Language Arts Grade 4: Reading
Unit: Launching SEM-R
Purposes: Exposure to a Variety of Genre, Establishing Reading Community, Creating High Interest in Reading, Higher Order Questioning, Developing Reading Stamina, Comprehension Strategies
Essential Questions: What is reading? Where can reading take us?



Description:
The focus in reading during the first 2 weeks of school is on establishing a community of readers, joyful reading, acknowledging students' interests, and exposure to a wide range of new and different books. The SEM-R model is launched as students set reading goals, assess themselves as readers, share their interests, and take part in discussions around higher-level questions. Students learn how to support their thinking with evidence from the text through teacher modeling, guided practice and independent practice. Around the third week of school, as SIR time increases, teachers begin individual conferences with a focus on reading strategies and monitoring understanding.

Desired Results
Established Goals:

Common Core State Standards:
Reading: Literature
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading: Foundational Skills
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
    • Read grade-level text with purpose and understanding.
    • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Language
  • 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
    • Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Speaking and Listening
  • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
    • Follow agreed-upon rules for discussions and carry out assigned roles.
    • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
    • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • 3. Identify the reasons and evidence a speaker provides to support particular points.


Connecticut Grade Level Expectations
  • Activate prior knowledge before reading
  • Examine the text before reading
  • Evaluate predictions and adjust as necessary
  • Use cueing system and context clues to determine meanings of words.
  • Summarize information to maintain focus and provide clarity.
  • Choose a variety of genres to read for personal enjoyment
  • Share opinions and judgments based on texts
  • Explain the appeal of a text
  • Identify reading strengths and weaknesses and select targets on which to work
  • Pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions


Connecticut Mastery Test Objectives
A2 Use stated or implied evidence from the text to draw and/or support a conclusion
C1 Make connections between text and outside experiences and knowledge
C2 Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts


Understandings
Essential Questions
• Reading is a key to knowledge and understanding of ourselves and of our world.
• Reading enhances learning and enjoyment.
• Reading allows one to experience unlimited possibilities.
Why read?

Where can reading take us?


Knowledge:
The student will know...
Skills:
The students will be able to...
-genre
-opinion
-evidence
-reading strengths/weaknesses
-goals
-contributions
-read (for personal enjoyment)
-share (opinions and judgments based on texts)
-explain (the appeal of a text)
-identify (reading strengths and weaknesses)
-select (targets to work on)
-pose (questions)
-listen (to ideas)
-contribute (information and ideas)
-support (conclusions, opinions, judgments with evidence)


Content Vocabulary
evidence
support
opinion
genre
types of genre (mystery, poetry, realistic fiction..)
fiction
nonfiction

Assessment Evidence
Performance Tasks

Design a New Book Cover


Rubric Criteria

  • One Response to Bookmark QuestionRACE rubric.doc
  • Illustration that Captures Main Idea/Themes
  • Recommendation and Why
Formative Assessments

Student Interest Surveys
Blue Ribbon Reading
Fluency Assessment
Book Log
Reading Goals
Conference Notes
Oral and written responses to bookmark questions
Common Formative Assessments

Summative Assessments

CMT

Student Self-Assessments
Reading Goals
Reading Log Reflection
Learning Plan
Resources
Classroom Library
SEM-R Grade Level Library
SEM-R Video
SEM-R Bookmarks
SEM-R Reading Log readinglog.doc
Rubric for Implementation of Schoolwide Enrichment Model Reading Framework
Interest Inventories
The Rights of a Reader Poster
Reading Workshop: What it Looks Like in My Classroom by Beth Newingham
Self Assessments
Genre Wheel
Teacher Log Template
SEM-R Website
Reading Workshop Resources
Igniting a Passion for Reading
A Reader's Community: A Reading Workshop blog

Resources for Book Hooks

Book Hook Themes
Book Talks Quick and Simple
Book Talks Quick and Simple Podcasts
Scholastic Book Talk Videos
Book Trailers for Readers
Book Hooks
Frank Serafini's Book Lists

Weeks One and Two Focus on SEM-R Phase 1: Exposure/Hooking Kids on Reading
Collect information about student interests and attitudes towards reading.
Interest Inventories
Letters from Third Grade
Morning Meeting Greetings/Games (I like…, The Warm Wind Blows)
Interviews
Teach Minilessons on SEM-R Routines and Rules.
-How to meet for Book Hooks
-Rules for participation in class discussions.
-Classroom library organization
-How to select a book
-Where to read in classroom
-Expectations during SIR
-How to fill out Book Log
-Genres
-Setting reading goals
Minilessons for Launching Reading Workshop
More Minilessons
The Reader's Notebook
Classroom Management in Reading Workshop
Looking After Our Classroom Library poster
Classroom Library Borrowing Log
Opening the Classroom Library
ReadingGoalForm.doc
Teach Minilessons on the Habits and Strategies of Readers
What Strong Readers Do
Use students' interests to stimulate engagement in reading. ("I thought of you..." "If you like _, you might like __")
Interest Inventories
Igniting a Passion for Reading: Chapter 2
Stimulate an interest in reading with high-interest Book Hooks (books hooks will be longer in the beginning and may be about several books)
What is a Book Hook
Igniting a Passion for Reading: Chapter 3
Book Trailers for Readers

Book Hook Themes
Book Talks Quick and Simple
Book Talks Quick and Simple Podcasts
Scholastic Book Talk Videos
Use SEM-R Bookmarks with higher-order thinking questions to simulate discussion
-Model responding to questions
-Encourage students to provide opinions and thinking that can be supported with evidence from the text
-Can provide practice by using the same question with multiple texts
-Provided opportunities for active participation and guided practice
SEM-R Bookmarks
Inside/Outside Circle
Turn and Talk
Think, Pair, Share
Numbered Heads Together
Begin SIR, Supported Independent Reading (begin with 10 minutes, add a minute or two a day)
Student Log
SIR Rules
Bookmarks for Students
SEM-R Bookmarks
Administer Quick Fluency Assessments during SIR

Strengthen the Classroom Reading Community
Class Book Awards
Weeks Three and Four
Introduce SEM-R Phase 2: Conferencing and Self-selected Reading
Continue SIR (work up to 35 minutes)

One-on-one teacher conferences on reading strategies (5-7 minutes each)
Conference Tips
Teacher Log Template
Continue to stimulate interest in reading with high-interest Book Hooks and One-Minute Book Boosts
One Minute Book Boosts
Use SEM-R Bookmarks with higher-order questions to stimulate discussion during Book Hooks and conferences
SEM-R Bookmarks
Select one bookmark question to respond to each week in writing
RACE rubric.doc
Provide opportunities for active participation and guided practice in answering bookmark questions.
SEM-R Bookmarks
Inside/Outside Circle
Turn and Talk
Think, Pair, Share
Numbered Heads Together