poetry and drama
using interpretive, critical, and
evaluative processes…

analyzing
differences among
genres
3.02 Analyze characters,
events and plots within and
between selections and cite
supporting evidence
4.02 Use oral and written
language to discuss
4.07 Compose… assigned
topics ( e.g. logs, journals,
letters…)
4.08 Focus revision on specific
elements…word choice,
sequence, transitions,
sentence patterns
5.06 Proofread and correct
most misspellings…
5.09 Create readable
documents through legible
handwriting
Objectives for Mastery:
3.01-5
Featured Comprehension
Strategies
Sample
Essential Questions
“READING IS THINKING”
Comprehension Strategies
Overview of “Reader’s Brain”
Think Clouds
Comprehension Strategies Chart:
Questioning
Connections
Visualizing
Inferences
Notice the Author
Importance in Text
Summarizing
Fix-Up Strategies
Why is it important to have rules for
Reader’s Workshop?
Why is it important for readers to
write responses to their reading?
How do you proofread your letter?
Grade 4
Suggested
Instructional Strategies / Minilessons
DAY10: Guidelines for Reading Workshop
(1.06, 2.02, 2.03, 2.04, 4.04)

Guidelines for Reading Workshop
Anchor Chart

Walk through Reader’s Notebook
parts
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Discuss procedures

Independent Reading

Teacher/Student Conferencing
DAY 11: Writing Responses to Your Reading
(3.01,3.02, 4.07
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Sample Letter by the Teacher (prewritten) on transparency

Modeling w/ students

Anchor Chart- Parts of a Response

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 12:Writing Weekly Letters in Notebook
(4.02, 3.01)

Letters Due…Anchor Chart

Modeling w/ students

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 13: Proofreading Your Letter (5.03, 4.08,
5.06, 5.09)

Proofreading Your Letter Anchor
Chart

Modeling w/ students

Optional Read Aloud

Independent Reading

Teacher/Student conferences
Sample Resources / Texts

Guided reading
Guiding Readers/Writers pg 151-152
(Day 10)

Anchor Chart/Markers

Reader’s Notebook

Strategies That Work

Comprehension Strategies Chart

Variety of books
Guiding Readers/Writers pg. 152-153 (Day
11)

Anchor Chart/Markers

Transparency of letter

Reader’s Notebooks

Selected books for modeling
Guiding Readers/Writers Pg. 153-155 (Day
12)

Anchor Chart/Markers

Reader’s Notebooks

Selected books for modeling
Guiding Readers/Letters pg 155-156 (Day
13)

Anchor Chart/Markers

Reader’s Notebooks

Transparency w/ letter to
proofreading

Selected books for modeling
Benchmark Assessments- Irene Fountas
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Suggested Vocabulary and
Assessments/Prototypes
Vocabulary:
Paragraph
Revise
Edit
Proofread
Introduction to Prefixes (dis, il,
ir); follow Vocabulary Lesson Plan
Template Week One and use
Prefix powerpoint template
found on WikiSpace Vocabulary
Page
Suggested Weekly Assessments:
Continue Benchmark
Assessment by Irene Fountas.

Two Assessments per
day (suggested

Student Letter in
Reader’s Notebook

Teacher Observation

Student/Teacher
Conferences
 Possible Read Alouds (Letter
and Letter Writing)

The Jolly Postman or
Other’s People’s Letters
by Janet and Allen
Ahlberg

Dear Mrs. La Rue:
Letters from Obedience
School by Mark Teague

Letters from a Nut by
Ted Nancy

Stringbean’s Trip to the
Shining Sea by Vera
Williams

Beethoven Lives
Upstairs by Barbara
Nichol
North Carolina English
Language Arts SCOS
SS & Science SCOS
1.06 Read independently daily
from self-selected materials
2.02- Interact with text before,
during, and after reading,
listening, and viewing…
2.03 Read a variety of texts
including fiction, nonfiction,
drama, poetry
2.04 Identify and interpret
elements of fiction and
nonfiction and support by
referencing the text
3.01 Respond to fiction,
nonfiction, poetry, and drama
using interpretive, critical and
evaluative processes
by…analyzing impact of word
choice and context…
3.02 Analyze characters, events
and plots…
4.02 Use oral and written
language to present information
and ideas…
4.07 Compose …assigned topics
and forms…
Objectives for Mastery:
1.06, 2.03, 3.01-5
.
Featured Comprehension
Strategies
Reading, Social Studies, Science Pacing Guide Grade 4
Week 4: September 13-17
Suggested
Sample
Instructional Strategies /
Essential Questions
Minilessons
“READING IS THINKING”
Comprehension Strategies
Overview of “Reader’s Brain”
Think Clouds
Comprehension Strategies Chart:
Questioning
Connections
Visualizing
Inferences
Notice the Author
Importance in Text
Summarizing
Fix-Up Strategies
How do we come up with new topics
for our Reader’s Notebooks?
How can sticky notes help you
remember your thinking when you
get ready to write your letter?
Why is it important to keep a list of
your reading interests?
How can you be sure that you
understand the author’s message?
DAY 14: Topics for Your Reading Journal
(1.06, 2.02)

Topics for Your Reader’s
Notebook Anchor Chart

Modeling w/ students

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 15:Using Stick-On Notes to prepare for
Letter Writing (3.01, 3.02)

Modeling w/ students

Independent Reading

Teacher/Student Conferencing
DAY 16: Creating a List of Interests
(1.06, 3.01)

Lists of Interests Anchor Chart

Modeling w/ students

Optional Read Aloud

Independent Reading

Teacher/Student Conferencing
DAY 18: Checking for Understanding as you
Read (2.01)

How to Be Sure You Understand
the Author’s Message Anchor
Chart

Modeling w/ students

Read Aloud

Independent Reading

Teacher/Student Conferencing
Sample Resources / Texts

Guided Reading
Guiding Readers/Writers pg. 156 (Day
14)

Anchor Chart/Markers

Reader’s Notebooks

Selected books for modeling
Guiding Readers/Writers Pg. 156 (Day
15)

Sticky Notes

Reader’s Notebooks

Selected books for modeling
Guiding Readers/Writers pg. 156-157
(Day 16)

Reader’s Notebooks

Selected books for modeling
Suggested Vocabulary and
Assessments/Prototypes
Vocabulary:
conclusion

Continue Benchmark Assessment by
Irene Fountas.

Two Assessments per day
(suggested



Guiding Readers/Writers pg. 159 (Day
18)

Anchor Chart/Markers

Reader’s Notebooks

Selected books for modeling
Benchmark Assessments- Irene
Fountas

Buzz Group
Teacher Observation of use of
Sticky Notes
Look at Reader’s
Notebooks/Reading Interest
Lists
Teacher Observations
Possible Read Alouds (Questioning)

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
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Vocabulary In Context;
Nouns Lessons 1-4, Lessons
can be found on WikiSpace
Vocabulary Page

The Stranger by Chris Van
Allsburg
Fly Away Home by Eve Bunting
The Memory String by Eve
Bunting
Diary of a Spider by Doreen
Cronin
North Carolina English
Language Arts SCOS
SS & Science SCOS
1.01 Expand and refine
vocabulary through knowledge of
prefixes, suffixes, roots,
derivatives, context clues, and
etymologies (word origins) to
assist comprehension.
1.02 Select key vocabulary critical
to the text and apply appropriate
meanings as necessary for
comprehension.
1.05 Use word reference
materials to identify and
comprehend unknown
words
2.01 Use metacognitive
strategies to comprehend
text and to clarify meaning
of vocabulary
Objectives for Mastery:
1.01, 2.01
Featured Comprehension
Strategies
Reading, Social Studies, Science Pacing Guide Grade 4
Week 5: September 20-24
Suggested
Sample
Instructional Strategies /
Essential Questions
Minilessons
 Guided reading
“READING IS THINKING”
Comprehension Strategies
Overview of “Reader’s Brain”
Think Clouds
Comprehension Strategies
Chart:
Questioning
Connections
Visualizing
Inferences
Notice the Author
Importance in Text
Summarizing
Fix-Up Strategies
How do we use strategies to solve
unknown words?
(See Fix-Up Strategies charts)
How does punctuation help you
understand the author’s
message/meaning?
DAY 19: Solving Unknown Words
(1.01, 1.05, 2.01)
 Ways Reader’s Solve Words
Anchor Chart
 Fix-Up Strategies
 Modeling w/ students
 Optional Read Aloud
 Independent Reading
 Teacher/Student
Conferencing
DAY 20: Using Punctuation to Help
You Understand
 Chart paragraph from book
 Modeling w/ students
 Read Aloud
 Independent Reading
 Teacher/Student
Conferencing
Context Clues
 Scott Foresman Basal Reader
pg. 214-215
 Anchor Chart
 Create Word Webs
 Review Word Families
 Review Common Roots
 Model Making Words
REVIEW:
Anchor Charts, Fix-Up Strategies,
Comprehension Strategies Chart,
Procedures of Reading Workshop,
etc...
Sample Resources / Texts
Guiding Readers/Writers Pg. 159160 (Day 19)
 Anchor Chart/Markers
 Fix-Up Strategies Charts
Guiding Readers/Writers pg. 160161 (Day 20)
 Read Aloud Punctuation
Takes a Vacation
 Chart Paper/Markers
Benchmark Assessments- Irene
Fountas
Possible Read Alouds (punctuation)




Eats, Shoots and Leaves by
Lyne Truss and Bonnie
Timmons
Punctuation Takes a
Vacation by Robin Pulver
and Lynn Rowe Reed
Miss Alaineus: A Vocabulary
Disaster by Debra Fraiser
Nouns and Verbs Have a
Field Day by Robin Pulver
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Suggested Vocabulary and
Assessments/Prototypes
Vocabulary:
Context
Punctuation
Strategy
Vocabulary in Context; Nouns
Lessons 5-7, Lessons can be found
on WikiSpace Vocabulary Page
Continue Benchmark Assessment
by Irene Fountas.
 Continue as needed
 Teacher Observations
 Teacher / Student
Conferencing
 Teacher
Observations/Buzz
Groups
 Teacher Observations
 Reader’s Notebooks
 Corrected Paragraphs
North Carolina English
Language Arts SCOS
1.01 Expand and refine
vocabulary through knowledge
of prefixes, suffixes, roots,
derivatives, context clues, and
etymologies (word origins) to
assist comprehension.
1.02 Select key vocabulary
critical to the text and apply
appropriate meanings as
necessary for comprehension.
2.01 Use Metacognitive
strategies to comprehend
text and to clarity
meaning of vocabulary…
2.06 Summarize major
points from fiction and
nonfictions text to clarity
and retain information
and idea.
2.09 Listen actively by...
paraphrasing what was
said, interpreting
speaker’s verbal and nonverbal messages
2.02 Interact with the
text before, after during
and after reading,
listening, and viewing by
… formulating questions
2.09 Listen actively for
asking questions
Objectives for Mastery:
2.01, 2.02-3 2.09-1
Featured
Comprehension
Strategies
Asking Questions:
“I wonder….”
Clarifying
Formulating
Questions
Reading, Social Studies, and Science Instruction Grade 4
Week 6: September 27-October 1
Sample Resources/Texts
Suggested
Instructional Strategies / Minilessons
Sample
Essential Questions
Each week, under each essential
question, there will be
EXAMPLES of question stems
(QS) could be use in guided
reading, etc.
How do we know that we
understand what we are
reading?
QS - What does the word
_________ mean?
(Cognition/Knowledge))
QS – The first paragraph says
__________. What does that
mean? (Cognition/Knowledge))
QS – How would good readers
summarize the selection in their
own words?
(Cognition/Integrating)
QS – What is something good
readers wonder about as they
read a selection?
(Cognition/Knowledge)
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Shared Reading/Words Their Way
Interactive Read Alouds
Possible Read Alouds (Questioning
 Strega Nona by Tomie De Paola
 The Sweetest Fig by Chris van Allsburg
 Tuesday by David Wiesner
 Chicken Sunday by Patricia Polacco
 See booklist in pacing guide
Minilesson/Clarifying (Suggested 3 days)
Strategies That Work pg. 82-85
Think Cloud
Introduce the “I wonder…” board using sticky notes
Choose a fiction / nonfiction text that match up
(nonfiction about wolves/ fiction that has a wolf as a
main character) to read aloud.
 Model questions w/ these texts about the author’s
word choice, the general meaning of the text, what a
specific paragraph means, etc.
 Summarize the main points from each book using the
“I wonder” board.
 Clarifying Word Meanings with Context Clues chart
from Clarifying Word Meanings section of the
wikispace
Minilesson/Formulating Questions (Suggested 2 days)
 Review and add to Anchor Chart- “I wonder…” (Are
these good questions? Why?)
 Review questions on “I wonder…” board and sticky
notes examples of good questions to ask before,
during and after reading (fiction and nonfiction)
 Classify them by QAR
 QAR - Guiding Readers and Writers pgs. 456-457
 “Thick and Thin Questions” lesson from the
Questioning section of the wikispace




Guided Reading/Book Clubs
(be sure to incorporated EQ and Marzano’s question stems
Materials for Daily Lessons:


















Chart paper/markers
Interactive Read Aloud
Books
Think Clouds
Comprehension
Strategies Chart
Sticky notes
Various texts to use as
models locating relevant
information and main
idea and supporting
details
www.ReadWriteThink.or
g
EOG Moments
RUNNERS Charts
Question/Answer
Relationship Charts (QAR)
Graphic Organizer for
main idea/details
Strategies That Work
Non-fiction text
(science/social studies
curriculum newspaper,
Time for Kids magazine,
Weekly Reader, other
magazines or
publications, etc.)
Comprehension
Strategies Chart
Guided Reading Books
Classroom libraries
Reader’s Notebooks
Response Journal/Logs
Suggested Vocabulary and
Assessment Prototypes
Vocabulary:
Prior knowledge
Clarify
Introduction to Using Context Clues;
Follow Context Clues Lesson Plan
Template Week One and use Context
Clues powerpoint template in addition
to “Letter from Ryan” and “Who Am I?”
Poems found on WikiSpace Vocabulary
Page
(Suggested assessment for Weeks 6-9)
 Sample prototype:
 Which is the best meaning for
the word “fetched” in line 14?
 Students complete a Frayer
model for unknown word
 Students respond to I Wonder
Board
 Students work from Thick and
Thin (Book or brain) questions
lesson
Suggested General Assessments
 Response journals/logs
 Guided Reading Assignments
 Comprehension questions
 Student created questions
(using NC Thinking Skills)
 Teacher observation
 Student / Teacher
Conferences
 Graphic Organizer- Main
Idea/Details
 QAR
Reading, Social Studies, and Science Instruction Grade 4
Week 7: October 4-7
North Carolina English
Language Arts SCOS
SS & Science SCOS
1.01 Expand and refine vocabulary
through knowledge of prefixes,
suffixes, roots, derivatives, context
clues, and etymologies (word
origins) to assist comprehension.
1.02 Select key vocabulary critical
to the text and apply appropriate
meanings as necessary for
comprehension
2.02 Interact with the text
before, after during and
after reading, listening, and
viewing by … locating
relevant information…
2.04 Identify and interpret
elements of fiction and
nonfiction and support by
referencing the text to
determine the main idea.
Featured Comprehension
Strategies
Questioning
Asking Questions
“I wonder….”

Sample
Essential Questions
How does asking questions help
readers locate relevant
information in a selection?
Locating relevant information
How does asking questions help
readers determine main idea and
distinguish it from supporting
details?

Main Idea and Supporting
details
QS – The selection says…..Why is
part of this selection in bold,
italics, parentheses, etc.?
(Cognition/Knowledge)
Main Idea
Supporting
Details
Supporting
Details
Supporting
Details
QS – What information about
_______ could a good reader
learn by reading this selection?
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Objectives for Mastery:
NA
QS – According to the selection,
how have ………..?
(Cognition/Applying)
QS – What is the main idea of the
selection? (Cognition/Knowledge)
Suggested
Instructional Strategies / Minilessons
See Smart Board Lesson on Notetaking
Possible Interactive Read Alouds
 The Relatives Came by Cynthia Rylant
 The Old Woman Who named Things by William Steig
 Bubba the Cowboy Prince by Helen Ketteman
 Knuffle Bunny by Mo Williems/ Skippyjon Jones by Judy Schachner
Minilessons/Locating relevant information
 Anchor Chart- “I wonder…” and Strategies That Work pg. 86-87
 Model using non-fiction text: Use the article on Blackbeard the pirate
from the Relevant Information section of the Wikispace. Cut the article
into sentences and give each sentence to a different student. Ask
questions like the ones below and have students who think their sentence
is relevant read it aloud. Discuss as a class.
1. What was the effect of the author describing how Blackbeard looked?
2. What is the meaning of the word “yearned”?
3. How might scientists prove that the items found aboard the ship were
Blackbeard’s?
4. What would have happened if Blackbeard’s ship had never sunk?
 Questions and Facts T-Chart w/Sticky Notes to use w/ nonfiction texts
 Model QAR question types
Main Idea and supporting details
 Anchor Chart- Main Idea
 SF Basal Lesson – pg 612-613
 Model Graphic Organizer (Fountas & Pinnell Appendix 35 or wikispace
link) to list Main Idea /Details
 Main idea practice websites from wikispace
 Independent Reading-sticky notes to list main idea/details
 Use the sentences from the Blackbeard article again. Have students try to
reconstruct the article by looking for the main ideas and details that
support them.
 Give groups of students a main idea on a slip of paper and have them
write a paragraph with that main idea. Then mix them up and read them
aloud, having the class match them.
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Vocabulary and
Suggested
Assessments/
Prototypes
Vocabulary:
Fact
Opinion
Main Idea
Relevant
Catch-up, Review, Assess
from 1st 6 weeks
(Suggested assessment
for Weeks 6-9)
Sample Assessment
prototype:
 Which is the best
meaning for the
word “fetched”
in line 14?
 Students
complete a
Frayer model for
unknown word
 Student
responses to I
Wonder Board
Choose appropriate EOG
moment.
Reading, Social Studies, and Science Pacing Guide Grade 4
Week 8: October 11-15
North Carolina English
Language Arts SCOS
SS & Science SCOS
Featured Comprehension
Strategies
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Suggested Vocabulary and
Assessments/Prototypes
1.01 and 1.02 (vocabulary
strategies)
2.04 Identify and
interpret elements of
fiction and nonfiction and
support by referencing
the text to determine the
main idea
Asking Questions
“I wonder….”
 Main Idea

Supporting Details
How do the elements of nonfiction
help good readers understand the
text?
*see nonfiction walk
QS – What is the purpose for
subheadings in this selection? (Critical
Stance/Integrating)
How does asking questions help
readers to determine main idea and
distinguish it from supporting
details?
How can you make book
recommendations? What good
readers we include in their book
recommendations?
See Smart Board Lesson on Notetaking
Interactive Read Alouds
Possible Read Alouds

See list at front of pacing guide


Minilessons/Elements of nonfiction:
THIEVES lesson from the Text Features section of the wikispace.
Students create charts listing text features from the book they are reading
and how each text feature helps them as readers. Then they must evaluate
which text feature was most helpful and create another text feature for the
book that they believe the author should have included.
Questions to Determine Main Idea and supporting details

Anchor Chart- Main Idea

SF Basal Lesson – pg 612-613

Model Graphic Organizer (Fountas & Pinnell Appendix 35) to list Main Idea
/Details

Have students ask themselves:
1. What is this mostly about?
2. What did the author most want me to learn and remember?
3. If I had to describe this selection in one sentence, what would I say?

Read aloud to students. After each paragraph/ page/ section, have each
student write down one word that most describes what was just read. All
of the sentences in the selection are joining together to give a message. As
a class, put the list of words together into a sentence. Give students the
opportunity to read a short selection and ask themselves “What word is
most important?” after each paragraph and write these words in the
margin. At the end of the selection, students use these words to create a
main idea sentence.
DAY 17: How to Write Book Recommendations (4.02, 4.07)

Book Recommendations Anchor Chart

Modeling w/ students

Optional Read Aloud

Independent Reading
Teacher/Student Conferencing
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Reading, Social Studies, and Science Pacing Guide
Week 9: October 18-22
North Carolina English Language
Arts SCOS
SS & Science SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Asking Questions
Sample
Essential Questions
How do readers determine and
distinguish facts versus opinions?
Vocabulary:
Locating information
Reference text
Reference
research
Introduction to Prefixes (en, em,
re); follow Vocabulary Lesson Plan
Template Week Two and use
Prefix powerpoint template found
on WikiSpace Vocabulary
(Suggested assessments for Weeks
6-9)
Sample Assessment prototype:
 Which is the best
meaning for the word
“fetched” in line 14?
 Students complete a
Frayer model for
unknown word
 Student responses to I
Wonder Board
 Student work from Thick
and Thin (Book or Brain)
questions lesson
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Choose appropriate EOG
moment.
Grade 4
Suggested
Instructional Strategies / Minilessons
Shared Reading/Words Their Way
Interactive Read Alouds
Vocabulary and Suggested
Assessments/Prototypes
Vocabulary
Identify
“I wonder….”
2.05 Make inferences, draw
conclusions, make generalizations,
and support by referencing the
text…
2.08 Verify the meaning or accuracy
of the author’s statement(s) by
referencing the text or other
resources
Fact and Opinion
Making Connections:
Using Prior Knowledge
“I made a connection…”
 Setting a purpose
using prior
knowledge and text
information
QS: What part(s) of this text could be
real/make believe? (Interpretation/Analyzing)
QS: Based on the selection, which conclusion is
supported by info in ______?
(Interpretation/Knowledge)
QS: With which statement would the author
agree/disagree? Why? (Critical
Stance/Generating)
Why do readers connect with their text?
How does knowing the author’s purpose
help a reader to better understand the
text?
QS: In the ____ of the selection, why does
the author ask the reader to ____?
(Cognition/Analyzing)
Objectives to Master:
2.08
Possible Read Alouds
Follow the Drinking Gourd by Jeanette Winter, Under the Quilt of Night by
Deborah Hopkinson, The Other Side by Jacqueline Woodson, Alexander and
the Terrible, Horrible, No Good, Very Bad Day by Judith Viors
Minilesson/Fact and opinion
 Scott Foresman Basal Lesson – pg.596-597
 Introduce Fact / Opinion Board using sticky notes
 Read Aloud – Diary of Worm/Spider - paired up w/ nonfiction texts about
worms and spiders
 LearnNC lesson on the Facts and Opinions section of the wikispace.
Connections
 Suggestions link in wikispace
 Connect text to world using newspaper articles. Connect text to text
using two stories with similar plots, characters, or morals. Connect text
to self using individual student stories.
 Have students create a collage based on connections they have to a
book. Then have students write about their connections and justify
which of their connections was most significant to their understanding of
the story.
Setting a purpose using prior knowledge and text information.
 Strategies That Work p. 106-109
 Interactive Read Aloud – Historical Fiction (set purpose – entertain or
information)
 Pass out books, brochures, ads, poems, etc to groups of students and
have them race to sort them according to the author’s purpose.
 Give students a classroom object (pencil, ruler, eraser, etc.) and have
them choose to write about it for a specific purpose (inform, persuade,
entertain). They can read their paragraphs to the class and the other
students can guess the author’s purpose.
 Allow students to create an advertisement for a new kids’ product. The
ad can have one picture and up to 40 words. Then have students write a
paragraph defending why they included the picture and words they
chose.
Guided Reading/Book Clubs
(be sure to incorporated EQ and Marzano’s question stems
Reading, Social Studies, and Science Pacing Guide
Week 10: October 25-29
North Carolina
English Language Arts
SCOS
SS & Science SCOS
Featured Comprehension Strategies
Sample
Essential Questions
: Introduction to Prefixes (sub,
fore, under, pre); follow
Vocabulary Lesson Plan Template
Week Three and use Prefix
powerpoint template found on
WikiSpace Vocabulary Page
(Suggested assessments for Weeks
6-9)
Sample Assessment prototype
 Which is the best
meaning for the word
“fetched” in line 14?
 Students complete a
Frayer model for
unknown word
 Student responses to I
Wonder Board
 Student work from Thick
and Thin (Book/Brain)
questions lesson
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Choose appropriate EOG moment.
Grade 4
Suggested
Instructional Strategies / Minilessons
Vocabulary and
Suggested
Assessments/
Prototypes
1.01 and 1.02
(vocabulary
strategies)
2.02 Interact with the
text before, during,
and after reading,
listening, and viewing
by … making
predictions
How does asking questions
help readers make
predictions before and
during reading?
Asking Questions
“I wonder….”

Predicting

Formulating questions
2.09 Listen actively
by… asking questions
Characters
Setting
Action/Plot
Problems/
Conflict
Solutions/
Resolution
Other Things
Objectives for
Mastery:
2.09-1
Making Connections:
Using Prior Knowledge
“I made a connection…”

Why do readers connect
with their text?
Making Predictions
Electronic Resources:
http://acsliteracy.wikispaces.
com/
Smart Board 4th grade and
Vocabulary pages
Shared Reading/Words Their Way
Interactive Read Alouds Possible Read Alouds
 Eppossumondus by Colleen Salley
 June 29, 1999 by David Wiesner
 Miss Nelson is Back by Harry Allard
See booklist in pacing guide
Minilessons/Predicting (Suggested 4 days)
 Student(s) Book Talks
 Revisit Anchor Chart – “I wonder…” to look for predictions
 Strategies That Work pg. 82-85, 89-92 (Think Alouds/Modeling)
 Scott Foresman Basal Lesson – p. 298-299
 Predict-o-gram w/ one of the read alouds (pre-prepare the sticky notes for the story
to be used)
 Read Aloud Fly Away Home by Eve Bunting OR Pink and Say by Patricia Polacco OR
book you select
 Predict-o-gram Follow-up: Students write about if their predictions were correct or
not and how their predictions helped them understand the story.

Have students track the weather and write down the high and low temperatures
each day for a week. Have them predict the weather for the next few days using the
information they collected and support their ideas with the evidence they collected.
(This activity can also be done with recent scores from a favorite sports team.)
 Gather data on any topic of interest to your class and make predictions based on your
data.
 Show students dramatic images (one person shoving another, for example) and let
them predict what will happen next.
Connections
 Allow students to interview a grandparent or older person. Then make connections as
a class between children now and children then. Have students predict how in the
future their kids’ childhoods will be similar and different from their own and back it up
using evidence from the interview.
 Look up two very different old photographs from the Library of Congress or two
pieces of seemingly unrelated art. Make connections between these.
Use the Questions to Lead Connecting in the Connections section of the wikispace.
Guided Reading/Book Clubs
(be sure to incorporated EQ and Marzano’s question stems
Vocabulary:
predict
Vocabulary in Context;
Verbs Lessons 1-3,
Lessons can be found
on WikiSpace
Vocabulary Page
Suggested Assessment
Prototypes
 Use results
from students’
weather/sport
s predictions
 Collect
students’
interviews and
connections/pr
edictions
 Collect
students’
connections
between the
two pieces of
art
Choose appropriate
EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 11: November 1-5
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Making Connections:
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment /Prototypes
Vocabulary:
Prior knowledge
Using Prior Knowledge
2.02 Interact with the text
before, during, and after
reading, listening, and
viewing by
1. setting a purpose
using prior
knowledge and
text information
5. making
connections
with previous
experiences,
information,
and ideas…
“I made a
connection…”


Making
connections
with previous
experiences,
information
and ideas
Making
connections
between texts
2.03 Read a variety of texts
including fiction, nonfiction,
drama, and poetry
question stems (QS) could be used in
guided reading, etc.
How does connecting your life to the
selection affect your reading?
Why is it helpful to use prior
knowledge before, during, and after
they read?
QS: How would this experience help
you the next time you _______?
(Connections/Applying)
QS: Which experience in this selection
is most similar to an experience you
have had? (Connections/Applying)


Why is it important to make text-totext connections in order to enhance
meaning?

QS: Which experience is most similar
to ____ experience is the selection?
(Connections/Applying)
Objectives to be Mastered:
2.02, Bullet 5
2.03
Interactive Read Alouds
Possible Read Alouds
 Roxaboxen by Alice McLerran
 Amazing Grace by Mary Hoffman
 Chrysanthemum by Kevin Henkes
 Boundless Grace by Mary Hoffman
 Miss Nelson has a Field Day by Harry Allard
 Weslandia by Paul Fleischman
 Wemberly Worried by Kevin Henkes
 Alexander, Who's Not (Do You Hear Me? I Mean It!)
Going to Move by Judith Viorst
QS: How are the illustrations similar in
____ and _____?
(Connections/Analyzing)
Mini-Lesson
Venn diagram comparing two books or characters
What It Reminds Me Of: Have students make
connections on sticky notes during or after reading.
They will also write whether it was text-to-self, text-totext, or text-to-world. Pair/share.
The students will describe an event in their books. They
will then state:
-What it reminds them of in their lives (or other texts or
the world)
-How it is similar
-How it is different
-How it helped them understand the text better
Guided Reading/Book Clubs
Examine
Compare
Contrast

Vocabulary in Context; Verbs
Lessons 4 & 5, Lessons can be
found on WikiSpace Vocabulary
Page
Assessments specific to making
connections:
 If you had been _______, what
would you have done differently?
 How are they alike? How are they
different?
 Was ___________’s decision the
best one? Why or why not?
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
(be sure to incorporate EQ and Marzano’s question stems
Choose appropriate EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 12: November 8-12
North Carolina English
Language Arts SCOS
2.02 Interact with the text
before, during, and after
Featured
Comprehension
Strategies
Using prior
Knowledge and
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Prior knowledge
reading…
 Making
connections with
previous
experiences,
information, and
ideas.
1.03 Identify key words and
discover their meanings and
relationships through a
variety of strategies.
1.04 Increase reading and
writing vocabulary
through…
wide reading
Making Connections
“I made a connection
when…”



Making
connections
between texts
Making
connections with
previous
experiences,
information and
ideas
Making
connections to
build vocabulary
question stems (QS) could be used in
guided reading, etc.
How do we relate texts and how does
it affect our understanding of each
text?
How do real life events in the world
around us affect our reading?
How can prior knowledge help us to
be good readers?
Interactive Read Alouds
Possible Read Aloud
 Chicken Sunday by Patricia Polacco
 Rechenka’s Eggs by Patricia Polacco
 Grade Level Selected
 See booklist in pacing guide



Mini-Lesson
Review Anchor Chart w/ Text to Self; add Text to Text
Author Study/Project for Read Aloud – students
compare texts by Patricia Polacco. After reading,
students will interview an adult family member about an
important event in his/her life, taking notes, in order to
write their own family story books.
During an interactive read aloud ….using a 3 column
chart, have students chart text/self, text/text and
text/world connections
QS: What is the relationship between
______ and _______? (Analyzing)
QS: In the text, what does _____ most
likely mean?
(Interpretation/Knowledge)
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Objectives to be Mastered:
1.04, Bullet 1
1.03
2.02, Bullet 5
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
Using Context Clues in Specific Contents
Areas; Follow Context Clues Lesson Plan
Template Week Two and use Context Clues
powerpoint template (Science related
topics
Assessments specific to making
connections:
 ClassScapes Quiz 2.02 –
Interacting with Text; Making
Connections
 “What It Reminds Me Of” – After
read aloud have students make
connections on sticky notes, then
after independent reading, have
them write in a connection in
Reader’s Notebook and if it’s text
to self, to text, or to world.
 See Wikispace (Making
Connections)
Choose appropriate EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 13: November 15-19
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
Featured
Comprehension
Strategies
Using prior
Knowledge and
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Remember Notetaking
Shared Reading
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Prior knowledge
strategies)
3.01 Respond to fiction,
nonfiction, poetry and
drama using interpretive,
critical, and evaluative
processes…
 Analyzing
differences among
genres
Making Connections
“I made a connection
when…”

Make informed
judgments about
TV and film/video
productions
question stems (QS) could be use in
guided reading, etc.
How do good readers make informed
judgments?
Words Their Ways
Possible Interactive Read Alouds
 Charlie Brown’s Thanksgiving by Charles Schultz
 Excerpts from the following: Harry Potter, Charlotte’s
Web, The Witches, Babe, etc.
 Shrek by William Steig
 See booklist in pacing guide
QS: Which character most ______
about _____?
(Interpretation/Analyzing)

3.04 Make informed
judgments about television
and film/video production
How is the movie different from the
book?
QS: What inferences can be made
about why ______ was different in the
book or movie?
(Interpretation/Analyzing)
Objectives to be Mastered:
3.01, Bullet 5
3.04
What causes characters to do, say,
think the way they do?
Making judgments
Examine
Analyze
Vocabulary: Catch-up, Review, Assess from
2nd 6 weeks
Mini-lesson
Should you believe everything you see on TV?
-Have a group discussion of photo hoaxes, asking
questions such as, “Why would someone create a hoax
photo?” “How can you make an informed judgment
about something’s authenticity?”
-AFTER PREVIEWING them, show students a few hoax
photos such as the photo of the Loch Ness Monster and
discuss how you could determine that it was faked.
 Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
Assessment for making informed
judgment
Each group takes one of the photos that
they determined was hoax and defend why
you think it is a hoax photo. This can be
done through a written or oral response.
Assessments specific to making
connections:
 Make connections between
Charlie Brown’s Thanksgiving by
Charles Schultz to Priscilla Aldren
and the First Thnksgiving by Alice
Benjamin Boynton or other
historical Thanksgiving book
 Read Charlie Brown’s
Thanksgiving , watch the movie
version, and compare and
contrast the two
 Have student use any
fiction/nonfiction text to make
connections
Choose appropriate EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 14: November 22-23
North Carolina English Language
Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Using prior
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested Assessment/Prototypes
Vocabulary:
Prior knowledge
3.02 Analyze characters, events,
and plots within and between
selections and cite supporting
evidence.
3.01 Respond to fiction,
nonfiction, poetry, and drama
using interpretive, critical, and
evaluative process….
Knowledge and
Making
Connections
“I made a
connection
when…”

Analyze
characters
within and
between
selections and
cite supporting
evidence
of question stems (QS) could be use
in guided reading, etc.
What are some ways that authors
develop characters?
QS: How would the story end
differently if one aspect of the
character’s personality were
changed?
Objectives to be Mastered:
3.02

QS: How are the characters in the
two books alike or different?
How could an author’s own life
affect the characters he/she writes
about?

Interactive Read Alouds
Possible Read Aloud
 Fables by Aesop
 Books by Patricia Polacco
 Swamp Angel by Anne Issacs
 Casey at Bat by Ernest Lawrence Thayer
 Armadillo Tattletale by Helen Kettemn
Identifying and
examining
character(s)
motives


Mini-lesson
From a variety of texts, have students determine whether
the main character’s motive is ultimately to:
-obtain or achieve something
-avoid or escape from something
-both of these
How does the character’s motive affect the other characters
and action in the text?
Analyze, with a timeline, how a character’s personality
changes over the course of the text (Thank You, Mr. Faulker)
-Main character’s evolution from self-confidence to no selfconfidence and back to confidence

Character 20 Questions (One child chooses and pretends
to be a character that the whole class is familiar with.
The student doesn’t reveal his/her identity. The class
asks the student questions to try and figure out who the
student is pretending to be.)
Analyze
Examine
Reference text
: Introduction to Suffixes (-s, -es, -ed); follow Vocabulary
Lesson Plan Template Week Four and use Suffix
powerpoint template found on WikiSpace Vocabulary
Assessments specific to making connections:
 Character web
Character Webs (A character web is a graphic organizer
that defines a character’s traits, development, or conflict.
It looks like a bubble map.)
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
\
Reading, Social Studies, and Science Instruction Grade 4
Week 15: November 29-December 3
North Carolina English
Language Arts SCOS
1.01 and 1.02
Featured
Comprehension
Strategies
Suggested
Instructional Strategies / Minilessons
Sample
Essential Questions
Each week, under each essential
Shared Reading
Vocabulary and
Suggested
Assessment/Prototyp
es
Vocabulary:
(vocabulary strategies)
3.01 Respond to fiction,
nonfiction, poetry, and
drama using interpretive,
critical, and evaluative
process….
3.02 Analyze characters,
events, and plots within
and between selections
and cite supporting
evidence.
2.04 Identify and
interpret elements of
fictions and nonfiction
and support by
referencing the text to
determine the…
2.05 Make inferences,
draw conclusions, make
generalizations, and
support by referencing
the text.
Using prior
Knowledge and
Making Connections
question, there will be EXAMPLES of
question stems (QS) could be use in
guided reading, etc.
“I made a
connection when…”
How does point of view affect a
character’s problem or situation?



Objectives to be
Mastered:
3.02
Considering a
situation or
problem from a
different
character’s point
of view
Analyze
characters,
events and plots
within and
between
selections and
cite supporting
evidence
Compare/Contra
sting- make
connections
between texts,
characters, etc.
QS: Think about the story from ____
point of view. How might the story
have been different if you were the
main character?
(Connections/Generating)
QS: How would you rewrite the
selection from _____ point of view?
(Critical Stance/Generating)
How do we compare and contrast two
characters?
QS: How is ____ different from ____?
(Critical Stance/Analyzing)
QS: How does the author’s description
of the setting change the mood form
the beginning of the story to the end?
(Interpretation/Analyzing)
Words Their Way
Interactive Read Alouds
Possible Read Alouds
 The True Story of the Three Little Pigs by Jon Scieszka
 The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
 Once Upon a Cool Motorcycle Dude by Kevin O’Malley
 George vs. George by Rosalyn Schanzer /see booklist at front of pacing guide
Mini-lesson
 Split the class into two groups, robbers and real estate agents. Tell each group
only who they are, but not who the other group represents. Read aloud The
House. After reading, have each group describe the house, while the other group
attempts to figure out who the students portray. The website for this activity is
below. Additional activities are available on the website.
 Skit showing how two characters would react to a specific situation ( book from a
book of your choice)
 Write a journal entry from a particular character’s point of view. ( from a book of
choice)
http://www.readwritethink.org/lesson_images/lesson23/house.pdf
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Point of View An automobile accident occurs. Two drivers are involved. Witnesses include
four sidewalk spectators, a policeman, a man with a video camera who happened to be
shooting the scene, and the pilot of a helicopter that was flying overhead. Here we have
nine different points of view and, most likely, nine different descriptions of the accident.
In short fiction, who tells the story and how it is told are critical issues for an author to
decide. The tone and feel of the story, and even its meaning, can change radically
depending on who is telling the story.
Remember, someone is always between the reader and the action of the story. That
someone is telling the story from his or her own point of view.
Prior knowledge
: Introduction to
Suffixes (-s, -es, -ed);
follow Vocabulary
Lesson Plan Template
Week Four and use
Suffix powerpoint
template found on
WikiSpace Vocabulary
Assessments specific
to making
connections:
Write a journal entry
about how you would
have done something
differently if you’d
been in the same
situation as the
character.
Choose appropriate
EOG moment.
Electronic Resources:
http://acsliteracy.wikis
paces.com/
Smart Board 4th grade
and Vocabulary pages
Reading, Social Studies, and Science Instruction Grade 4
Week 16: December 6-10
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured Comprehension
Strategies
Visualization
“I was able to picture in
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Simile
my mind…”
3.03 Consider the ways
language and visuals bring
characters to life, enhance
plot development, and
produce a response.
2.04 Identify and interpret
elements of fictions and
nonfiction and support by
referencing the text to
determine the author’s
choice of words and
author’s use of figurative
language





Objectives to be Mastered:
3.03
Author’s use of
figurative
language
Author’s choice
of words
Analyzing the impact
of author’s word
choice and context
Consider the ways
language and visuals
bring characters to
life, enhance plot
development, and
produce a response.
Using text structures
Text Structure means….
 How is the text
organized?
 How does the
organization of the
text help you
comprehend the
selection?
 What are the main
points of the
selection?
 Could the text be
organized in another
way?
of question stems (QS) could be
use in guided reading, etc.
How does vocabulary and author’s
word choice affect a character?...a
story?
Interactive Read Alouds




How does an author’s style of
writing and schema affect the
reader?

How can an author’s choice of
words help you visualize the
selection?

QS: Which words best describes
____ mood in this text?
(Interpretation/Knowledge)
QS: Why does the author most
likely begin and end the selection by
saying “______”? (Critical
Stance/Organizing)

Metaphor
Personification
Possible Read Alouds
Night in the Country by Cynthia Rylant
The Year of the Perfect Christmas Tree by Gloria Houston
The Best Christmas Pageant Ever by Barbara Robinson
A Christmas Carol by any author
Vocabulary in Context; Adjectives
Lessons 1-4, Lessons can be found
on WikiSpace Vocabulary Page
Mini-lesson
Select and read a descriptive passage from a text and have
student illustrate the action or setting.
Have the students find the words or phrases that helped them
decide what to draw. Why were those words the most
descriptive?
Have students work in a group. All but one student will close
their eyes. That student will select an object (a piece of fruit, a
sea shell, etc.) and describe it, while the others try to figure out
what it is.
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems
Author’s Craft
Need to Know
 Author’s choice of words
words
 Mood
&meaning
 Figurative Language
language
 Author’s purpose
(P.I.E)
 Author’s point of view
Need to be able to do
interpret author’s choice of
distinguish author’s mood
Assessments specific to figurative
language:
 Write about an event two
times- once in everyday
language and once using
simile and metaphor.
Evaluate how the two
pieces are different.
 Students create and
evaluate metaphors that
do not make sense.
Explain why these
metaphors are not
appropriate comparisons.
 Why did the author use
the words, “Winds that
nipped us?”
Choose appropriate EOG moment.
identify use of figurative
understand author’s purpose
identify author’s point of view
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Reading, Social Studies, and Science Instruction Grade 4
Week 17: December 13-17
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Asking Questions
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Simile
2.04 Identify and interpret
elements of fiction and
nonfiction


Author’s choice of
words
Author’s use of
figurative language
3.01 Respond to fictions,
nonfiction, poetry, and
drama using interpretive,
critical, and evaluative
processes by
 analyzing the
impact of authors’
word choice and
context.
3.03 Consider the ways
language and visuals bring
characters to life…
Objectives to be Mastered:
2.04. 4 and 2.04.6
3.01.1
3.03

“I wonder….”
question stems (QS) could be use in
guided reading, etc.
Author’s use of
figurative language
How does figurative language affect
the story?
Figurative Language
 Simile –
(Comparisons
often with as or
like) – as smooth
as silk, as fast as
wind, Quick like a
lightning bolt
 Metaphor (Implicit
comparison
without using like
or as) You are such
an airhead. He is
a bear in the
morning.
 Hyperbole
(Exaggerating
statement) In
order to get my
homework done, I
will have to burn
the midnight oil.
 Personification
(Giving something
a human quality
How does figurative language help
us to generate questions before,
while, and after we read?
QS: What is the significance of the
author comparing ______ and _____
in the text? (Critical
Stance/Evaluating)
QS: What does the author most likely
mean by ______? (Critical
Stance/Analyzing)
a selection?
(Cognition/Knowledge)
Interactive Read Alouds
Possible Read Alouds
 Similes – Owl Moon by Jane Yolen
 Similes – The Girl Who Loved Wild Horses by Paul Gobel
 Metaphors – White Snow, Bright Snow by Alvin Tresslet
 Metaphors – Tar Beach by Faith Ringgold
 Personification – The Giving Tree by Shel Silverstein
Personification – Sylvester and the Magic Pebble by
William Steig
Mini-lesson
 Anchor Chart- types of figurative language that authors use
 Play “hide-the-metaphor,” in which students try to describe
something as if it were something else without naming it.
-This poem, Moon Butterfly by Julian Begley is an example:
It is pretty,
The way she flutters.
She is black as the night,
 With white moonsplashes.
Websites for similes and metaphors
http://education.smarttech.com/NR/rdonlyres/C86FB235618E-4024-85A7C1E59A190DF6/0/MetaphorsandsimilesUS.xbk
Metaphor
Personification
Vocabulary in Context; Adjectives Lessons
5-8, Lessons can be found on WikiSpace
Vocabulary Page
Assessments specific to figurative
language:
 Write about an event two timesonce in everyday language and
once using simile and metaphor.
Evaluate how the two pieces are
different.
 Students create and evaluate
metaphors that do not make
sense. Explain why these
metaphors are not appropriate
comparisons.
 Why did the author use the
words, “Winds that nipped us?”
http://www.kyrene.org/reading/6th_grade/theme_2/Similes
%20and%20Metaphors.xbk
http://childrensbooks.suite101.com/article.cfm/poetrykids
#ixzz0KmXxDJ5a&C
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems)
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Reading, Social Studies, and Science Instruction Grade 4
Week 18: December 20-21
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Visualizing
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Plot
2.06 Summarize major
points from fiction and
nonfiction text to clarity and
retain information and
ideas.
3.03 Consider the ways
language and visuals bring
characters to life, enhance
plot development, and
produce a response
“I could picture in my
mind…”
question stems (QS) could be use in
guided reading, etc.
How can we determine the plot of a
story?

Plot
Someone….wanted.....
.but…..so…..then
QS: Tell the events from the story in
order in which __________ went
through.
Interactive Read Alouds
Possible Read Alouds
 Ming Lo Moves the Mountain by Arnold Lobel
 Alexander Who Used to be Rich Last Sunday by Judith
Viorst
 Where the Wild Things Are by Maurice Sendak
 See booklist in pacing guide
Sequence of events
Using Context Clues in Specific Content
Areas; Social Studies related reading
passages
Minilesson and suggested activities
QS: In which ways did the main event
of the story effect the character
_____________?
How does prior knowledge help us
understand the plot of a story?




Brainstorm events from text and put in order on chart
paper
Cut events apart and have students retell the story by
sequencing events
Students use comic strips to figure out plot, and then
create their own mini-comic strip from a pre-created
plot graphic organizer
http://www.readwritethink.org/lessons/lesson_view.asp
?id=223
Students can use picture books to teach plots in a story
http://www.readwritethink.org/lessons/lesson_view.asp
?id=803
Plot……Someone…wanted…but…so..then (fiction)
Something’s…..Purpose….But….then…so (nonfiction)
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems)
Assessments specific to plot:
Teacher will read a short picture book to
class. After it is read, students will have to
complete a plot organizer of the story to
sequence the plot.
http://www.readwritethink.org/lesson_im
ages/lesson223/plot_mountain.pdf
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Reading, Social Studies, and Science Instruction Grade 4
Week 19: January 3-7
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Visualizing
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Remember notetaking
Shared Reading
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Plot
2.06 Summarize major
points from fiction and
nonfiction text to clarity and
retain information and
ideas.
3.03 Consider the ways
language and visuals bring
characters to life, enhance
plot development, and
produce a response
“I could picture in my
mind…”


Plot
Visualizing
question stems (QS) could be use in
guided reading, etc.
How does organizing information
about the plot of a book help readers
understand texts?
Words Their Way
Possible Interactive Read Alouds
 Ming Lo Moves the Mountain by Arnold Lobel
 Alexander Who Used to be Rich Last Sunday by Judith
Viorst
 Where the Wild Things Are by Maurice Sendak
 See booklist in pacing guide
QS: Put _____ in order of _____.
(Cognition/Organizing)
QS: What event is missing from
_____? (Interpretation /Cognition/
Organizing)
QS: How was __________ solved in
the text? (Analyzing)




How do authors develop a plot?
How do good readers check for
accuracy of authors statements?
Minilesson
Brainstorm events from text and put in order on chart
paper
Cut events apart and have students retell the story by
sequencing events
Examine recipes for organization and have students
explain why the steps in a recipe must be followed in
order.
Read aloud an excerpt from Washington Irving’s The
Headless Horseman. Have the students draw what they
pictured as the poem was read.
Guided Reading/Book Clubs
Sequence of events

Catch-up, Review, Assess from 3rd
6 weeks
Assessments specific to plot:
 Have students complete a
foldable Somebody Wanted But
So Then on a book of the
students’ choice or one that was
read in class.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
(be sure to incorporate EQ and Marzano’s question stems)
Objectives to be Mastered:
2.06
3.03
Choose appropriate EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 20: January 10-14
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured Comprehension
Strategies
Determining Importance
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Importance
“I noticed the author…”
2.06 Summarize main points
from fiction and nonfiction
text to clarity and retain
information and ideas.


3.03 Consider the ways
language and visuals bring
characters to life, enhance
plot development, and
produce a response
3.05 Analyze and integrate
information from one or
more sources to expand
understanding of text
including graphs, charts,
and/or maps.
of question stems (QS) could be
use in guided reading, etc.
Using text
features
Analyze and
integrate
information from
one or more
sources to
expand
understanding of
text including
graphs, charts
and/or maps
What are examples of different
text structures in texts?
How does a good a reader use
text features (both in fiction and
non-fiction) to enhance their
understanding?
QS: How does the in _____
support the information in the
text? (Interpretation/Evaluation)
QS: Why did the author most likely
include _____ in the selection?
(Critical Stance/Evaluating)
Interactive Read Alouds
Possible Read Alouds
 Exploring the Titanic by Robert Ballard
 Any non-fiction book (see science readers and Time
Readers for social studies)
 See booklist in pacing guide
 Indy Kids (newspaper for kids)



Mini-Lesson
Have students create a text feature for their book (add a
graph, insert subheadings, etc.) and explain how it
would enhance comprehension for another reader.
Use newspapers/Weekly Readers/NC Weekly/Scholastic
News/ Time for Kids and other magazines.
Model using the Pearson Learning I-Openers or any
other nonfiction texts i.e. National Geographic, Time for
Kids
Examine
Analyze
Reference Text
Text Features

: Introduction to Suffixes (-ing, ly); follow Vocabulary Lesson Plan
Template Week Five and use
Suffix powerpoint template found
on WikiSpace Vocabulary
Assessments specific to determining
importance:
 Have students make a list of text
features appearing in their book
or article. The students should
pick the one or two which most
helped their understanding and
justify their choice.
Guided Reading/Book Clubs
(be sure to incorporatedEQ and Marzano’s question stems)
Choose appropriate EOG moment.
Objectives to be Mastered:
2.06
3.03
3.05
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
Website with Rubrics for Assessment
http://www.ikeepbookmarks.com/browse.
asp?folder=1983699
Reading, Social Studies, and Science Instruction Grade 4
Week 21: January 20-21
North Carolina English
Language Arts SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured
Comprehension
Strategies
Determining
Importance
Sample
Essential Questions
Each week, under each essential
question, there will be EXAMPLES of
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessment/Prototypes
Vocabulary:
Importance
2.07 Determine usefulness
of information and ideas
consistent with purpose.
3.05 Analyze and integrate
information from one or
more sources to expand
understanding of text
including graphs, charts,
and/or maps
“This was mostly
about…”

Determine
usefulness of
information and
ideas consistent
with purpose
question stems (QS) could be use in
guided reading, etc.
How do we choose what is important
in the text?
How do we determine which parts of
a selection are the most important
parts?
QS: What is the purpose of _____?
(Interpretation/Knowledge)
QS: What is the most important idea in
____? (Interpretation/Evaluation)
Interactive Read Alouds
Possible Read Alouds
 The Stinky Cheese Man by Jon Scieszka
 Non-fiction texts
 Historical fiction texts



Mini-Lesson
Note Taking – Outline form
Students write important facts on sticky notes and post on
class chart, T-chart or KWL
Students will determine the importance of the author’s
choice of different book cover illustrations. Use Jeremy
Thatcher, Dragon Hatcher by Bruce Coville (or another book
with multiple covers). Discuss how the illustrator’s
determination of importance affected his/her choice of
artwork.
QS: What lesson did the main
character most likely learn? (Critical
Stance/Integrating)
Guided Reading/Book Clubs
Reference text
Examine
Analyze
Justify

: Introduction to Suffixes (-ing, ly); follow Vocabulary Lesson Plan
Template Week Five and use
Suffix powerpoint template found
on WikiSpace Vocabulary
Assessments specific to determining
importance:
 Decide which group of people
best represents the author’s
targeted audience? What clues in
the selection/article tell you the
author is writing to them?
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
(be sure to incorporate EQ and Marzano’s question stems)
Objectives to be Mastered:
2.07
3.05
Choose appropriate EOG moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 22: January 24-28
North Carolina English
Language Arts SCOS
SS & Science SCOS
1.01 and 1.02 (vocabulary
strategies)
Featured Comprehension
Strategies
Determining Importance
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary Suggested
Assessments
Vocabulary
Cause
2.05 make inferences, draw
conclusions, make
generalizations, and
support by referencing the
text.
“I thought ______ was
important because ______.”


Make inferences,
draw conclusions,
make generalizations
and support by
referencing text
How does determining
cause and effect help
readers make inferences
and draw conclusions?
Interactive Read Alouds



Drawing Conclusions
A conclusion is a judgment or
decision reached after serious
consideration of all related
facts, prior knowledge, new
knowledge, and inferences
Examples
Fact: The ice on the
lake is only 1 inch
thick.
• Fact: There are open
cracks on the ice.
• Inference: People ice
fishing are in danger
of falling through the
ice.
• Conclusion?
Effect
Draw conclusion
Possible Read Alouds
Volcanoes by Lauber
Magic School Bus Inside the Earth by Cole
The Night I Followed the Dog by Nina Laden
Vocabulary in Context; Adverbs
Lesson 1; Lesson can be found
on WikiSpace Vocabulary Page
QS: What would the result
be if ______? (Critical
Stance/Integrating)

QS: Based on the selection,
what will most likely
happen next?
(Interpretation/Generating)

Determining cause and effect
Model using multi-flow map to model how to determine cause and
effect
Share a list of events and have cooperative groups brainstorm
possible causes.
Share a list of choices and have groups determine what the possible
effects might be. (Good time to involve your school counselor )
During an unknown read aloud stop after a cause. Have cooperative
groups finish the book focusing on the effect.
Power points http://languagearts.pppst.com/cause-effect.html


Shared Reading
Determining Cause & Effect
Skill Lesson pg. 158-159
Scott Foresman Basal Selection A Big City Dream pg. 160-179


Cause and Effect
See week 27 for information
on Generalizatons
Objectives for Mastery
How do good readers
determine cause and effect
in selections?

Guided Reading/Book Clubs Drawing Conclusions
Electronic Resources:
http://acsliteracy.wikispaces
.com/
Smart Board 4th grade and
Vocabulary pages
Sample Assessment Prototypes
Have students create their own
example of drawing a
conclusion ( can be down with
partner)
• Fact: The hot air
balloon is losing speed
and altitude
• Fact: The balloon is
sailing over the Pacific
Ocean.
• Inference: The balloon
is in danger of crashing
into the ocean
• Conclusion
(be sure to incorporate EQ and Marzano’s question stems)
•
Drawing Conclusions
Facts
•
What I know
Conclusions
•
•
2.05
Fact: A grade of 94100+% will get you an
A in class.
Fact: I have a grade of
93%.
Inference: I am close to
getting an A.
Conclusion?
Choose appropriate EOG
moment.
Reading, Social Studies, and Science Instruction Grade 4
Week 23: January 31-February 4
North Carolina English Language Arts
SCOS
SS & Science SCOS
1.01 and 1.02 (vocabulary strategies)
Featured
Comprehension
Strategies
Sample
Essential Questions
Synthesizing /
How do we determine the main idea
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Vocabulary and Suggested
Assessments/Prototypes
Vocabulary
2.04 Identify and interpret elements of
fiction and nonfiction and support by
 referencing the text to
determine the main idea and
supporting details.
Summarizing
“This was mostly
about…”
2.06 Summarize major points from
fiction and nonfiction text to clarify
and retain information and ideas.

QS: What is the main idea of the
selection? (Cognition/Analyzing)
Main Idea
How do we know how to choose
resources to add to important
information and knowledge about a
topic?
2.08 Verify the meaning or accuracy of
the author’s statement by referencing
the text or other resources.
3.05 Analyze and integrate information
from one or more sources to expand
understanding of text including graphs,
charts, and/or maps.
and supporting details of a fiction
selection? …a nonfiction selection?

Text Feature
(analyze and
integrate)
QS: How does the ______ help you to
better understand the selection?
(Cognition/Integrating)
QS: What is the significance of
________?
(Cognition/Knowledge)
Objectives for mastery
2.04-3
2.06
2.08
3.05
Interactive Read Alouds
Possible Read Aloud
 Bull Run by Fleishman
 Exploring the Titanic by Ballard
 Hungry, Hungry Sharks by Cole
 Magic School Bus series
 Fables by Arnold Lobel
 See booklist in pacing guide
Minilesson/Main Idea and Text Features
 Strategies That Work pg. 131132, 134-137
 Select a fiction/nonfiction pair
of books to use to model main
idea with different genres (Diary
of a Worm, with Wonderful
Worms, etc…)
 Have students write one
sentence responses stating the
main idea of selected tales
- individually
- cooperative groups
- whole group
 Identify one key concept or text
feature important in overall text
meaning (sticky notes)
 Have students create a text
feature that adds to the main
idea of a selection.
Guided Reading/Book Clubs(be
sure to incorporate EQ and Marzano’s
question stems)
Main Idea
Vocabulary in Context; Adverbs
Lessons 2-4, Lessons can be found on
WikiSpace Vocabulary Page
Sample Prototypes (Weeks 23-25)
 Paper Bag summary. Have
students decorate a paper
bag to represent a book.
Inside the bag they put things
that represent significant
events or ideas. They need to
explain why each item is in
the bag.
http://reading.ecb.org/downl
oads/sum_lp_PaperBag.pdf
This may take a few weeks.
 What was the significance of
the main character’s decision
to become a teacher?
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Reading, Social Studies, and Science Instruction Grade 4
Week 24: February 7-11
NCSXOS
Featured
Comprehension
Strategies
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Vocabulary and Suggested
Assessments/Prototypes
1.01 and 1.02 (vocabulary
strategies)
2.06 Summarize major
points from fiction and
nonfiction text to clarify and
retain information and ideas.
2.02 Interact with the text
before, during, and after
reading, listening, and
viewing by;
Synthesizing
“This was mostly
about…”

Summarizing

Retelling
2.07 Determine usefulness
of information and ideas
consistent with purpose.
How do we make a summary of our
text?
Shared Reading
Words Their Way
Interactive Read Alouds





How can we determine the most
important parts of a selection in
order to summarize?
QS: Based on the selection, which of
the titles would be the best?
(Cognition/Knowledge)
QS: Based on the selection, why is
______ an appropriate title?
(Interpretation/Evaluation)
Possible Read Alouds
The Rough Faced Girl by Rafe Martin
Flat Stanley by Jeff Brown
Every Living Thing by Cynthia Rylant
Pirates Don’t Change Diapers by Melinda Long
Roger the Jolly Pirate by Brett Helquist
Summarizing major points from texts to clarify and retain information
and ideas
Retelling
 Model “Someone…wanted…but…so… then…” fiction
or “Something’s….purpose….but…then…so” nonfiction

Read one tale and create summary on chart paper as group

Cooperative group create summary w/fiction text

students write summary about read aloud in response journal
and share.
 Story wheel – students create a pictorial summary.
http://reading.ecb.org
 Write a book review. This should include a summary as well
as an evaluation and rating of the book.
Shared Reading
 Scott Foresman Basal pg 406-407- Retelling
Guided Reading/Book Clubs(
Objectives for mastery
2.06
2.02
2.07
(be sure to incorporate EQ and Marzano’s question stems)
Vocabulary
Summary
Main Idea
Retell
Using Context Clues in Specific Content
Areas; Math related reading passages
Sample Prototypes Weeks 23-25)
 Paper Bag summary. Have
students decorate a paper bag to
represent a book. Inside the bag
they put things that represent
significant events or ideas. They
need to explain why each item is in
the bag.
http://reading.ecb.org/downloads/
sum_lp_PaperBag.pdf This may
take a few weeks.

What was the significance of the
main character’s decision to
become a teacher?
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Reading, Social Studies, and Science Instruction Grade 4
Week 25: February 14-18
North Carolina English Language
Arts SCOS
Featured Comprehension
Strategies
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Vocabulary and Suggested
Assessments/Prototypes
1.01 and 1.02 (vocabulary
strategies)
2.06 Summarize major points from
fiction and nonfiction text to clarify
and retain information and ideas.
2.02 Interact with the text before,
during, and after reading, listening,
and viewing by:
2.07 Determine usefulness of
information and ideas consistent
with purpose.
(Carried over from week 24)
Synthesizing
“This was mostly about…”
How can we summarize nonfiction texts?
-
Summarizing
Retelling
Remember notetaking
Shared Reading
Words Their Way
Possible Interactive Read Aloud

Teacher’s Choice

See booklist in pacing guide
Catch-up, Review, Assess from 4th 6 weeks
Why do we summarize texts?
QS: Which statement best
summarizes the story?
Summarizing major points from texts to clarify and retain
information and ideas
Retelling





Objectives for Mastery
2.06
2.02
2.07
Vocabulary
Summary
Retell
Paper Bag summary. Have students decorate a
paper bag to represent a book. Inside the bag they
put things that represent significant events or ideas.
They need to explain why each item is in the bag.
http://reading.ecb.org/downloads/sum_lp_PaperBa
g.pdf
Strategies That Work p. 146-147
Read Aloud w/nonfiction (i.e. Time for Kids –
Greensboro Sit-In)  summary on chart paper
cooperative group create summary nonfiction text
Pair reading a short section in Social Studies text;
write a summary and share w/group
Sample Prototypes Weeks 23-25)
 Paper Bag summary. Have
students decorate a paper bag to
represent a book. Inside the bag
they put things that represent
significant events or ideas. They
need to explain why each item is
in the bag.
http://reading.ecb.org/download
s/sum_lp_PaperBag.pdf This
may take a few weeks.

What was the significance of the
main character’s decision to
become a teacher?
Choose appropriate EOG moment.
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems)
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
Reading, Social Studies, and Science Instruction Grade 4
Week 26: February 22-25
Language Arts North Carolina English
SCOS
SS & Science SCOS
Featured
Comprehension
Strategies
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Suggested Assessments
3.01 Respond to fiction, nonfiction,
poetry, and drama using interpretive,
critical, and evaluative processes by
analyzing the impact of authors’ word
choice and context.
Embedded
1.01– Word identification strategies
when encountering unknown words
1.02– Infer word meanings from roots,
prefixes and suffixes
1.03– Identify key words and discover
their meanings/relationships through
a variety of strategies
1.04 – Increase reading and writing
vocabulary
1.05-Use word reference material to
identify and comprehend unknown
words
1.06-Read independently from self
selected materials
2.08-Verify the meanings of author
statements
Synthesizing
“This was mostly
about…”
- Evaluating
(make judgments
about what I read
and explain why.)
How can we justify our evaluations of
characters and events within text?
QS: What part of this selection could be
true in real life? (Connections/Applying)
QS: Through what actions does the author
show the feelings of the main character?
(Critical Stance/Integrating)
Shared Reading
Words Their Way
Interactive Read Alouds
Possible Read Alouds
 John Henry by Lester
 An Angel for Solomon Singer by Cynthia
Rylant
 Fly Away Home by Eve Bunting
 The Rag Coat by Lauren Mills
 Charlie Anderson by Barbara
Abercrombie
 See booklist in pacing guide
Vocabulary
Evaluating
Relevance
Review all Suffixes; follow Vocabulary Lesson Plan
Template Week Six which includes hyperlinks to
various review activities
Minilesson/Evaluating



Determine the relevance of a text or
website for a purpose.
Rate a book (2 thumbs up or 3 stars) and
why.
Have students compare two pieces of art
(ex: one abstract one not abstract) which
one is better? Why? Which one would
be worth more? Why? Compare and
discuss answers.
Shared Reading
 Scott Foresman’s Basal Lesson pg. 406407- Evaluating
Sample Prototype (weeks 26-28)
Introduce an old photograph and have students work
in small groups to determine who the people are,
what they are doing, how they feel, when they are,
and why they think these things. (library of congress)
http://www.archives.gov/education/lessons/worksh
eets/
*(does not have to be a photo, could be any source)*
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
Guided Reading/Book Clubs
Objectives for Mastery
3.01
(be sure to incorporate EQ and Marzano’s
question stems)
Reading, Social Studies, and Science Instruction Grade 4
Week 27: February 28-March 4
North Carolina English
Language Arts SCOS
SS & Science SCOS
Featured Comprehension
Strategies
Sample
Essential Questions
Suggested
Instructional Strategies / Minilessons
Vocabulary and Suggested
Assessments/prototypes
2.02 Interact with the text
before, during, and after
reading, listening, and
viewing by:
2.04 Identify and interpret
elements of fiction and
nonfiction and support by
referencing the text to
determine the main idea
and supporting details.
2.05 Make inferences, draw
conclusions, make
generalizations, and
support by referencing the
text.
2.06 Summarize major
points from fiction and
nonfiction text to clarity
and retain information and
ideas
2.07 Determine usefulness
of information and ideas
consistent with purpose.
3.01 Respond to fictions,
nonfiction, poetry, and
drama using interpretive,
critical, and evaluative
processes by analyzing the
impact of authors’ word
choice and context
Objectives for Mastery
2.02
2.04
2.05
2.06
2.07
3.01
North Carolina English
Language Arts SCOS
Inferences
“I figured out…”


Drawing
Conclusions
How do we make conclusions
about what we are read ?
QS: When the speaker describes….
he says,”………..”. What does the
author most likely mean?
(Interpretation/Analyzing)
Making
generalizations
Making Generalizations
A generalization is a
broad statement based
on several specific cases
or examples.
• Make generalizations
to help you organize
and understand large
amounts
Example
• Protein aids growth
and repairs muscles.
• Fruits and vegetables
provide critical
vitamins and
minerals.
• Carbohydrates
supply energy to the
body.
• Generalization: A
balanced diet is
important to good
health
Featured
Comprehension
Shared Reading
Words Their Way
Interactive Read Alouds
QS: What conclusion can you
draw from _________?(Critical
Stance/Generating)
How do good readers make
generalizations by referencing the
text?
Drawing conclusions about characters, events, and themes.
Minilesson
Drawing conclusions by referencing the text.
Introduce an old photograph and have students work in small groups to
determine who the people are, what they are doing, how they feel, when
they are, and why they think these things. (library of congress)
http://www.archives.gov/education/lessons/worksheets/
*(does not have to be a photo, could be any source)*


QS: How does_______ most likely
feel?
Making generalizations by referencing the text.
Have students respond to generalizations such as…all kids like
pizza.
Pass out names of students in class or famous people. Have
students create generalizations about people and read them.
Other students have to guess who the person is.
QS: What is most likely the reason
_________ happened?
Shared Reading
 Scott Foresman Basal pg. 258-259 Graphic Organizer
QS: What would most people do….
Guided Reading/Book Clubs(be sure to incorporated EQ and
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Marzano’s question stems)
Overgeneralization is a statement so broad that it cannot possibly be
true.
• An overgeneralization often includes words such as everyone, no
one, always, all, and never.
Example
• Everyone loves the Bellow Boys’ new song.
• Consider: There is probably at least one person who doesn’t like
the group’s music.
• Many people love the Bellow Boys’ new song
Reading, Social Studies, and Science Instruction Grade 4
Week 28: March 8-11
Sample
Suggested
Essential Questions
Instructional Strategies / Minilessons
Vocabulary
Conclusions
Generalizations
Inference
Draw conclusions (discuss the
meaning of draw in this term)
Overall review of prefixes, suffixes,
and root words; follow Vocabulary
Lesson Plan Template Week Seven
which includes hyperlinks to various
review activities
Sample Prototype (weeks 26-28)
Introduce an old photograph and have
students work in small groups to
determine who the people are, what
they are doing, how they feel, when
they are, and why they think these
things. (library of congress)
http://www.archives.gov/education/
lessons/worksheets/
*(does not have to be a photo, could
be any source)*
Students can collect and analyze a
sample of rocks from the
schoolyard.(OR use anything else you
can collect from around your
school) Students will array the
collected rocks by characteristics such
as size, weight, and color, to see if any
generalizations can be made about
the types of rocks that can be found in
the schoolyard
Choose appropriate EOG moment.
Vocabulary and Suggested Assessments/prototypes
SS & Science SCOS
1.01 and 1.02 (vocabulary
strategies)
2.02 Interact with the text
before, during and after reading,
listening, and viewing by:
2.05 Make inferences, draw
conclusions, make
generalizations, and support by
referencing the text.
3.02 Analyze characters, events,
and plots within and between
selections and cite supporting
evidence.
Strategies
Inferences
“I figured out…”
-
Making
predictions using
text
How do we use text to predict?
QS: In the beginning of the selection,
why does the author ask the reader
to __________?
(Cognition/Analyzing)
QS: How does _____________
change from the beginning to the
end of the selection? (Critical
Stance/Analyzing)
-
Use text features
to predict
QS: Predict what might happen if
_________. (Critical
Stance/Generating)
QS: By looking at the (graph or
picture), what can you predict about
the outcome?
(Interpretation/Evaluating)
Objectives for Mastery
2.02
2.05
3.02
QS: By looking at the subheading,
what can you predict this part of the
selection will be
about?(Interpretation/Evaluating)
Shared Reading
Words Their Way
Interactive Read Alouds
Possible Read Aloud
 The Three Armadillies Tuff by Jackie Mims
Hopkins
 Fortunately by Remy Charlip
 Possum Magic by Mem Fox
 Amos and Boris by William Steig
 Suddenly by Colin McNaughton
Minilesson/Making predictions by referencing the
text
 Research recent weather conditions and
make predictions for the upcoming week.
What other information would be helpful?
 Research hurricane damages. Which was
the worst and why?
http://questioning.org/module2/storm1.ht
ml
 Make a chart of ways we make predictions
(similar books, clues, events in own life,
character traits, prior knowledge…)
 Predict-O-Gram on Chart paper
 Have students predict characters, setting,
plot, problem, solution, etc.
Use text features to predict
 Text features Scavenger Hunt
 Students use features to predict what their
text will be
Guided Reading/Book Clubs(be sure to
incorporate EQ and Marzano’s question stems)
Reading, Social Studies, and Science Instruction Grade 4
Week 29: March 14-18
Vocabluary
Prediction
Text feature
Prior knowledge

Vocabulary in Context; Synonyms Lessons.
Lessons can be found on WikiSpace Vocabulary
Page
Assessment Ideas
Have students make a prediction on a sticky note and
tell why they made that prediction. Be ready to justify
why the prediction is valid.
Sample Prototype (weeks 26-28)
Introduce an old photograph and have students work in
small groups to determine who the people are, what
they are doing, how they feel, when they are, and why
they think these things. (library of congress)
http://www.archives.gov/education/lessons/workshee
ts/
*(does not have to be a photo, could be any source)*
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary pages
North Carolina English
Language Arts SCOS
SS & Science SCOS
1.01 and 1.02
(vocabulary strategies)
3.01 Respond to
fictions, nonfiction,
poetry, and drama
using interpretive,
critical, and evaluative
processes by analyzing
the impact of authors’
word choice and
context.
3.02 Analyze
characters, events, and
plots within and
between selections
and cite supporting
evidence.
Featured Comprehension
Strategies
Inferences
“I figured out because…”
-
Point of View Considering a situation
or problem from a
different character’s
point of view
Sample
Essential Questions
How do we consider other points of
view?
QS: How are the characters’ main
problems different from each other?
(Critical Stance/Analyzing)
QS: How would you rewrite the selection
from ____________’s point of view?
(Critical Stance/Generating)
QS: Think about the story from ______’s
point of view. How might the story have
been different if you were the main
character? (Connections/Generating)
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Interactive Read Alouds
Possible Read Alouds
 See book list
Minilesson
Consider a situation or problem from a different characters’
point of view
 Select a “hot topic” (kids having cell phones, helmets on
ATV’s,…) and have a class debate. (Appropriate texts
including Time For Kids, newspaper (especially
editorials), Scholastic News, etc., to demonstrate
different point of views)
 Introduce a question that has no right or wrong answer
and have students take a stance and back up their
thinking.
 Compare two stories with different points of view.
Why does the point of view change?
 Using a character web put a situation in the middle. In
the surrounding bubbles students examine the situation
from each characters point of view. Then students
determine which point of view they think is the most
valid and why.


Objectives for Mastery
3.01
3..02
Guiding Readers/Writers pg. 133
Graphic Organizer  Appendix 31 – Guiding
Readers/Writers
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems)
Reading, Social Studies, and Science Instruction Grade 4
Week 30: March 21-25
Vocabulary and Suggested
Assessments/Prototypes
Vocabulary:
Point of View
Mood
Vocabulary in Context; Antonyms Lessons,
Lessons can be found on WikiSpace
Vocabulary Page
Sample Prototypes (week 29)
Using a character web put a situation in the
middle. In the surrounding bubbles
students examine the situation from each
characters point of view. Then students
determine which point of view they think is
the most valid and why.
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
North Carolina English Language
Arts SCOS
SS & Science SCOS
1.01 and 1.02 (vocabulary
strategies)
2.04 Identify and interpret
elements of fiction and
nonfiction and support by
referencing the text to
determine the main idea and
supporting details.
2.05 Make inferences, draw
conclusions, make
generalizations, and support by
referencing the text.
Featured
Comprehension
Strategies
Inferences
“I figured out…”

Plot

Drawing
conclusions

Making
generalizations
Sample
Essential Questions
Why is it important to understand
the plot of what we are reading?
How are good readers able to
draw conclusions based on
context clues from the text?
How are good readers able to
make generalizations based on
context clues from the text?
QS: What is the problem and solution
in this selection?
(Cognition/analyzing)
Objectives for Mastery
2.04
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
Suggested
Instructional Strategies / Minilessons
Remember notetaking
Possible Interactive Read Alouds
 George and Martha by James Marshall
 Brother Eagle, Sister Sky by Chief Seattle
 A Bad Case of Stripes by David Shannon
Love You Forever by Robert Munsch
Minilesson
Plot
 Strategies That Work pg. 109-111
 Use Rising Action Plot to graph to chart events as they
happen
 Write a sequel to a short story. Incorporate yourself into the
story.
Drawing conclusions
Model examples of reading texts and from the text…draw
conclusions.
Example:
There weren't always oranges in Europe. People from the Far East
brought oranges to Europe during the Middle Ages. Later, sailors from
Europe brought oranges to America. Now the United States grows a
million tons of oranges each year.
From the story you can tell that the first oranges probably grew in the
Far East.
Making Generalizations
A generalization is a statement of broad applicability that shows a
relationship between two or more concepts.
Model an example of generalization during minilesson. Example:
 Every neighborhood has special features, such as buildings
and traffic signs.
o Families around the world have common needs and
meet them in different ways.
 Scott Foresman Basal – Skills Lesson -476-477
 A Peddler’s Dream pg. 476-493
Guided Reading/Book Clubs(
be sure to incorporated EQ and Marzano’s question stems)
Reading, Social Studies, and Science Instruction Grade 4
Vocabulary and Suggested
Assessments/prototypes
Vocabulary
Plot
Rising Action
Main Event
Closing Action
Introduction
Conclusion
Fable
Using Context Clues in Specific Content
Areas; Non-Fiction EOG Practice Review
Passages, referencing the text
Sample Prototype (weeks 30-32)
Pass out a moral to cooperative groups and
have them create a fable to go with it.
(point point, comic book, skit, story) Be sure
to remind groups to write a complete story
that includes plot. This can be short.
Students should also work on word choice to
show mood.
Drawing Conclusions
Have students to draw a conclusion based
on a book they are reading An example
graphic organizer
Drawing Conclusions
Facts
What I Know
Conclusions
Making generalizations: Have students take
the following generalization and find facts to
support it.
North Carolina has many characteristics
which makes it different from other states
Choose appropriate EOG moment.
Week 31: March 28-April 1
North Carolina English Language
Arts SCOS
SS & Science SCOS
1.01 and 1.02 (vocabulary
strategies)
3.01 Respond to fictions,
nonfiction, poetry, and drama
using interpretive, critical, and
evaluative processes by analyzing
the impact of authors’ word
choice and context.
2.04 Identify and interpret
elements of fiction and nonfiction
and support by referencing the
text to determine the main idea
and supporting details.
2.08 Verify the meaning or
accuracy of the author’s
statement by referencing the text
or other resources.
Featured
Comprehension
Strategies
Inferences
“I figured out…”
-
Sample
Essential Questions
How do we figure out the theme of what
we are reading?
Theme
Why is theme important to
understanding text?
QS: Authors have a purpose or message in
mind for their writing. What might be the
message of this selection? (Critical
Stance/Analyzing)
Suggested
Instructional Strategies / Minilessons
Interactive Read Alouds
Possible Read Alouds
 Brother Eagle, Sister Sky by Chief Seattle
 Any Fabels




Theme
Fables  Select short fable and read aloud (ex. The
Lion and the Mouse – create lesson/moral)
Pass out copies of fable and have cooperative
groups select theme/moral/lesson
Read Aloud each group and share: Does
theme/moral/lesson make sense?
Pass out a moral to cooperative groups and have
them create a fable to go with it. (point point,
comic book, skit, story)
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question stems)
Vocabulary and Suggested
Assessments/prototypes
Vocabulary
Theme
Plot
Moral
Review all Vocabulary Strategies in
alignment with EOG preparation
and review
Sample Prototype (weeks 30-32)
Pass out a moral to cooperative groups
and have them create a fable to go with
it. (point point, comic book, skit, story)
Be sure to remind groups to write a
complete story that includes plot. This
can be short. Students should also work
on word choice to show mood.
Theme
What exactly is this elusive thing called theme?
The theme of a fable is its moral. The theme of a parable is
its teaching. The theme of a piece of fiction is its view about
life and how people behave.
Objectives for Mastery
2.04
3.01
In fiction, the theme is not intended to teach or preach. In
fact, it is not presented directly at all. You extract it from
the characters, action, and setting that make up the story.
In other words, you must figure out the theme yourself.
Reading, Social Studies, and Science Instruction Grade 4
Week 32: April 4-8
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and Vocabulary
pages
North Carolina English Language Arts
SCOS
SS & Science SCOS
3.01 Respond to fictions, nonfiction,
poetry, and drama using interpretive,
critical, and evaluative processes by
analyzing the impact of authors’ word
choice and context.
2.04 Identify and interpret elements of
fiction and nonfiction and support by
referencing the text to determine the
main idea and supporting details.
Embedded
1.01– Word identification strategies
when encountering unknown words
1.02– Infer word meanings from roots,
prefixes and suffixes
1.03– Identify key words and discover
their meanings/relationships through a
variety of strategies
1.04 – Increase reading and writing
vocabulary
1.05-Use word reference material to
identify and comprehend unknown
words
1.06-Read independently from self
selected materials
2.08-Verify the meanings of author
statements
Objectives for Mastery
2.04
3.01
Featured
Comprehension
Strategies
Inferences
“I figured out…”
-
Sample
Essential Questions
How do we figure out the mood of
what they reading?
Suggested
Instructional Strategies / Minilessons
Interactive Read Alouds
Vocabulary and Suggested
Assessments/Prototype
Vocabulary
Mood
Tone
Mood/ Tone
Why is mood important to
understanding text?

or
Why is mood important to
understanding author’s purpose?
Mood and Tone
Tone in literature tells
us how the author
thinks about his or her
subject. The author's
style conveys the tone in
literature. Tone is the
author's attitude toward
story and readers.
Mood is the effect of the
writer's words on the
reader. Mood is how the
writer’s words make us
feel.

Play Peter and the Wolf and read the story  Talk
about how the music and the text connect and
create mood – Music and text for Peter and the
Wolf by Sergei Prokofiev
(http://library.thinkquest.org/17321/data/pandw.ht
ml)

Read Casey at the Bat or any other poem and talk
about the mood  Make a list as a class of words
that describe mood

Have cooperative groups read a poem and
determine mood  Share with class.

Pass out mood words on paper and have students
create a poem or skit and share. Class can evaluate
and discuss.
QS: What is the tone/mood of this
selection? (Interpretation/Analyzing)
QS: Which word best describes _____
mood from the selection?
(Interpretation/Analyzing)
Minilesson
Music  Play different types and talk about the
mood (How does the music make you feel?) Add
movement to extend activity
Guided Reading/Book Clubs
(be sure to incorporate EQ and Marzano’s question
stems)
Reading, Social Studies, and Science Instruction Grade 4
Week 33 – 36: April 11-May 13
Review all Vocabulary Strategies in
alignment with EOG preparation and
review
Sample Prototype (weeks 30-32)
Pass out a moral to cooperative
groups and have them create a fable
to go with it. (point point, comic
book, skit, story) Be sure to remind
groups to write a complete story that
includes plot. This can be short.
Students should also work on word
choice to show mood.
Choose appropriate EOG moment.
Electronic Resources:
http://acsliteracy.wikispaces.com/
Smart Board 4th grade and
Vocabulary pages
North Carolina English Language Arts
SCOS
SS & Science SCOS
Will vary based on class needs. Focus
on Goals…
2.02 Interact with the text before,
during, and after reading, listening, and
viewing by
 setting a purpose using prior
knowledge and text
information.
 making predictions.
 formulating questions.
 locating relevant information.
 making connections with
previous experiences,
information, and ideas.
2.04 Identify and interpret elements of
fiction and nonfiction and support by
referencing the text to determine the:
 plot.
 theme.
 main idea and supporting
details.
 author's choice of words.
 mood.
 author's use of figurative
language.
3.01 Respond to fiction, nonfiction,
poetry, and drama using interpretive,
critical, and evaluative processes by:
 analyzing the impact of authors'
word choice and context.
 examining the reasons for
characters' actions.
 identifying and examining
characters' motives.
 considering a situation or
problem from different
characters' points of view.
 analyzing differences among
genres.
Featured Comprehension
Strategies
Inference
 Plot
 Theme
 Mood
 Point of View
Synthesizing
 Main Idea
 Summary/ Retell
 Evaluating
 Draw Conclusions
Sample
Essential Questions
Create your own based on what your
students needs.
Suggested
Instructional Strategies / Minilessons
Shared Reading
Words Their Way
Interactive Read Alouds







Determine Importance
 Cause and effect
Prior Knowledge/
Connections
 Character Actions
and Motives
 Connections
 Figurative Language
Asking Questions
 Main Idea and
supporting Details
 Formulating
questions




BEGIN REVIEW FOR EOG
12 Powerful Words slide show (cover one word a
day) see wiki for link.
Reading games (teacher made or store bought)
I have who has…
Vocabulary games
EOG Moment File folder games
Small groups based on skill
Give cooperative groups a reading selections and
have them create their own EOG style questions
with answer choices. As an add on students can
be “paid” for higher level questions.
Classscapes
EOG Jeopardy Review
http://jeopardylabs.com/play/reading-eog
EOG Hollywood Squares
See next page for more ideas and directions for
Hollywood Squares
Guided Reading/Book Clubs
Vocabulary and Suggested
Assessments/Prototypes
Vocabulary
Review words for all year.
EOG Moments
Pull selections as needed per
class

making inferences and drawing
conclusions about characters,
events and themes