Investigating%20Nonfiction

**Language Arts Grade 4**  **Unit:** Investigating Nonfiction  **Purposes:** Nonfiction Purposes, Nonfiction Text Features, Using a variety of nonfiction skills and strategies to comprehend text  **Overarching Theme:** Growth and Change

 **Description:**  The focus in reading during this unit is on nonfiction.


 * 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. 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. 4. Read with sufficient accuracy and fluency to support comprehension.
 * Reading: Foundational Skills**
 * 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.

 **Objectives:**  Students will:  -sustain silent reading (start with 10 minutes-work up to 35 minutes)  -choose a variety of books to read  -participate in discussions about texts  -support their ideas with evidence from text and background knowledge  -set goals for reading

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
 * Connecticut Mastery Test Objectives**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> -share opinions and judgments based on texts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> -explain the appeal of a text <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> -identify reading strengths and weaknesses and select targets on which to work <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> -pose questions, listen to the ideas of others, and contribute own information and ideas in group discussions || • Reading is a lifetime skill that enhances learning and enjoyment. • Reading exercises the brain and requires a variety of strategies. • Reading allows one to experience unlimited possibilities. || -How is nonfiction different than other genres? -How can we learn the most from nonfiction texts? ||
 * **Grade Level Expectations** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">-choose a variety of genres to read for personal enjoyment
 * **Understandings** || **Essential Questions** ||
 * • Reading is an active process; it is the key to knowledge and understanding of ourselves and of our world.

//The student will know...// || **Skills:** //The students will be able to...// || -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) ||  ||
 * **Knowledge:**
 * -genre

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


 * Assessment Evidence **
 * **Performance Tasks**

Journal Response What I Know to Be True About Reading

Podcast Our Discussion About...

Wiki Discussion Responses || **Formative Assessments**

Student Interest Surveys Blue Ribbon Reading 1 Fluency Assessment Book Log Reading Goals Conference Notes Oral and written responses to bookmark questions


 * Summative Assessments**

Written response to bookmark question

Reading Goals Reading Log Reflection || Classroom Library SEM-R Grade Level Library [|SEM-R Bookmarks] [|Rubric for Implementation of Schoolwide Enrichment Model Reading Framework] Interest Inventories [|The Rights of a Reader Poster] Self Assessments Genre Wheel [|SEM-R Student Log] [|Teacher Log Template] [|SEM-R Website] [|Reading Workshop Resources] [|Igniting a Passion for Reading] [|A Reader's Community: A Reading Workshop blog]
 * Student Self-Assessments**
 * Learning Plan **
 * Resources**

__**Books for Book Hooks**__

Beginning of the Year Book Hooks Science Related Book Hooks Social Studies Related Book Hooks Bullying [|The Shredderman Series] [|Sammy Keyes Books] || Overcoming Adversity School Stories Kosova || Migrant Children Mexican Revolution The Great Depression [|Pura Belpre Award Winners] [|Books by Pam Munoz Ryan] ||
 * **Possible Read Alouds** || **Related Book Hook Themes** ||
 * **Shredderman: Secret Identity** by || School Stories
 * Drita, My Homegirl || Refugee Children
 * **Esperanza Rising** by Pam Munoz Ryan || Overcoming Adversity

[|The Reader's Notebook] [|Classroom Management in Reading Workshop] [|Looking After Our Classroom Library poster] [|Classroom Library Borrowing Log] [|Opening the Classroom Library] || [|Igniting a Passion for Reading: Chapter 2] || -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 || SIR Rules [|Bookmarks for Students] || **Introduce SEM-R Phase 2: Conferencing and Self-selected Reading** || Conference Tips [|Teacher Log Template] ||
 * ** Week One **
 * Nonfiction Features ** ||
 * **Lesson One: Comparing Fiction with Nonfiction** ||  ||
 * **Lessons Two-: Examining Nonfiction Text Features** Using a technique called Text Mapping, students search for and identify a variety of text features. As they locate and examine the features, they analyze their purposes and what types of questions can be answered by "reading" the text features. || [|Minilessons for Launching Reading Workshop]
 * **Lesson : Nonfiction Organizational Structures** Students go back into their text maps and locate a variety of organization text structures. They analyze their purposes and practice applying them in their own writing. || Interest Inventories
 * **Stimulate an interest in reading with high-interest Book Hooks** (books hooks will be longer in the beginning and may be about several books) || [|Igniting a Passion for Reading: Chapter 3] ||
 * **Use SEM-R Bookmarks with higher-order thinking questions to simulate discussion**
 * **Begin SIR, Supported Independent Reading** (begin with 10 minutes, add a minute or two a day) || [|Student Log]
 * **Administer Quick Fluency Assessments** during SIR ||  ||
 * **Weeks Three and Four**
 * **Continue SIR (work up to 35 minutes)** ||  ||
 * **One-on-one teacher conferences on reading strategies** (5-7 minutes each) || Conference Video
 * **Continue to stimulate interest in reading with high-interest Book Hooks.** ||  ||
 * **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** || Written Response Scoring Guide ||
 * **Provide opportunities for active participation and guided practice in answering bookmark questions.** ||  ||