Revealing%20Meaning%20with%20Characters

**Language Arts Grade 4**  **Unit:** Weaving Deeper Meaning  **Purposes:** Interpreting Text through Discourse and Guided Conversations  **Overarching Theme:** Individual Responsibility

 **Description:**  The focus in reading during this unit is on constructing meaning through discussions around characters, settings, events, and themes. Higher level questions focus developing interpretations of characters' personalities, how they react and handle situations, character relationships, character values, beliefs, and customs.


 * 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.

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**

**Understandings** || **Essential Questions** || -Readers interpret texts differently each time they encounter it. (rereading, dialogue, revisiting) -Readers use a variety of strategies to make sense out of what they are reading. || How do we understand what we read? ||

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

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


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

Journal Response What I Know to Be True About Reading

Voki Book Hook 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 School Stories Bullying [|The Shredderman Series] [|Sammy Keyes Books] || Drita, My Homegirl || Refugee Children Overcoming Adversity School Stories Kosova || Overcoming Adversity 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 ||
 * Shredderman: Secret Identity** by ||
 * Shredderman: Secret Identity** by ||
 * Esperanza Rising** by Pam Munoz Ryan ||
 * Esperanza Rising** by Pam Munoz Ryan ||

-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 || [|Minilessons for Launching Reading Workshop] [|The Reader's Notebook] [|Classroom Management in Reading Workshop] [|Looking After Our Classroom Library poster] [|Classroom Library Borrowing Log] [|Opening the Classroom Library] || Interest Inventories [|Igniting a Passion for Reading: Chapter 2] || [|Igniting a Passion for Reading: Chapter 3] || -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 || [|Student Log] SIR Rules [|Bookmarks for Students] || **Weeks Three and Four** **Introduce SEM-R Phase 2: Conferencing and Self-selected Reading** || Conference Video Conference Tips [|Teacher Log Template] || [|SEM-R Bookmarks] || Written Response Scoring Guide ||
 * Weeks One and Two **
 * Focus on SEM-R Phase 1: Exposure/Hooking Kids on Reading ** ||
 * Collect information about student interests and attitude towards reading.** ||  ||
 * Teach Minilessons on SEM-R Routines and Rules.**
 * Collect information about student interests and attitude towards reading.** ||  ||
 * Teach Minilessons on SEM-R Routines and Rules.**
 * Teach Minilessons on SEM-R Routines and Rules.**
 * Use students' interests to stimulate engagement in reading**. ("I thought of you..." "If you like _, you might like __") ||
 * Use students' interests to stimulate engagement in reading**. ("I thought of you..." "If you like _, you might like __") ||
 * Stimulate an interest in reading with high-interest Book Hooks** (books hooks will be longer in the beginning and may be about several books) ||
 * Stimulate an interest in reading with high-interest Book Hooks** (books hooks will be longer in the beginning and may be about several books) ||
 * Use SEM-R Bookmarks with higher-order thinking questions to simulate discussion**
 * 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) ||
 * Begin SIR, Supported Independent Reading** (begin with 10 minutes, add a minute or two a day) ||
 * Administer Quick Fluency Assessments** during SIR ||  ||
 * Administer Quick Fluency Assessments** during SIR ||  ||
 * Continue SIR (work up to 35 minutes)** ||  ||
 * One-on-one teacher conferences on reading strategies** (5-7 minutes each) ||
 * One-on-one teacher conferences on reading strategies** (5-7 minutes each) ||
 * One-on-one teacher conferences on reading strategies** (5-7 minutes each) ||
 * 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** ||
 * Use SEM-R Bookmarks with higher-order questions to stimulate discussion during Book Hooks and conferences** ||
 * Use SEM-R Bookmarks with higher-order questions to stimulate discussion during Book Hooks and conferences** ||
 * Select one bookmark question to respond to each week in writing** ||
 * Select one bookmark question to respond to each week in writing** ||
 * Provide opportunities for active participation and guided practice in answering bookmark questions.** ||  ||
 * Provide opportunities for active participation and guided practice in answering bookmark questions.** ||  ||