4th Grade English Language Arts/Reading Pacing ISD 2011-2012 4th Grade English Language Arts/Reading Pacing Calendar Humble ISD 2011-2012 4th Grade Reading 1 Calendar Revised 1/12

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  • Humble ISD 2011-2012

    4th Grade English Language Arts/Reading Pacing Calendar

    Humble ISD 2011-2012 4th Grade Reading Calendar

    Revised 1/12 1

    Independent Reading Lesson Guides are a separate document. Please access through ELAR Departments website.

    Unit Weeks Dates Comprehension Strategy

    1 August 22-26

    2 August 29 September 2 1

    3 September 6 9

    Monitor/Self-Correct

    4 September 12 16

    5 September 19 23 2

    6 September 26 30

    Schema/Activate & Connect

    7 October 3 7

    8 October 11 14 3

    9 October 17 21*

    Questioning

    10 October 24 28

    11 October 31 November 4 4

    12 November 7 11

    Visualizing

    13 November 14 18

    14 November 28 December 2 5

    15 December 5 9

    Inferring

    16 December 12 16*

    17 January 3 6 6

    18 January 9 13

    Inferring

    19 January 17 20

    20 January 23 27 7

    21 January 30 February 3

    Inferring

    22 February 6 10

    23 February 13 17

    24 February 21 24

    25 February 27 March 2

    8

    26 March 5 9*

    Determining Importance/Synthesize

    27 March 19 23

    28 March 26 30 (STAAR)

    29 April 2 5

    30 April 10 13

    9

    31 April 16-20

    Testing as a Genre

    (Summary, Authors Purpose, Organization, Graphic Organizers)

    Reteach/Review

    32 April 23-27 (STAAR)

    33 April 30-May 4

    34 May 7-11 10

    35 May 14-18

    Research Unit

    36 May 21-25

    37 May 29-June1* Flex Weeks

    *End of Nine Week Grading Period

  • 4th

    Grade Unit 1; Weeks 1-3

    Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3

    Revised 1/12 2

    LEARNING OUTCOMES (I CAN)

    Comprehension Strategy: Monitor/Self-Correct

    Week 1

    8/22-8/26

    Week 2

    8/29-9/2

    Week 3

    9/6-9/9

    Get

    tin

    g t

    he

    Mea

    nin

    g

    Self-monitor my reading to check understanding (stop, think, react), making

    corrections and adjustments when

    understanding breaks down before reading

    on (Fig.19C).

    Leave tracks of my thinking by jotting down notes to hold thinking and expand

    understanding as I read (18C/5F).

    Monitor my comprehension by paying attention to my thinking as I read (Fig.

    19C).

    Self-monitor my reading to check understanding (stop, think, react), making

    corrections and adjustments when

    understanding breaks down (fix-up

    strategies) before reading on (Fig.19C).

    I can use strategies to refocus when meaning breaks down and stop and repair it

    before reading on (Fig. 19C).

    Leave tracks of my thinking by jotting down notes to hold thinking and expand

    understanding as I read (18C/5F).

    Self-monitor my reading to check understanding (stop, think, react), making

    corrections and adjustments when

    understanding breaks down (fix-up

    strategies) before reading on (Fig.19C).

    Leave tracks of my thinking by jotting down notes to hold thinking and expand

    understanding as I read (18C/5F).

    Focus on both the content and the process and understand both are important to

    deepen understanding (Fig.19C).

    Establish purposes for reading to enhance comprehension (Fig.19A).

    Explain how monitoring helps me as a reader (Fig. 19).

    Rea

    din

    g H

    ab

    its Listen to and participate in teacher-led

    discussions by posing and answering

    questions with appropriate detail and by

    providing suggestions that build upon the

    ideas of others (28A, 29A/1B,G,D, 2A-C,I,

    3A-E,G-J).

    Make appropriate choices for independent reading and articulate why I made my

    choice (9A/4E,H,I).

    Demonstrate the expectations for independent reading workshop time

    (9A/4E,H,I).

    Read for increasing periods of time (Humble ISD EOY expectation is 30

    minutes of purposeful continuous reading)

    (9A/4E,H,I).

    Produce evidence of texts read (reading logs, journals, etc.) (9A/4E,H,I).

    (TEKS/ELPS)

  • Interactive Read-Aloud 4th

    Grade Unit 1, Week 1

    Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3

    Revised 1/12 3

    Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks of my thinking jotting down notes to hold thinking and expand understanding as I read; Monitor my comprehension by paying attention to my

    thinking as I read.

    D

    A

    Y

    Anchor

    Chart(s)

    Explicit Instruction/Modeling Minilesson Focus

    (Teacher Behaviors and

    Student Outcomes)

    Guided and/or Collaborative

    Practice What will my students

    be doing?

    Sharing Focus (Opportunity to reteach at

    close of Shared Reading

    and/or Reading Workshop.)

    Evidence of Learning (How will I know if my

    students know it?)

    Graded/Ungraded

    1

    Lesson Text example: *Train to Somewhere by Eve Bunting

    Connect & Engage: Teacher (T) introduces book providing

    the students (Sts) with background knowledge about the

    setting and characters of story.

    Define Reading comprehension as understanding what we

    read. Readers pay attention and think about the words and

    ideas as they read. It is a voice in our head that speaks to us

    as we read. The voice might say wow, I never knew that

    before or Huh- I dont get this part. T&T what you hear

    and how you can leave tracks of your thinking in your

    reading.

    Model: T reads portion of text as she is models thinking

    aloud-sharing inner voice.

    Lesson recap: We are learning that reading is thinking. As a

    reader it is our job to listen to the inner voice and leave tracks

    of our thinking.

    T will explain procedures for

    Turn and Talk (T&T) (Sts turn

    their face toward their partner

    and make eye contact to take

    turns listening and speaking on

    topic assigned by T) and then

    ask Sts to T&T to discuss:

    *connections to leaving home.

    *about leaving tracks of your

    thinking

    *to discuss what was read so far

    *about leaving tracks of your

    thinking

    *to discuss what was read so far

    2

    Begin

    Reading is

    Thinking

    *I wonder

    *This

    reminds

    me of

    *Huh? I

    dont get it

    Connect & Engage: Yesterday we thought about how

    readers leave tracks of their thinking

    Model: Today Im going to think out loud. I want you to

    notice the thinking Im doing. Leave tracks of thinking on

    Post-Its. I wonderReminds me ofWowFeelings (Place

    these tracks stems on anchor chart) as T reads a few more

    pages of the book.

    Lesson recap: You did a great job today listening to me share

    my inner voice and watching me as I showed you how to write

    down that thinking. Good readers keep track of their thoughts

    as they read.

    Sts look back at notes to notice

    the kinds of things T wrote

    down

    Sts will watch as T models

    explicitly how to write notes

    and thoughts on sticky notes.

    After each T&T time,

    a couple of Sts should

    share their thinking

    with the whole group.

    At end of workshop,

    Sts share their own

    inner conversations

    about what they read

    independently.

    Sts engagement in the

    turn and talk sessions,

    listening, and sharing

    relevant information.

    T anecdotal notes as

    she monitors the

    conversations going on

    around the room.

  • Interactive Read-Aloud 4th

    Grade Unit 1, Week 1

    Humble ISD 2011-2012 4th Grade Unit 1, Weeks 1-3

    Revised 1/12 4

    D

    A

    Y

    Anchor

    Chart(s)

    Explicit Instruction/Modeling Minilesson Focus

    (Teacher Behaviors and

    Student Outcomes)

    Guided and/or

    Collaborative Practice What will my students

    be doing?

    Sharing Focus (Opportunity to reteach at close

    of Shared Reading and/or

    Reading Workshop.)

    Evidence of Learning (How will I know if my

    students know it?)

    Graded/Ungraded

    3

    Continue

    Reading is

    Thinking

    Connect & Engage: We have been learning about the Inner

    Conversations we have in our heads as we read. You have

    also been watching how I leave tracks of my thinking.Today

    you will get a chance to leave tracks of your thinking.

    Model: T continues thinking out loud as she reads the next few

    pages of chosen book.

    T will explain procedures for using sticky notes, so students can

    track their thinking.

    Lesson recap: Nice work showing me what good readers do as

    you heard that inner conversation and left tracks of your

    thinking.

    Guided Practice: Sts

    share more of their

    thinking,

    Sts will be guided to

    leave tracks of their

    thinking by taking

    short notes about their

    responses to the text.

    A few Sts will be asked

    to share connections,

    questions and responses

    to what has been read

    so far to the whole

    group.

    Sts notes that reflect their

    thinking.

    Anecdotal notes by T..

    4

    Continue

    Reading is

    Thinking

    Connect & Engage: Yesterdays lesson

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