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Grade 4 English

Language Arts

Grade 4 English Language Arts

Table of Contents

Unit 1: Read All About It ..................................................................................................1 Unit 2: The Writing Process............................................................................................15 Unit 3: Critical Thinking.................................................................................................26 Unit 4: Research...............................................................................................................38 Unit 5: Poetry ...................................................................................................................50 Unit 6: Reading and Writing Nonfiction .......................................................................62 Unit 7: Autobiographies and Biographies .....................................................................75 Unit 8: Recommended By—Author Study ....................................................................88

Louisiana Comprehensive Curriculum, Revised 2008 Course Introduction

The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments. District Implementation Guidelines Local districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if

• units are to be taught in the order presented • substitutions of equivalent activities are allowed • GLES can be adequately addressed using fewer activities than presented • permitted changes are to be made at the district, school, or teacher level

Districts have been requested to inform teachers of decisions made. Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. New Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc. A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the first page of each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.

http://www.louisianaschools.net/lde/uploads/11056.doc

http://mconn.doe.state.la.us/accessguide/default.aspx

Louisiana Comprehensive Curriculum, Revised 2008

Grade 4 ELA Unit 1 Read All About It 1


Unit 1: Read All About It Time Frame: Approximately four weeks Unit Description This unit focuses on reading and responding to a variety of texts, including classical, historical, and contemporary fiction and nonfiction. This unit also emphasizes vocabulary development, grammar, and composition skills. Read-alouds and shared, guided, and independent reading experiences facilitate the teaching of story elements (setting, plot, character, theme, and conflict), literary devices, and the characteristics of reading genre. Student Understandings Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. They respond to various reading genres through oral discussion and writing projects. Guiding Questions

1. Can students use graphic organizers to compare/contrast a variety of texts, including fiction and nonfiction?

2. Can students respond to texts by using prior knowledge and life experiences? 3. Can students identify the elements of a myth and a legend? 4. Can students describe a character’s traits, actions, relationships, and

motivation? 5. Can students use “pre reading” and “during reading” comprehension strategies

as they read and respond to various genre? 6. Can students discuss texts with one another?

Unit 1 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 02. Determine the meaning of unfamiliar words using knowledge of word origins

and inflections (ELA-1-E1) 03. Determine word meanings, word choices, and pronunciations using a broad

variety of reference aids such as dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)



GLE # GLE Text and Benchmarks 04. Adjust speed of reading to accomplish purpose based on text complexity

(ELA-1-E3) 05a. Identify a variety of story elements, including the impact of setting on

character (ELA-1-E4) 05b. Identify a variety of story elements, including multiple conflicts (ELA-1-E4) 05c. Identify a variety of story elements, including first- and third-person points of

view (ELA-1-E4) 05d. Identify a variety of story elements, including development of theme (ELA-1-

E4) 07. Answer literal and inferential questions about ideas and information in grade-

appropriate texts in oral and written responses (ELA-1-E5) 08. Connect information in grade-appropriate texts to prior knowledge and real-

life situations and written responses (ELA-1-E6) 09. Increase oral and silent reading fluency and accuracy with grade-appropriate

texts (ELA-1-E7) 10. Demonstrate oral reading fluency of at least 140 words per minute in fourth-

grade text with appropriate pacing, intonation, and expression (ELA-1-E7) 11. Compare and contrast stories/tales from different cultures and explain the

influence of culture on each tale in oral, written, and visual responses (ELA-6-E1)

12. Identify a variety of types of literature, including poetry and short stories, in oral and written responses (ELA-6-E2)

13. Identify and explain the defining characteristics of various types of literature, including the myth and the legend (ELA-6-E3)

14b. Demonstrate understanding of information in grade-appropriate texts by explaining how the setting impacts other story elements, including the characters’ traits and actions (ELA-7-E1)

14c. Demonstrate understanding of information in grade-appropriate texts by using specific evidence from a story to describe a character’s traits, actions, relationships, and/or motivations (ELA-7-E1)

14d. Demonstrate understanding of information in grade-appropriate texts by confirming or denying a prediction about information in a text (ELA-7-E1)

14e. Demonstrate understanding of information in grade-appropriate texts by comparing and contrasting story elements or information within and across texts (ELA-7-E1)

17. Explain in oral or written responses how an author’s life and times are reflected in a text (ELA-7-E3)

18. Explain how an author’s purpose influences organization of a text, word choice, and sentence structure (ELA-7-E3)

19d. Demonstrate understanding of information in grade-appropriate texts by generating questions to guide examination of topics in texts and real-life situations (ELA-7-E4)

19e. Demonstrate understanding of information in grade-appropriate texts by explaining connection between information from texts and real-life situations (ELA-7-E4)



GLE # GLE Text and Benchmarks 20e. Write compositions of at least three paragraphs organized with transitional

words and phrases that unify points and ideas (ELA-2-E1) 21. Organize individual paragraphs with topic sentences, relevant elaboration, and

concluding sentences (ELA-2-E2) 22. Identify and audience for a specific writing assignment and select appropriate

vocabulary, details, and information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)

23b. Develop grade-appropriate compositions by identifying and applying the writing processes, including prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-7-E4)

23c. Develop grade-appropriate compositions by identifying and applying the writing processes, including drafting (ELA-7-E4)

23d. Develop grade-appropriate compositions by identifying and applying the writing processes by conferencing with peers and teachers (ELA-7-E4)

23e. Develop grade-appropriate compositions by identifying and applying the writing processes, including revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) (ELA-7-E4)

23f. Develop grade-appropriate compositions by identifying and applying the writing processes, including proofreading/editing (ELA-7-E4)

24. Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4)

26b. Write for various purposes, including informational reports that include facts and examples and that present important details in a logical order (ELA-2-E6)

31a. Apply knowledge of parts of speech in writing, including selecting and using common interjections (ELA-3-E4)

31b. Apply knowledge of parts of speech in writing, including identifying and using transitive and intransitive verbs correctly (ELA-3-E4)

31c. Apply knowledge of parts of speech in writing, including identifying and using verb tenses correctly, including present perfect, past perfect, and future perfect (ELA-3-E4)

31d. Apply knowledge of parts of speech in writing, including using grade-appropriate irregular verb tenses correctly (ELA-3-E4)

34. Adjusting pacing to suit purpose, audience, and setting when speaking (ELA-4-E1)

37. Demonstrate active listening strategies, including asking questions, responding to cues, and making eye contact (ELA-4-E5)



Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to provide opportunities for them to apply context clues to demonstrate understanding of text and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner.



Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Distribute copies of Vocabulary Self-Awareness Chart BLM . Before reading a story, give students the list of vocabulary words and have them complete the Vocabulary Self-Awareness Chart BLM to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart Word + √ -- Example Definition sprint + He sprinted across the

field. To run at top speed

epidemic -- He has an epidemic. A video game Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class, overhead projector The Every-Day Edits can be used in many ways. Here is one possible procedure that you might use: • Copy the day's daily edit activity onto a transparency. As students return from

recess or lunch, hand them a copy of the day's passage. Immediately, they settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.

• Give students 5 minutes or so to find and mark ten errors in the day's passage. • Divide the class into two teams or more. The teams you establish in this way will

be "permanent teams" (for at least a month). • Start with one team and ask a student on that team to identify an error in the

passage. If the student correctly identifies one of the ten errors in that day's



passage, a point is awarded to the team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. You might change the makeup of teams for the following month.

Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26b) Materials List: journal, pencil Students will keep a daily journal or writer’s notebook. Daily writing activities can include, but are not limited to, the following list: Daily journal prompts Story summary Daily news (Write about things that happened at school that day.) Picture prompts (Use pictures to create a story.) Word wall or spelling activities Story starters Comic strips (Fill in what the characters are saying.) Pen pals (Write to another class.) Story responses (Respond to reading story or trade book.) Poetry Round Robin Writing (Students create and add to stories as they are passed

around.) Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html

http://www.busyteacherscafe.com/wspages/writing.htm

http://www.canteach.ca/elementary/prompts.html



Activity 5: Genre . . .Is French for Type or Kind? (GLEs: 04, 12, 14e) Material List: books from different genres of literature, Reader’s Notebook, Genre Characteristics BLM, My Reading Inventory BLM The teacher begins fourth-grade literature studies and this unit by giving students a reading notebook to record information, experiences, and responses for guided and independent reading activities. The teacher chooses a grade-appropriate book to read each day to present examples of each reading genre, and students begin a reading list and Genre Chart BLM, identifying each category of literature with a list of characteristics. Students are given a My Reading Inventory BLM and asked to keep a list of books read, noting title/author, date completed, and genre. The teacher uses daily mini-lessons to introduce models for reading and responding during whole-class and independent reading activities. During these lessons, student volunteers share their personal reading, and the class decides the genre, supporting its conclusions by relating the genre’s identifying characteristics. When the genre charts are complete, students will search their homes, classroom, and/or school libraries to fill in the name of a book under each genre heading. Examples of genre to be studied may include the following:

Nonfiction: Informational text, biography, autobiography Fiction: Historical fiction, modern realistic fiction, science fiction, fantasy,

poetry, and traditional literature (e.g., myths, legends, fables, folktales) Activity 6: Define Genres Using Graphic Organizers (GLEs: 11, 13, 14d, 14e) Materials List: books or Internet copies of various genres (myths, legends, folktales, etc.), copies of Comparison/Contrast Chart BLM, Sample Rubric for Student Self-Assessment BLM, board/chart paper/overhead projector This DRTA directed reading-thinking activity (view literacy strategy descriptions) will include fairy tales and fables. In this activity, students can work as a class, in small groups, or as an individual. Website links that have a variety of samples are provided below. The teacher will also use stories that are part of the students’ textbook anthologies or books from the library. For websites, see teacher’s resources at the end of the unit. The teacher begins the lesson with a discussion to find out what students may already know, including personal experiences and prior readings. Students record their ideas on the board, chart paper, or overhead. The teacher introduces the story to be read and asks students to make predictions about the story and write their predictions in their notebook. The teacher will share one or two fables and/or fairy tales. Stories can be read aloud, independently, or in small groups. Students will stop at key points during their reading, will think about their predictions, and change their predictions, if necessary, using evidence from the story; but they must tell why they are changing their predictions. Once reading is completed, the teacher uses



students’ predictions to elicit discussions about their original predictions and why they revised them. Students will write summaries about their predictions in their notebooks. After students complete this process for at least two stories, the teacher uses the following questions to guide students to think about some of the elements that were found in their readings:

• Does the story tell about something real? • Could the story’s events be real, or are they totally unbelievable (fiction)? • Are the characters human or animal? • If the characters are human, could they have been real people? • Are characters doing things that are typically human, or are they doing things

that are superhuman? • Does the character face a problem that must be solved? • Does the story teach a lesson? • Can you tell when and where the story takes place, or could it be taking place

at any time and anywhere? • Does the story take place long ago? • Are the people in the story ordinary/common people, or are they royalty?

Comparison/Contrast: Students can create a multiple-column comparison/contrast graphic organizer (view literacy strategy descriptions) as shown below. Students should replace the column headings with the genres of literature they are studying. Under “Attributes,” students should write the questions above (or teacher-made questions). Students will answer the questions from the stories they have read. The information in the chart will help students understand the definitions of the genres being studies.

Comparison/Contrast Chart

Activity 7: Before Reading (GLEs: 05a, 05c, 05d, 11, 13, 14b, 14d, 14e, 18, 19d) Materials List: classic folktale, reading-response journal Teachers model, coach, and apply what readers do before reading in order to comprehend a selection better. The teacher explains how good readers make predictions about what they are going to read and how readers can base some pre-reading predictions on what they already know about the kind of story to be read (genre, author’s purpose) and their personal experiences with the particular topic or theme. The teacher reviews the

NAME 1 NAME 1 Attribute 1

Attribute 1



characteristics of a genre (such as the folktale) to set a purpose for what students might expect to hear in such a story:

• having third-person point of view • telling about other cultures • sequencing in the texts • making predictions • defining cause and effect relationships • being passed down over time • having themes such as greed, jealousy, love, and courage • having a setting in different times and places • having problems solved by repetition of words, phrases, sentences, events,

trickery, magic, or things happening in threes • having a single character dominating the action • having a calm beginning, action rising to a high point, and then resolution

leading to “happily ever after”

As the teacher reads aloud a classic folktale, students listen for examples of these identifying characteristics. They record their observations and questions in a reading-response journal. The class discusses which elements were present in the story. Students follow the same process independently to analyze characteristics of another folktale. They make a list of what they expect to find in the story and check off each one as they read silently. They discuss their observations with a reading partner. The format for this activity may be adapted for use as a pre-reading strategy with other genres. As teachers model and coach, students become more adept in using prior knowledge to read analytically. They begin to use these techniques independently in their personal reading. Activity 8: During Reading (GLEs: 02, 03, 05a, 07, 08, 09, 14b, 14d, 14e, 19e) Materials List: book to read aloud, reading-response journal See Teacher Resources at the end of the unit for a list of possible introductory read-alouds. These books are excellent choices to capture students’ interest and practice comprehension strategies. Teachers model, coach, and apply the strategies, focusing on only one at a time. They use “thinking aloud” to model for students how to make predictions, read and verify, ask questions and read to confirm, activate prior knowledge, and make connections while reading. The teacher uses the QtA (questioning the author) strategy (view literacy strategy descriptions) that involves talking frequently about their own thoughts about the story and asking students to express their thoughts before, during, and after reading. Students point out examples of foreshadowing, where the author might give a clue that hints at what might happen next. Teachers ask students if they have predictions:

• “Oh, I think I know what is going to happen . . . . What do you think might happen next?”



• Reading on to confirm predictions….“Gee, how did you guess that correctly?” • “I wouldn’t do that if I were the character….What would you do?” • “I’m not sure what that word means. Do you know? Could you guess by

rereading the rest of the paragraph, or do you think we should look that word up in the dictionary?”

• “Things might not have worked out that way at my house…. What about yours?”

• “Has that ever happened to you before?”

Students practice using the same strategies in their independent reading by writing a split-page notetaking entry journal (view literacy strategy descriptions). Activity 9: Examine Elements (GLEs: 03, 05b, 05c, 07, 11, 14c, 20e, 21) Materials List: Chapter Matrix Poster BLM, book or short story, overhead projector Teachers continue to coach and apply strategies during daily read-aloud experiences to instruct students in recognizing story elements, such as vocabulary, the impact of character, multiple conflicts, first- and third-person points of view, and theme development. By reading to students from grade-appropriate books, teachers have an opportunity to model the process of using a Chapter Matrix Poster as a graphic organizer (view literacy strategy descriptions) to analyze story elements.

CH.

Characters

Problems/Conflicts

Events

Themes, Solutions,

Observations

New Words

1

After reading a chapter aloud, the teacher elicits student responses about the chapter, noting setting, characterization, theme, cultural differences, and literary elements. After this information is charted, students supply the sentences as the teacher writes a summary of one or two paragraphs of the chapter using an overhead projector. The teacher guides students in arranging their sentences in a logical manner, making sure paragraphs contain a topic sentence, relevant elaboration, and concluding sentences. Students are given practice in choosing appropriate transitional words and phrases that unify points and organize the sequence of events. Once this process is mastered, students can begin to analyze and summarize chapters on their own. They may also use a graphic organizer to respond to books read independently. Teachers will discuss with students that reading skills are improved and fluency goals best met when the students choose texts that are not too easy and not too difficult.



Usually students can tell immediately if the text is too easy or too difficult. The five-finger rule is helpful in teaching students to check if the reading level is right for them. Have students open to any page in the book and read the page (aloud if possible). Students should put one finger up for every word that cannot be pronounced. If a student puts up five fingers while reading one page, the book is too difficult. Activity 10: Panel Discussions (GLEs: 05b, 14c, 17, 18, 23c, 37) Materials List: books, reading-response journal, Sample Collaboration Rubric BLM Teacher will give copies of the Sample Collaboration Rubric BLM and explain expectations before assigning students to groups. Students meet in groups to discuss a read-aloud or trade book. They generate questions about a book’s organization, the author’s intent and style, the author’s life experiences as reflected in the literature, literary elements, and the language or voice. The teacher selects a member from each group to discuss conflicts in the literature through a panel discussion. Panel members discuss examples of problems or conflicts in the story and give opinions about how conflicts are resolved. They involve the audience by soliciting their ideas about solutions to the problems encountered by characters in the story. The students actively listen and pose questions to build a community of readers. After the discussion, students write an individual conflict/resolution summary, giving their opinions on how they would have resolved story problems. Activity 11: Reading Like a Writer (GLEs: 05a, 11, 13, 14b, 19d, 23b, 23c, 23d, 23e, 23f) Materials List: copies of myths and legends and 1 transparency for each group, overhead projector The teacher will divide the class into literature groups and give each group a myth or legend to read. The teacher serves as “consultant” while students read and discuss. Students determine how setting and culture influence the characters and events of their stories. They review the characteristics of the genre and use a story-event chart to track the action in the story. Then students work as a group to change the setting, characters, and plot line of the first tale to create an original (but parallel) story. Students follow the steps in the writing process by working as a group to:

1. Make a list of the elements to be found in a myth or legend. 2. Make a story web to plan the setting, characters, story problem, and ending. 3. Make an outline or story map to plan the sequence of events/ rising action to

resolution. 4. Use a collaborative group approach first to tell and then write an original

story. 5. Read the story to the class and ask for feedback about what would make the

story more interesting.



6. Revise the composition to reflect input from classmates. 7. Each group will make an overhead transparency of the story, and the class will

edit according to grade-level conventions.

Activity 12: Workshop Time (GLEs: 09, 10, 22, 34) Materials List: copies of a play, tape recorder and/or video camera The teacher will provide copies of a play and will assign parts for students to read orally. Students are asked to practice their parts silently in order to read aloud fluently and expressively. Students may tape record their parts and listen to their voices for clarity, fluency, and expression. The teacher may choose to tape or video the class as they read the play together. To conclude this unit, teachers will have students work in literature groups to choose a favorite folktale, fairy tale, or legend and work collaboratively to change the text into a Reader’s Theater script. Students will be given a rubric for writing and for presentation to guide them during this process. They will practice reading their parts and will present the skit to the class. This project will involve a collaborative effort, and the teacher will provide guidelines for effective group work.

Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

• Students will keep a personal reading log of selections read by the teacher or independently, listing the book, author, title, a brief summary, and date completed. Students will classify the book by genre. Students will maintain a Reader’s Notebook containing teacher-provided information, vocabulary lists of words defined by the student, and a reading-response journal.

• Teachers schedule reading conferences periodically to check Reader’s Notebooks and monitor the student’s oral reading progress.

• Students will be provided with graphic organizers to help them comprehend increasingly complex material and organize thoughts for writing extensions.

• Students will be given writing prompts on a variety of topics to determine if students are able to write extemporaneously and fluently, producing a well-developed writing sample within a specified time.



• Teachers will observe student progress in choosing appropriate independent reading material (95% and above words known) for various purposes.

Activity-Specific Assessments

• Activity 5: Teachers check Genre Charts for completion and accuracy. They post a list of genres in the classroom library and make these terms a part of the literary language used in class discussions, checking to see that students are using the terms appropriately.

• Activity 6: Compare student definitions to actual definitions, and check students’

graphic organizers.

• Activity 9: Students complete a self-assessment rubric for reading response, including the following guiding standards:

I use prior knowledge and my own experience as I think about what I read. I explain my own thinking clearly. I use details from the text to support my ideas.

• Activity 10: Teachers will have students chart and summarize a chapter of a book

read independently. In a reading/writing conference, the teacher will evaluate the summary according to the standards suggested during model lessons:

Appropriate use of transitional words Paragraphs with topic sentences, supporting details, and concluding

sentences Inclusion of characters, action, and theme development Organization according to sequence of events Edits for spelling, sentence construction, and grammar

Teachers will provide students with oral feedback about their writing progress. As students are given more practice, they will be able to use a self-assessment rubric to determine if their summaries meet the above criteria.

• Activity 12: Students will be given a format for script writing, a timeline and guidelines for group work, and tips for oral presentation. This activity is not designed to perfect writing skills, but rather to engage students in higher order thinking and creative expression. Students are to be evaluated according to creativity and originality. Teachers will use a collaborative group rubric to evaluate the group’s final product and final performance.



Teacher Resources Activity 6: Websites http://www.cdli.ca/CITE/legends.htm This website includes animal legends, native legends, tales that teach a lesson tales from around the world, origins, and teacher resources. http://home.freeuk.net/elloughton13/theatre.htm This website includes printable copies of myths, legends, and fables. http://www.americanfolklore.net/myths-legends.html This website includes American myths and legends. Activity 8: Teachers choose a grade-appropriate novel to read aloud to the class. Possible introductory read-alouds include:

• Blume, Judy. Tales of a Fourth Grade Nothing • Burnett, Frances Hodgson. The Secret Garden • Giff, Patricia Reilly. Fourth Grade Celebrity • Spinelli, Jerry. Fourth Grade Rats • Taylor, Mildred D. Roll of Thunder, Hear My Cry • White, E. B. Charlette’s Web

http://www.cdli.ca/CITE/legends.htm

http://home.freeuk.net/elloughton13/theatre.htm

http://www.americanfolklore.net/myths-legends.html


Grade 4 ELA Unit 2 The Writing Process 15


Unit 2: The Writing Process Time Frame: Approximately four weeks Unit Description This unit focuses on the writing process, writing applications, and writing conventions. Teachers instruct students about “what good writers do” and provide them with rubrics, prompts, and practice in producing a variety of written products related to classroom reading or real-life situations. Teachers continue reinforcing ongoing reading, vocabulary development, and daily language skills Student Understandings Students will improve their writing abilities by learning the steps that are a part of the writing process and by following them effectively to create original, organized, and well-edited compositions. Students will gain skills necessary for competent writing by focusing on the mechanics of language, vocabulary development and directed reading and writing. They will complete a variety of writing activities, including narrative, expository, persuasive, and descriptive writing that demonstrates organization and drafting strategies. Guiding Questions

1. Can students write expository, descriptive, narrative, and persuasive compositions?

2. Can students write formal and informal letters, book reports, and informational reports?

3. Can students write a multi-paragraph composition with an introduction and conclusion with supporting details in a logical order?

4. Can students use standard punctuation, capitalization, usage, mechanics, spelling when writing?

5. Can students effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?



Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 02. Determine the meaning of unfamiliar words using knowledge of word origins and

inflections (ELA-1-E1) 03. Determine word meanings, word choices, and pronunciations using a broad variety of

reference aids such as dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)

08. Connect information in grade-appropriate texts to prior knowledge and real-life situations in oral and written responses (ELA-1-E7)

09. Increase oral and silent reading fluency and accuracy with grade-appropriate texts (ELA-1-E7)

10. Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade text with appropriate pacing, intonation, and expression (ELA-1-E7)

14e. Demonstrate understanding of information in grade-appropriate texts by comparing and contrasting story elements or information within and across texts (ELA–7-E1)

14f. Demonstrate understanding of information in grade-appropriate texts by identifying stated main ideas and supporting details (ELA–7-E1)

16. Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an argument, or conveying information (ELA-7-E3)


20a. Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1)

20b. Write compositions of at least three paragraphs organized with an introduction and a conclusion (ELA-2-E1)

20c. Write compositions of at least three paragraphs organized with a middle developed with supporting details (ELA-2-E1)

20d. Write compositions of at least three paragraphs organized with a logical, sequential order (ELA-2-E1)

20e. Write compositions of at least three paragraphs organized with transitional words and phrases that unify points and ideas (ELA-2-E1)

21. Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-E2)

22. Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)

23a. Develop grade-appropriate compositions by identifying and applying writing processes, including selecting topic and form (ELA-2-E3)

23b. Develop grade-appropriate compositions by identifying and applying writing processes, including prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-E3)

23c. Develop grade-appropriate compositions by identifying and applying writing processes, including drafting (ELA-2-E3)

23d. Develop grade-appropriate compositions by identifying and applying writing processes, conferencing with peers and teachers (ELA-2-E3)



23e. Develop grade-appropriate compositions by identifying and applying writing

processes, including revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) (ELA-2-E3)

23f. Develop grade-appropriate compositions by identifying and applying writing processes, including proofreading/editing (ELA-2-E3)

23g. Develop grade-appropriate compositions by identifying and applying writing process, including publishing using available technology (ELA-2-E3)

24.

Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4)

26c. Write for various purposes, including book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6)

27. Write legibly in standard cursive or printed form, indenting paragraphs appropriately, using standard margins, and demonstrating fluency (ELA-3-E1)

28. Use standard English punctuation, including apostrophes in contractions and in the possessive case of singular and plural nouns (ELA-3-E2)

29. Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELS-3-E2)

30a. Write using standard English structure and usage, including using active and passive voices of verbs (ELA-3-E3)

30b. Write using standard English structure and usage, including avoiding writing with sentence fragments and run-on sentences (ELA-3-E3)





36d. Deliver presentations that include information selected to persuade or influence the audience (ELA-4-E4)

37. Demonstrate active listening strategies, including asking questions, responding to cues, and making eye contact (ELA-4-E5)

39. Listen to and critique messages such as advertising that are communicated in a variety of mediums, including television and print (ELA-4-E6)

41a. Locate information using a variety of resources, including electronic information such as keyword searches, passwords, and entry menu features (ELA-5-E1)

43c. Evaluate the usefulness of information selected from multiple sources, including Internet information (ELA-5-E2)

47. Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks to revise and publish book reviews and research reports (ELA-5-E4)

48. Create a list of sources (e.g., books, encyclopedias, online resources) following a specified format (ELA-5-E5)



Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of text and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner.



Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.



epidemic -- He has an epidemic. A video game Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class, overhead projector The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from


• Give students 5 minutes or so to find and mark ten errors in the day's passage. • Divide the class into two teams or more. The teams established in this way will be

"permanent teams" (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. If the student correctly identifies one of the ten errors in that day's passage, a point is awarded to the team. Then it is the



other team's chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. The makeup of the teams may be changed for the following month.

Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26c) Materials List: journal, pencil Students will keep a daily journal or writer’s notebook. Daily writing activities can include, but are not limited to the following list: Daily journal prompts Story summary Daily news (Write about things that happened at school that day.) Picture prompts (Use pictures to create a story.) Word wall or spelling activities Story starters Comic strips (Fill in what the characters are saying.) Pen pals (Write to another class.) Story responses (Respond to reading story or trade book.) Poetry

Round Robin Writing (Students create and add to stories as they are passed around)

Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Why Write? (GLEs: 08, 16, 18, 41a, 43c, 48) Material List: examples of writings, writer’s notebook, Internet access (optional) Teachers create a culture of writers in their classrooms by initiating studies of writers, their lives, and how they became writers. Why write? Students will brainstorm





(view literacy strategy descriptions) a list of examples of writing (e.g. letters, comics, books, advertisements, newspaper articles, movie scripts, reports, plays, poems, e-mails). The list is kept posted in the classroom and added to as students think of new purposes for writing. Students explain how the author’s purpose influences organization of text, word choice, and sentence structure. The Internet has excellent websites to help students learn more about writers and see works published by peers from different cultures with differing points of view. These resources make available literature from around the world. Students use keyword searches to locate multiple sites that pertain to authors and to writing/composition and to compile a Best Websites List in their writer’s notebooks. Students discuss the many ways written communication is important in the world. Activity 6: Gather from Your World (GLEs: 03, 23b) Material List: writer’s notebook, dictionary Teachers and students collect ideas to keep in a writer’s notebook. Daily entries of observations, experiences, events, feelings, and conflicts all serve as departure points for future writing. New words encountered in content studies or independent reading can be looked up in a dictionary for:

• word parts • context • definition • history • word structure

Word webs and other vocabulary lists may be generated. For example, notebook pages may be labeled:

• Color Words • Words About Feelings • Action Words

A broad vocabulary enhances a student’s ability to communicate ideas and information clearly. Writers’ notebooks will contain vocabulary lists, word webs, ongoing drafts, and research notes to select and use throughout the writing process. Students will enter the information into the vocabulary section of the writer’s notebook. Activity 7: Works Worth Reading (GLEs: 14e, 14f, 16, 18, 20a, 20b, 20c, 20d, 20e, 24) Material List: various pieces of texts, paper, pencil Teachers ask students to bring to class selected pieces of text—magazines, articles, books, or short stories— and discuss why these are worth reading. The teacher guides the



students in classifying the selections as to writing mode: narration, exposition, description, or persuasion. Students also analyze their samples to determine the author’s purpose, the intended audience, the main ideas, and how they are organized. Students work in pairs to compare and contrast two selections, examining the author’s purpose to see how it influenced the organization of the text, word choice, and sentence structure. Then each student will write an expository paper of three or more paragraphs detailing the similarities and differences in the two selections they discussed. The two partners will share their papers with each other and then discuss them with other members of the class. Activity 8: The Power of Words (GLEs: 18, 22, 23a, 23b, 23c, 23d, 37, 39) Material List: various advertisements, writer’s notebook, highlighters, board/chart paper/overhead projector Students bring to class examples of writing used in advertising (newspapers, magazines, travel brochures, posters, etc.). The teacher discusses this purpose for writing, and the class brainstorms (view literacy strategy descriptions) ideas about what makes an advertisement effective. Students are asked to read their writing samples with an eye for the author’s style, word choice, and ability to influence readers. They highlight specific words or phrases along with their personal comments and share their passages and critiques with the class. The class decides on a product, event, or destination they want to “sell,” and each student writes an advertisement describing it. As students share their ads with classmates, students listen actively for words or phrases that are most persuasive, descriptive, or convincing; and they record these examples in their Writer’s Notebooks. The teacher uses this feedback to reinforce students’ understandings of the power of words and “what good writers do.” This activity could be expanded to include television advertisements. Activity 9: In My Opinion (GLEs: 20a, 20b, 20c, 20d, 22, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 26c, 28, 29, 36d, 47) Material List: clay, books, LEAP 21 Writing Rubric BLMs, computer access (optional) Students will be given a piece of clay and be asked to shape it into an animal in about 3-5 minutes. Then students trade animals. Students are given 2-4 minutes to “make revisions.” Afterwards they can discuss whether they added something, took something off, changed it completely, moved something around, or left it alone. Then the analogy can be made to writing revisions. Students choose a favorite book from their personal reading list to write a book review designed to convince a friend to read the book. To begin this process, the class reviews the previously discussed elements of effective advertising. The teacher supplies students with a copy of a writing rubric that lists required information and suggestions for effective book reports. Students trade rough drafts and edit for organization, persuasion,



and writing conventions. Students choose fonts and borders to type revised versions on the computer to print in a class newspaper or to post on a library bulletin board. Students work can be assessed using LEAP 21 Writing Rubric BLMs. Activity 10: Write On (GLEs: 20a, 20b, 20c, 20d, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 27, 28, 29, 30a, 30b, 31b, 31c, 31d) Material List: writer’s notebook, writing prompts, LEAP 21 Writer’s Checklist and LEAP 21 Writing Rubric BLMs Teachers should review and reinforce the five main steps in the writing process. These steps are prewriting, drafting, revising, editing, and publishing. These steps can have different names, but what is done in each step is the same. Teachers can review by using mini-lessons on various writing forms: exposition, narration, description, and persuasion. Then students will craft the following compositions through prewriting, drafting, revising, editing, and publishing either with word processing or in legible form. Students will demonstrate knowledge of correct verb usage, sentence structure, and punctuation/capitalization in their revised final products. Teachers should give students a copy of the LEAP 21 Writer’s Checklist BLM and the LEAP 21 Writing Rubric BLMs.

• Exposition – Students will select a topic to research from a list provided by the teacher on topics from a related-subject area. Multiple resources, including electronic information, will be utilized to locate information. Resulting compositions will be published using available technology and scored with LEAP 21 rubric (see BLM).

• Narration – Students will write a personal narrative after completing numerous prewriting activities including brainstorming (view literacy strategy descriptions). The personal narrative will apply knowledge of parts of speech and standard English structure and usage, including active and passive voice, sentence fragments and run-ons, interjections, transitive and intransitive verbs, regular and irregular verb tenses. Resulting compositions will be shared with classmates in a prepared oral presentation and later will be scored with a LEAP 21 rubric (see BLM).

• Description – Students will write a descriptive paper responding to a prompt written in LEAP 21. They will write the paper in a given amount of time in class and revise and edit it with the assistance of the LEAP 21 Writer’s Checklist (see BLM). Upon completion, students will score it with the help of the rubric for LEAP 21.

• Persuasion – Students will write a formal/informal letter following appropriate letter format on a topic assigned by the teacher. The teacher will evaluate the handwritten letter for legibility, proper alignment, and content.

Students will write at least three paragraphs and construct rubrics for organization, content, and conventions for all of the above-written products.



Activity 11: RAFT Writing (GLEs: 20a, 20b, 20c, 20d, 20e, 21)

Materials List: paper, pencil, RAFT BLM RAFT (view literacy strategy descriptions) is a prewriting activity that helps the student focus on what to write. It helps to provide structure and assists students in making decisions about purpose, form, audience, and tone.

R—Role of the writer (Who or what are you?) A—Audience for the writer (To whom or what are you writing?) F—Format of the writing (What form will your writing assume?) T—Topic + a strong verb (What are you writing about?)

First, help students establish the topic by considering what important ideas or information they want to show that they can process through their writing. Next, determine the role of the writer and the audience for whom the writing is intended. After determining the role of the writer and the audience, students should decide what format will best allow the writer to communicate the information (letter, speech, advice column, diary, script, news article, speech, travel brochure, thank you note, editorial, instructions, book review, obituary, etc.). And last, students should determine the structure/form of the writing by adding a strong verb to the topic (persuade, explain, sequence, compare and contrast, describe, etc.). Suggestions: 1. Consider tying a writing mini-lesson to your RAFT assignment. 2. Structure your assessment of the writing to show student knowledge of the topic being stressed. 3. The RAFT provides the outline of the assignment. Teachers should feel free to add any other guidelines to the assignment as needed (i.e., write three paragraphs, define an ecosystem, begin with an introduction of yourself, include a drawing, etc.).

Sample Assessments Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

• Students will maintain a writing portfolio containing the edited final products of formal writing assignments. These files are used for parent conferences and to show evidence of student progress during the school year. Students see how their



work has become more complex and refined as they practice and acquire the desired writing skills.

• Students will confer with teachers during critical stages of the writing process to offer verbal feedback about the student’s writing and work habits and to guide the students into the next phase of the process.

• Students will be provided with a chart listing the steps of the writing process so they can check off each step as completed and know the direction of subsequent work.

• Students will use the LEAP 21 Writer’s Checklist to self-assess their progress and product.


• Activity 5: Students create a classroom poster with “Reasons for Writing” listed, and someone is designated to update the list during the school year as students think of new ways to communicate in writing. Another student group is responsible for creating and maintaining a poster with “Best Websites.” For inclusion on the list, sites must be recommended by students researching writing activities and approved as appropriate by the teacher.

• Activity 7: Students use a Venn diagram to compare/contrast characteristics of

two selections.

• Activity 10: Teachers provide students with copies of student-constructed rubrics outlining the format and standards for writing tasks. They use the rubrics post-activity for teacher-student conferences to point out areas of strength and to let students determine areas they want to target for improvement.


Grade 4 ELA Unit 3 Critical Thinking 26


Unit 3: Critical Thinking

Time Frame: Approximately four weeks Unit Description Activities in this unit focus on using critical thinking skills to read and respond to literature. Teachers use questioning techniques, graphic organizers, and writing tasks that challenge students to work at the application, analysis, synthesis, and evaluation levels of the cognitive taxonomy. Student Understandings This unit asks students to think critically about texts. Students use higher order thought processes to analyze literature, discuss texts, and create original products. Guiding Questions

1. Can students make and confirm predictions? 2. Can students support differences between fact and opinion? 3. Can students identify the author’s viewpoint? 4. Can students determine and justify solutions to problems in texts? 5. Can students use skimming and scanning skills in complex reading selections? 6. Do students recognize the importance of higher-order thinking in the reading

process? Do they consider prior knowledge and life experience as they reflect on what they read?




04. Adjust speed of reading to accomplish purpose base on text complexity (ELA-1-E3)

07. Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses (ELA-1-E5)



GLE # GLE Text and Benchmarks 08. Connect information in grade-appropriate texts to prior knowledge and real-life

situations in oral and written responses. (ELA-1-E6) 09. Increase oral and silent reading fluency and accuracy with grade-appropriate


grade text with appropriate pacing, intonation, and expression (ELA-1-E7) 14a. Demonstrate understanding of information in grade-appropriate texts by

sequencing events and steps in a process (ELA-7-E1) 14c. Demonstrate understanding of information in grade-appropriate texts by using

specific evidence from a story to describe a character’s traits, actions, relationships, and/or motivations (ELA-7-E1)

14d. Demonstrate understanding of information in grade-appropriate texts by confirming or denying a prediction about information in a text (ELA-7-E1)

14g. Demonstrate understanding of information in grade-appropriate texts by making simple inferences (ELA-7-E1)

15. Justify solutions to problems in texts by verifying, confirming, and supporting (ELA-7-E2)


19a. Demonstrate understanding of information in grade-appropriate texts by supporting differences between fact and opinion with information from texts (ELA-7-E4)

19b. Demonstrate understanding of information in grade-appropriate texts by skimming and scanning texts for various purposes (e.g., locating information, verifying facts) (ELA-7-E4)

19c. Demonstrate understanding of information in grade-appropriate texts by identifying cause-effect relationships in texts and real-life situations (ELA-7-E4)


19e. Demonstrate understanding of information in grade-appropriate texts by explaining connection between information from texts and real-life experiences (ELA-7-E4)



22. Identify and audience for a specific writing assignment and select appropriate vocabulary, details, and information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)

23b. Develop grade-appropriate compositions by identifying and applying the writing processes, including prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-7-E4)



GLE # GLE Text and Benchmarks 24. Develop paragraphs and compositions of at least three paragraphs using the

various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description

26a. Write for various purposes, including book report (ELA-2-E6) 26c. Write for various purposes, including book reports that include an opinion

and/or a persuasive viewpoint (ELA-2-E6) 30a. Write using standard English structure and usage, including using active and

passive voices of verbs (ELA-3-E3) 31a. Apply knowledge of parts of speech in writing, including selecting and using

common interjections (ELA-3-E4) 31b. Apply knowledge of parts of speech in writing, including identifying and using

transitive and intransitive verbs correctly (ELA-3-E4) 31c. Apply knowledge of parts of speech in writing, including identifying and using

verb tenses correctly, including present perfect, past perfect, and future perfect (ELA-3-E4)


34. Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) 36a. Deliver presentations that include information drawn from several sources and

identification of the sources (ELA-4-E4) 36c. Deliver presentations that include details, examples, anecdotes, or statistics that

explain or clarify information (ELA-4-E4) 36d. Deliver presentations that include information selected to persuade or influence

the audience (ELA-4-E4) 41a. Locate information using organizational features of a variety of resources,

including electronic information such as keyword searches, passwords, and entry menu features (ELA-5-E1)

42. Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers, magazines, and brochures (ELA-5-E1)


43d. Evaluate the usefulness of information selected from multiple sources, including community and government data (ELA-5-E2)

43e. Evaluate the usefulness of information selected from multiple sources, including interviews (ELA-5-E2)

43g. Evaluate the usefulness of information selected from multiple sources, including surveys (ELA-5-E2)

44. Use keywords and phrases to take notes from oral, written, and electronic media sources (ELA-5-E3)

45. Paraphrase or summarize information from a variety of sources (ELA-5-E4) 50. Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and

maps generated from grade-appropriate materials (ELA-5-E6)



Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of text and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students’ understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner.



Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.



epidemic -- He has an epidemic. A video game Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class, overhead projector The Everyday Edits can be used in many ways. Here is one possible procedure that you might use: • Copy the day's daily edit activity onto a transparency. As students return from

recess or lunch, hand them a copy of the day's passage. Immediately they settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.


"permanent teams" (for at least a month). • Start with one team and ask a student on that team to identify an error in the

passage. If the student correctly identifies one of the ten errors in that day's passage, a point is awarded to the team. Then it is the other team's chance to



identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. You might change the makeup of teams for the following month.

Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20c, 21, 22, 23b, 24, 26c) Materials List: journal, pencil Students will keep a daily journal or writer’s notebook. Daily writing activities can include, but are not limited to the following list: Daily journal prompts Story summary Daily news (Write about things that happened at school that day.) Picture prompts (Use pictures to create a story.) Word wall or spelling activities Story starters Comic strips (Fill in what the characters are saying.) Pen pals (Write to another class.) Story responses (Respond to reading story or trade book.) Poetry

Round Robin Writing (Students create and add to stories as they are passed around.)

Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Questions in My Mind (GLEs: 08, 14d, 15, 19d, 19e) Materials List: Student Prompts for Reciprocal Teaching BLM, transparency, fiction or nonfiction text Reciprocal teaching (view literacy strategy descriptions) is a technique used to develop comprehension. The teacher and students take turns leading a dialogue concerning





sections of a text. Four activities are incorporated into this strategy: prediction, questioning, clarifying, and summarizing. Prediction: The teacher begins by introducing the text and making predictions using the content from the title. All available knowledge is used, with the teacher briefly outlining the reason behind the predictions including clues from text and prior knowledge. The teacher writes her predictions on a transparency. Students are instructed to make their own predictions and write them on the Reciprocal Teaching BLM. After the predictions are made, the teacher assigns a section of the text to be read silently. Predictions are checked against the text, with thoughts and opinions being confirmed or modified at the end of the independent reading time. Teacher focus can include, but is not limited to:

• hypothesizing what the author will discuss next in the story • linking new ideas to prior knowledge • confirming or modifying thoughts and opinions • monitoring understanding

Clarifying: Students are encouraged to seek clarification of words, phrases, or concepts in the text that are unclear. The teacher should model for the students how to clarify any areas of uncertainty, any unfamiliar vocabulary, phrases or concepts in that section of text, or links to sections of text previously read. Ways of clarifying the meaning of words or phrases through the use of content clues, known words, references (e.g., dictionaries or glossaries) and discussion are demonstrated. Students should write concepts or words that they need to clarify on their Reciprocal Teaching BLM. This occurs at any time during the session to provide the opportunity for all students to maintain their understanding of the text. The teacher’s focus can include, but is not limited to:

• focusing on the meaning of a text • being alert to unfamiliar vocabulary, phrases, and complicated concepts • restoring meaning through the use of context clues, known words, references,

rereading, and asking for help

Questioning: Students should write at least one question they have about the story on their Reciprocal Teaching BLM. The teacher should model thought-provoking questions regarding an aspect of the story. By modeling the strategy of asking and answering one’s own questions, the teacher stimulates a discussion through engaging the group with the text on a deeper level, bringing a critical eye to the text, and stimulating thinking at a critical level. These questions can be used to stimulate further discussion. Possible teaching focuses can include, but are not limited to:

• formulating and answering questions • demonstrating deeper engagement with the text • developing skills to think critically

Summarizing: The teacher models how to summarize the story or passage, highlighting the main ideas, purpose, and audience of the text. Other group members are then encouraged to add to the teacher’s summary or to review what they have read by writing



their own summaries. Possible teaching focuses:

• organizing and integrating the information from the text • showing understanding of the main idea, information, and purpose of the text • reviewing what has been read

The procedure continues in a cyclical way with the teacher selecting a further segment or passage of text and modeling the procedure by predicting what the next segment might contain. Activity 6: Reading More (GLEs: 14c, 19a, 19b, 19c, 19e) Materials List: story or text, chart paper, markers/pens Teachers model instruction, showing students how to question, read, confirm, skim, scan, and determine fact from opinion. These strategies create an opportunity for exploring a topic in greater depth and complexity. Students discuss the importance of character development in literature and focus on this element in a story read by the class. Students are to re-read a selection, skimming for information pertaining to a character’s appearance, personality, and actions. Students compare/contrast a character’s traits to their own. They make a character-comparison chart and use the information to create a one- to two-page dialogue portraying a discussion between the student and the character, with the student advising the story character on how he/she would handle problems or conflicts in the story. The script can be rehearsed and presented to the class. Activity 7: Depth of Reading (GLEs: 04, 07, 14a, 14g, 16, 19b, 19d) Materials List: Higher Order Thinking Skills (HOTS) Questions BLM (provides example question starters for each level of HOTS for the teacher and students to use), Reading Response Journals

Teachers choose selections from fictional literature for students to analyze in depth. Students learn how to skim and scan a text for an overall sense of organization, sequence, point of view, and author’s purpose. Teachers then have students read the story analytically and design their own graphic organizers (view literacy strategy descriptions) to illustrate specific components of the text, including major/minor characters, setting, and plot development (story problem, events, rising and falling action, climax, solution/conclusion). Students should create their graphic organizers in their Reading Response Journal. Teachers instruct students on the hierarchy of critical-thinking skills and explain how it applies to reading and responding in depth to literature. The revised version of Bloom’s Taxonomy (see below) or the HOTS Questions BLM may be used to create a matrix upon which objectives, activities, and assessments can be graphed and analyzed for alignment.



Since questions from the higher levels of Bloom’s Taxonomy encourage critical thinking and evaluation, it is important to include questions that require students to apply, analyze, synthesize, and evaluate what they have learned

Here are two example questions using the story “The True Story of the Three Little Pigs.”

Example 1: What material did the second little pig use when building his house?

Example 2: Create an advertisement for a new invention that will protect the three little pigs from the big, bad wolf.

The first example simply requires the student to recall facts. The second example requires students to synthesize what they have learned from the tale of "The Three Little Pigs." The student must analyze the story and then think of a new and creative way to thwart the wolf.

Have students practice writing questions, one from each of the six levels of Bloom's Taxonomy. You might use your curriculum standards as your guide, since they contain what you want your students to know and be able to do (compare and contrast, observe, hypothesize, etc.).

A Taxonomy for Learning, Teaching, and Assessing (Anderson & Krathwohl, 2001)

• Cognitive Domains – Remember, Understand, Apply, Analyze, Evaluate, Create

• Types of Knowledge – Factual, Conceptual, Procedural, Metacognitive

Students are asked to refer to their graphic organizers to write three questions at the Remember or Understand levels, and three that require more complex levels of thought. They trade questions and answers with a reading partner. The teacher leads a follow-up class discussion about critical thinking and reading. Activity 8: Points of View (GLEs: 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50) Materials List: newspaper articles, magazines, books, Internet access (optional), dictionaries

Students examine various authors and their perspectives on a topic or theme. Students can read and discuss an issue. Where access to the Internet is available, students will make use of this valuable resource for researching current topics. Possible investigative activities may include the following:

• Read current articles concerning the destruction of rainforests. Investigate this problem from the point of view of (1) loggers who make a living cutting wood, (2) animal rights groups, and (3) environmentalists, etc.



• Choose an issue of concern to students at the school (i.e., school lunches, dress and conduct issues, or grading/homework policies). Conduct opinion polls and surveys, and chart data concerning views of students, teachers, parents, and/or administrators on these issues.

Students should also engage in word study using roots, suffixes, and prefixes, as well as studying a word’s origins. Students use dictionaries to define new vocabulary encountered during reading. This activity can be developed within the context of a social studies unit or current events lesson. Activity 9: Take a Stance (GLEs: 15, 19e, 26a, 30a, 31c, 31d, 34, 36a, 36c, 36d) Materials List: Sample Opinionnaire BLM, story or book An opinionnaire (view literacy strategy descriptions) poses questions to students about different issues or ideas in the form of a survey. Students usually are asked to rank how much they agree or disagree with a statement. Students can then respond to this statement by circling "Strongly Agree" "Agree" "No Opinion" "Disagree" "Strongly Disagree." Students are forced to think about themes or issues in a book or story before being exposed to the text. Students respond to the statements on an opinionnaire by thinking about their own life experiences. As a culmination of studies or discussions on a particular topic or theme, students take a position by completing an opinionnaire created by the teacher (a sample has been provided). After completing the opinionnaire, students will read the book or story assigned to them. When the students finish reading, they may revisit their opinionnaires to make any changes. Next, they must cite evidence to persuade others to see the problem from their point of view. Students then write a multi-paragraph persuasive letter, speech, or editorial with relevant details supporting their opinions or positions. They make reference to outside reading in justifying the stance taken. Students apply their knowledge of standard English usage (e.g., verb tenses, active and passive voice, regular and irregular verbs) to develop their compositions. They rehearse their presentations before presenting to the class. After listening to their classmates, students will re-think the issue and discuss their opinions. They will have the opportunity to write a revised statement about their beliefs, reflecting any changes in viewpoints they may have experienced because of the student presentations and class discussion.



Sample Assessments General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

• The teacher will provide students with appropriate graphic organizers (view literacy strategy descriptions) that encourage self-questioning and response during silent reading. These may include the following:

Reciprocal Teaching BLM – The teacher prepares a list of questions for students to consider before reading. Students indicate AGREE/DISAGREE for each question. Post-reading, students are given the same questionnaire to see if their responses are different after reading and thinking about the material. The class or literature group discusses how the reading changed or reinforced their opinions. The teacher may also give students a blank sheet on which to record all pre-reading predictions about the text based on what they already have observed regarding the title, format, or illustrations. After reading, students review their earlier predictions to see which ones were valid.

Conflict/Resolution Charts – Students are given a chart and asked to note examples of tension or conflict as they read stories or articles. After reading, students are asked to summarize how these problems were resolved (or not resolved).

I Was Thinking Notes – Students are to write down their thoughts in Reading Response Journals:

Page No.

I was thinking… Now I think…

KWL – This strategy developed by Donna Ogle helps students activate

prior knowledge about a topic (pre-reading), organize their thoughts during reading, and articulate what they learn, as they reflect on their reading and how it relates to background information and real-life experience. Students are given charts labeled:

What I Know What I Want to

Know What I Have Learned



Teachers direct students before, during, and after reading to record their thoughts on the chart. Follow-up discussions and writing activities encourage higher-order thinking as students process and react to what they read.

• Students will maintain a Reader’s Notebook with a section devoted to new vocabulary encountered during independent reading or class discussions. Unit vocabulary and word lists with definitions are checked periodically by the teacher.

• Teachers will use rubrics to assess participation, oral presentation, and/or written products. Students are given rubrics as they begin each activity so that they can self-monitor their work.


• Activity 6: Students scan an assigned text to search for examples of statements of fact and statements of opinion. The teacher leads a follow-up discussion during which students are asked to share examples of each and give reasons justifying their answers.

• Activity 7: The teacher provides students with a chart listing and defining the six

hierarchal levels of thinking. As students discuss their responses to the reading (in this lesson and in future activities), they determine as a class the level of thinking involved for each response. Students rank a set of questions according to the complexity of thought required to answer. The teacher coaches students on how to improve their reading and writing by engaging at higher levels of the thinking process.

• Activity 9: Teachers will provide students with The LEAP 21 Writer’s Checklist

to guide them during the writing process. Students will design a Power of Persuasion Scale to judge the effectiveness of a student’s final product in persuading others to identify with a point of view. Student volunteers read their letters, speeches, or editorials for peer review. Students share how they were influenced by the presentations and what they judged to be the most powerful persuasive words and strategies.


Grade 4 ELA Unit 4 Research 38


Unit 4: Research

Time Frame: Approximately four weeks Unit Description This unit focuses on locating, gathering, and interpreting information from a variety of sources. Teachers guide students in choosing a topic and appropriate resources to complete a research project. They assist students in reading, interpreting, and organizing information from timelines, tables, graphs, charts, and maps. Through a series of mini-lessons, teachers assist students in developing the necessary skills for each step of project development. Student Understandings Students gather, interpret, and organize information from a variety of media, reference, and technological sources. They develop skill in evaluating information, taking notes, and writing citations for references used. Students organize information and use available technology to publish and present their projects to the class. Guiding Questions

1. Can students determine which resources are appropriate for a specific purpose?

2. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams, schedules, tables, and maps?

3. Can students paraphrase information and take notes from multiple sources? 4. Can students produce a bibliography? 5. Can students use available technology to publish a variety of works?

Unit 4 Grade-Level Expectations (GLEs) GLE #

GLE Text and Benchmarks

02. Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1)

03. Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)



GLE #




14a. Demonstrate understanding of information in grade-appropriate texts by sequencing events and steps in a process (ELA-7-E1)

14f. Demonstrate understanding of information in grade-appropriate texts by identifying stated main ideas and supporting details (ELA-7-E1)









23d. Develop grade-appropriate compositions by identifying and applying writing processes, including conferencing with peers and teachers (ELA-2-E3)

23e. Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA- 2-E3)


23g. Develop grade-appropriate compositions by identifying and applying writing processes, including publishing using available technology (ELA-2-E3)



26c Write for various purposes, including book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6)



GLE #






33. Alphabetize to the fourth and fifth letters (ELA-3-E5) 34. Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) 35. Interpret, follow, and give multi-step directions (ELA-4-2) 36a. Deliver presentations that include information drawn from several sources and

identification of the source (ELA-4-E-4) 36b. Deliver presentations that include effective introductions and conclusions

(ELA-4-E-4) 36c. Deliver presentations that include details, examples, anecdotes, or statistics that

explain or clarify information (ELA-4-E-4) 37. Demonstrate active listening strategies, including asking questions, responding

to cues, and making eye contact (ELA-4-E5) 38. Adjust speaking content according to the needs of the audience (ELA-4-E5) 41a. Locate information using organizational features of a variety of resources,


41b. Locate information using organizational features of a variety of resources, including print materials such as indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1)

43a. Evaluate the usefulness of information selected from multiple sources, including library and online databases (ELA-5-E2)

43b. Evaluate the usefulness of information selected from multiple sources, including electronic reference works (ELA-5-E2)


43d. Evaluate the usefulness of information selected from multiple sources, including community and government data (ELA-5-E2)


43f. Evaluate the usefulness of information selected from multiple sources, including experiments (ELA-5-E2)

43g. Evaluate the usefulness of information selected from multiple sources, including surveys (ELA-5-E2)

44. Use keywords and phrases to take notes from oral, written, and electronic media sources (ELA-5-E3)

45. Paraphrase or summarize information from a variety of sources (ELA-5-E3)



GLE #


46. Construct simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3)

48. Create a list of sources (e.g., books, encyclopedias, online resources) following a specified format (ELA-5-E5)

49. Define plagiarism (ELA-5-E5)

Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of text and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through the application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students’ understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the



story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner. Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart Word + √ -- Example Definition plagiarism + Do not plagiarize on your

research paper. to use and pass off (the ideas or writings of another) as one's own

research -- We have to do a research paper.

a close and careful study to find out (new) facts or information



Activity 3: Daily Language (Ongoing)(GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class, overhead projector The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from



"permanent teams" (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. If the student correctly identifies one of the ten errors in that day's passage, a point is awarded to the team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)




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Advertisements Directions Greeting cards Biographies Famous Quotes Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Start with the End in Mind (GLEs: 14a, 41a, 41b, 43a) Materials List: access to the Internet and printer, Sample Research Report Rubric BLM Students examine models of reports and published works on sites such as http://www.webquest.org (exemplary web quests are listed, as well as criteria for evaluating student reports). Students can examine research reports, book reports, or other published works. They also examine the structure of the assignment, possible resources, and the assignment evaluation. Students print their favorite models and highlight features used in the model, such as these:

• How does the author “hook” the reader/viewer? • What sources are used in these projects (print and technology)? • What search engines are used? • How is the work organized, and what are its features? • How does the author use sources for information yet not plagiarize? • How does the author summarize important ideas and concepts? • How does the author sequence the information?

With teacher guidance, students construct a class research report rubric based on these observations and using the Sample Research Report Rubric BLM as a model. Activity 6: Begin with an Interest (GLEs: 14a, 19d, 23a, 23b, 35, 43a, 43b, 43c, 43d, 43e, 43f, 43g) Materials List: blank wall chart, KWL Chart BLM Teachers model how to conduct a research project with a focused topic. A chart is posted to track the stages of the project including:

• Defining the task • Selecting resources • Recording information • Organizing information



http://www.webquest.org



• Presenting information • Evaluating work

The teacher clarifies the scope of the project and suggests a timeline for each step. Students are given guidelines for topic selection, and they begin to investigate a content area study, a real-world issue, or a topic of genuine interest. Students will brainstorm (view literacy strategy descriptions) questions and determine one or two key questions worth investigating using the KWL Chart BLM. Then the teacher and students explore resources, such as the library and online databases, the Internet, community and government data, interviews, experiments, surveys, reference books, etc. This exploratory phase helps students generate ideas and pinpoint the focus of the project and also gives them a starting point for gathering information. Activity 7: Self-Selected Topics to Research (GLEs: 19d, 23a, 23b, 23d, 44, 48) Materials list: ISP Chart - Graphic Organizer BLM Having explored an area of interest with a variety of resources, students have the background knowledge necessary to define a research task. As students begin the research process, the teacher models and coaches as students narrow their topics, generate a list of questions to investigate, and make a list of possible resources. Students brainstorm (view literacy strategy descriptions) key words to use in print and technology sources. Students are coached on choosing the most effective sources, beginning with broader sources and then more specific ones. Each student will conference with the teacher to make sure the pre-research steps have been completed and to set goals for the use of time and resources. Students are given a research folder and a graphic organizer (view literacy strategy descriptions) such as the ISP Chart – Graphic Organizer BLM for note taking, outlining, and preparing a bibliography. Before officially beginning the “information stages” of the project, students must present the teacher with the following:

1. A project title/topic 2. A list of related key words or phrases to research 3. A preliminary list of resources to be used 4. A list of five guiding questions to investigate

Activity 8: Mini-lessons Customized (GLEs: 19b, 41a, 41b, 43a, 43b, 43c, 48) Materials List: research folder In a series of mini-lessons, the teacher guides students through the research process by conducting daily whole-class lessons on topics including:

• Using the computer as a research tool • Skimming and scanning for information • Evaluating resources • Organizing information



• Preparing a bibliography

The teacher also works with students individually as questions requiring these skills arise. As the class begins the research process, teachers use the hands-on experience to help students develop necessary skills, including using an index or glossary (including alphabetization skills), reading charts/graphs/tables/diagrams, and selecting relevant information from a variety of sources. Students keep a research file with step-by-step instructions for completing each research task. Teachers continue to monitor students’ progress and confer with them as needed during each stage of the project. Activity 9: Divide and Conquer (GLEs: 14f, 33, 41b, 43a, 44, 45, 46, 49) Materials List: research folder, overhead projector, transparency with a sample encyclopedia page Teachers have students choose one reference text to participate in a closed-book note-taking lesson. One possible strategy for note taking is the split-page notetaking (view literacy strategy descriptions). Split-page notetaking helps organize important information gained from reading text selections. Students write a topic on one-third of the page and take notes on the other two-thirds of the page. For example:

Topic: Dinosaurs Notes about the topic

Ankylosauria

* was an "armored dinosaur" *They are first known to have appeared in the early Jurassic Period of China, and persisted until the end of the Cretaceous Period.

Tyrannosaurus Rex

*the largest meat-eating dinosaur *walked on two powerful legs

Also, demonstrate for students how split-page notetaking contributes to effective review by covering one column and using the information in the other to recall the covered information. After modeling notetaking, the teacher defines and discusses plagiarism (to use and pass off the ideas or writings of another as one's own), explaining to students the importance of gleaning comprehensive and relevant information from texts while expressing that information in the student’s own words. The student follows the steps below to practice this process with the class:

1. Use a table of contents or index to locate information regarding the topic and demonstrate knowledge of alphabetical order.

2. Skim for key words and read the passage or “chunk” of information. 3. Close the text and think about what was read.



4. Record the information, paraphrasing the main ideas. 5. Check the notes by comparing to the text.

The teacher will show students an overhead transparency with a sample page from an encyclopedia. Students can use the literacy strategy GISTing (view literacy strategy descriptions) to read a paragraph (“chunking the information”) silently and then paraphrase the information after the teacher turns off the projector. Students read their notes aloud, and the teacher determines (with input from the class) if the students have summarized the passage in their own words. By recording “chunks” of information under headings based on the original investigatory questions, students will have a framework for a report outline with main ideas and supporting details. Students continue GISTing from each source and draft a rough outline. Activity 10: Publish and Present (GLEs: 23c, 23d, 23e, 23f, 23g, 26b, 34, 36a, 36b, 36c, 37, 38) Materials List: research folder, Information for Bibliography BLM, Sample Research Report Rubric BLM from Activity 5 Students use their outlines to draft a report that includes notes compiled from a variety of resources. Rough drafts are read by a peer to assess the quality of content and readability. Students make revisions, as necessary, and schedule a writer’s conference with the teacher. The teacher refers to the Sample Research Report Rubric BLM from Activity 5 to help students assess the organization and content of reports. Students and teacher discuss how the report can be shared most effectively with the class. They decide if visual aids (e.g., props, posters, charts, PowerPoint®

, etc.) would be appropriate for an oral presentation. Students are given an Information for Bibliography BLM and an editing checklist (see http://www.louisianaschools.net/lde/uploads/1684.pdf for LEAP Writer’s Checklist), and they ask at least two peers to proofread their work. Once the list of references is finalized, students must submit a formal bibliography to the teacher for approval. (Teachers should refer to the MLA format). Bibliographies are to include only those references from which the student has taken relevant notes, and must follow the specified format. The teacher will edit for errors and return to the student for revision. The student makes corrections and completes the final draft of the report, binds the report with accompanying bibliography and/or visuals, and prepares to present it to the class. Teachers and students make a list of what they consider to be the most important speaking and listening skills. They construct a class rubric that reflects their speaking/listening goals. This rubric includes students’ information about listening and audience participation etiquette, as well as speaking and overall presentation skills. Students present the reports based on their research and receive feedback via the class rubric.

http://www.louisianaschools.net/lde/uploads/1684.pdf



Sample Assessments General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit: General Assessments

• The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the teacher gives students feedback about their notes, drafts, and time management.

• Students maintain research files to keep track of notes, references/bibliographical information, and rough drafts. The teacher checks files periodically to ensure that the student is proceeding with research and notetaking in a timely manner.

• Students keep a list of new vocabulary words encountered during reading. They define each word and share the list with the teacher during writing conferences.

• The teacher provides graphic organizers (see example ISP Chart – Graphic Organizer BLM) that help students categorize notes and use guiding questions to formulate an outline. Teachers use these charts to determine when students are ready to move to the next phase of research/report writing. Teachers observe students’ skills in using the organizational features of sources such as electronic information (keyword searches, passwords, entry-menu features, links) and encyclopedias and reference sets (e.g., table of contents, indices, map legends, etc.).


• Activity 7: The teacher will determine if the topic is too broad or narrow to produce a beneficial research experience. The list of key words, references, and guiding questions must be verbally approved by the teacher before research begins.

• Activity 9: The teacher will show students an overhead transparency with a

sample page from an encyclopedia. Students are asked to read a paragraph (“chunking the information”) silently and then paraphrase the information after the teacher turns off the projector. Students read their notes aloud, and the teacher determines (with input from the class) if the students have summarized the passage in their own words.



• Activity 10: The teacher will use the presentation rubric designed by students in Activity 5 to score the student’s final presentation. The rubric will also have a space for written commentary about the student’s work during project development. Students will also submit a formal bibliography (see Information for Bibliography BLM) to the teacher for approval. Bibliographies are to include only those references from which the student has taken relevant notes, and must follow the specified format. The teacher will edit for errors and return to the student for revision.


Grade 4 ELA Unit 5 Poetry 50

Grade 4 `English Language Arts

Unit 5: Poetry

Time Frame: Approximately four weeks Unit Description This unit focuses on exploring ways poets use special writing techniques to elicit feelings and create images. As students read, listen to, and analyze a variety of poetic forms, they learn to recognize the literary devices used by poets to capture the imagination and emotions of readers. The desired outcome of this study is for students to appreciate poetry as listeners and as a means of self-expression. Student Understandings Students read a variety of poetic forms and collect, memorize, and write poetry. They recognize poetry as a form of artistic expression and analyze how poets’ experiences in life are reflected in their work. They listen for the cadence, rhythm, or rhyme distinctive to some poetic forms and practice reading or reciting poetry expressively. They identify literary devices, such as analogical reasoning through simile, metaphor, and personification. Students borrow literary devices from the poets as they create original works. Guiding Questions

1. Can students define what poetry is or give examples of types of poetry? 2. Can students explain why people read poetry? 3. Can students identify literary devices used by a poet? 4. Can students express how a poet helps them understand a concept, compare

objects or ideas, or provide a new way to look at a subject? 5. Can students describe the mood or feeling created by the poem? 6. Can students use poetic language and form to express their own thoughts and

feelings?






06. Identify literary devices, including metaphor and hyperbole (ELA-1-E4) 07. Answer literal and inferential questions about ideas and information in grade-

appropriate texts in oral and written responses (ELA-1-E5) 08. Connect information in grade-appropriate texts to prior knowledge and real-life

situations in oral and written responses (ELA-1-E6) 09. Increase oral and silent reading fluency and accuracy with grade-appropriate


grade text with appropriate pacing, intonation, and expression (ELA-1-E7) 11. Compare and contrast stories/tales from different cultures and explain the

influence of culture on each tale in oral, written, and visual responses (ELA-6-E1)

12. Identify a variety of types of literature, including poetry and short stories, in oral and written responses (ELA-6-E2)




19b. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies including skimming and scanning texts for various purposes (e.g., locating information, verifying facts) (ELA-7-E4)

19e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies including explaining connection between information from texts and real-life experiences (ELA-7-E4)





23b. Develop grade-appropriate compositions by identifying and applying writing processes, including prewriting (e.g. brainstorming, researching, raising questions, generating graphic organizers)



GLE # GLE Text and Benchmarks 23c. Develop grade-appropriate compositions by identifying and applying writing

processes, including drafting (ELA-2-E3) 23e. Develop grade-appropriate compositions by identifying and applying writing

processes, including revising based on feedback and use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-E3)



24. Develop paragraphs and compositions of a least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion) emphasizing narration and description (ELA-2-E4)

25. Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5)






34. Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) 36c. Deliver presentations that include details, examples, anecdotes, or statistics that

explain or clarify (ELA-4-E4) 37. Demonstrate active listening strategies, including asking questions, responding

to cues, and making eye contact (ELA-4-E5)

Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction.



Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of texts and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students’ understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner. Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words.



Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart Word + √ -- Example Definition Alliteration + I listened for alliteration

while my teacher read a poem.

repetition of initial consonant sounds

Consonance + Jack Frost’s, Stopping by Woods on a Snowy Evening, is an example of a consonance poem.

repetition of final consonant sounds

Assonance Assonance differs from rhyme in that rhyme is a similarity of vowel and consonant.

repetition of vowel sounds

Onomatopoeia Onomatopoeia is a Greek word meaning name-making.

use of words that imitate the sound of what they denote

Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class, overhead projector The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from



"permanent teams" (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. If the student correctly identifies one



of the ten errors in that day's passage, a point is awarded to the team. Then it is the other team's chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Give credit if they offer an idea that would improve the passage.)




Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Poetry Corner (GLEs: 07, 11, 12, 18) Materials list: writer’s notebook, samples of various types of poems, chart paper

The teacher introduces the poetry unit by reading poems with differing formats to initiate a discussion of what poetry is. The teacher asks the students what their definition of





poetry is. Write these responses on the board or chart paper and discuss, then write the exact definition of poetry you will be using during these lessons. The teacher includes forms to read and recite for interpretation, such as acrostic, haiku, cinquain, diamante, and free verse. Using a word grid (view literacy strategy descriptions), like the example below, and through class discussions, students will compare and contrast types of poetry.

Word Grid

Types of Poetry

Yes =

Acrostic Haiku Cinquain Diamante Free verse Throughout the unit, the teacher discusses how poets’ life experiences influence their writing. As students become familiar with different types and styles of poetic expression, they develop an appreciation for the purpose and distinguishing characteristics of poetry versus prose. The teacher continues to expose students to a variety of poetic works by reading aloud or asking students to read particular works that evoke different levels of meaning. Students listen carefully for particular language, rhythm, or emotions as the poems are read aloud. Poetry lessons always include time for students to respond orally and in written form in their writers’ notebooks. Throughout this unit, teachers are encouraged to explore the many online resources that assist in locating and teaching poetry. Useful websites include:

• www.onlinepoetryclassroom.org • www.poets.org • www.42explore.com/poetry.htm

Activity 6: Use My Senses (GLEs: 22, 23b, 25) Materials list: travel magazines or brochures, writer’s notebook, post cards, Carl Sandburg’s poem “Fog” The students learn about imagery, voice, and word choice, one skill at a time over a series of focus lessons. The teacher shows students a travel poster or appealing scene from a travel magazine. Students are asked to brainstorm (view literacy strategy descriptions) a list of highly descriptive vocabulary to describe the picture, utilizing all of the senses.

Japa

nese

Sylla

bic

vers

e

Lac

ks

rhym

e

Follo

ws s

peci

fic

patt

ern

Form

s a

sha p

e

stan

zas

abou

t nat

ure

rhym

es

http://www.onlinepoetryclassroom.org

http://www.poets.org

http://www.42explore.com/poetry.htm



The teacher models and coaches as students use the word list to write sentences describing the scene. They use expressions such as “I see,” “I feel,” and “I smell,” and experiment with metaphor and hyperbole to bring a poetic flair to their descriptions. Students are then given picture postcards to inspire their own attempts at creating sensory descriptions of the visual. Students are asked to use their five senses and figurative language to describe their postcards. Students compare their written language with the language found on the back of the postcard. A mini-lesson on expressive language includes conventions and several parts of speech: nouns, strong verbs, adjectives, and adverbs. Next, teachers give each student a copy of Carl Sandburg’s poem Fog. The teacher should discuss with the students the poetic device exemplified, tell what comparisons the poet is making, and discuss their interpretations of this classic poem. Students receive feedback about their responses as the teacher guides the class in a discussion of how Sandburg paints a memorable word-picture through his choice of words. Activity 7: Learn from Authors (GLEs: 07, 16, 18) Materials list: writer’s notebook, chart paper, copies of poems The teacher should have copies of several poems of well-known works to distribute to the class groups. Students work in small groups to experience poetry and see how it makes the reader feel. Then the groups “switch” poems and give their interpretations and compare each group’s responses. Using Questioning the Author (QtA) (view literacy strategy descriptions), write the following questions on the board and then have the students reread and discuss as a class.

• What is this poem about? • Did the author make you think about this in a new way? (The teacher asks

literal and inferential questions.) • Does this piece compare one thing to another? • How are those two the same? • Why did the poet choose to write about the subject this way? • How did the author’s words make you feel? • What do you think the author wanted you to realize or understand from

reading this poem? Students record their responses and display on chart paper for future reference (for example, Activity 8).



Activity 8: Poetry Panel of Experts (GLEs: 09, 10, 17, 24, 34, 36c, 37) Materials list: writer’s notebook, copies of poems, LEAP Writing Rubrics BLM, tape recorder Students choose a favorite poem to interpret, practice reading orally, and share with classmates. Using the questions in the previous activity or others they formulate, students work either individually or in pairs to recite their poems aloud, using appropriate intonation. Students become “experts” by practicing reading the poem expressively (if feasible, reciting from memory), researching information about the poet, and writing a composition of three or more paragraphs, expressing what they like most about the poem and the author‘s literary style. They cite specific examples that support their observations about the poem and its author. The student’s composition of three or more paragraphs will be graded using the LEAP Writing Rubrics BLMs. All students will share their compositions with the class. Classmates receive copies of the poem discussed and use active-listening skills, making notations while the student volunteer presents information. Working from their notes, students participate in a whole-class discussion, sharing their thoughts regarding interpretation of the poem and the poet’s style, word choice, and effectiveness in creating images and in expressing feelings or emotions. Their observations are to be supported by references to the text. Next, students work with a reading partner to tape record readings of their favorite poems. After listening to the tape, they complete a self-assessment rubric evaluating their oral reading performance. Students repeat this process until they are satisfied with their performance and feel confident about reading aloud to an audience. Activity 9: Literary Devices Workshop (GLEs: 06, 19b, 25) Materials list: writer’s notebook, Post-It® notes, poems from various sources (class books, school and public libraries, websites, etc.) The teacher will present a mini-lesson on figurative language used by poets. Students will hear examples of similes, metaphors, personification, and hyperbole in poetry and will be given practice in identifying each within the context of poems read aloud. Teachers model the use of metaphor, a word or phrase denoting one kind of object or idea used in place of another to suggest comparison. They explain that a simile is a comparison using like or as. They show that in personification, the poet gives human characteristics to objects or concepts. Hyperbole involves intentional exaggeration to make a point. Students indicate in their writers’ notebooks poets who link one thing with another in ways that help the reader compare those things. Students are then divided into four groups and challenged to search for the best examples of the four literary devices studied. Students are encouraged to explore their homes, school, and public libraries, as well as the many online sources of poetry. Post-It® notes



can be used to mark favorites. Each group presents its top three “candidates,” and the class votes to choose winners in each category. Activity 10: Sounds of Poetry (GLEs: 06, 12, 19b) Materials list: writer’s notebook, vocabulary self-awareness chart, magazines, newspapers, brochures, copies of poems As students listen to the teacher read aloud examples of a variety of poems, they recognize that another way in which poems have a multi-sensory appeal is through rhythm or cadence. Students note how the tempo of a poem conveys a mood or feeling. Limericks are humorous poems that have a particular rhythmic pattern that students recognize and enjoy. Another way to train the student’s ear for poetry is to introduce the following poetic terms by using a vocabulary self-awareness chart (view literacy strategy descriptions), like the one created in Activity 2.

• Alliteration – repetition of initial consonant sounds • Consonance – repetition of final consonant sounds • Assonance – repetition of vowel sounds • Onomatopoeia – use of words that imitate the sound of what they denote

These devices can be recognized in works and experimented with as teachers model, coach students, and encourage them to apply those techniques in their own daily entries as practice. Students should read poetry orally to appreciate fully the sounds and rhythms of language that can be achieved through word choice. Advertisements are an excellent resource for learning about the sounds and patterns of poetry. Looking through magazines, newspaper, and brochures, students circle or list examples of the poetic language listed above. Students work in groups to collect examples of poetic word choices. Students will keep examples in their writer’s notebooks. Activity 11: Collecting Seeds for Poetry (GLEs: 08, 19e, 23a, 23b) Materials list: writer’s notebook Students keep daily entries of their everyday observations of topics, concepts, ideas (nature, animals, sports, special events), or themes (change, patterns, cycles, structures, hope, faith, courage, etc.). Teachers encourage students, by modeling, to write daily entries in their writers’ notebooks about what is important to them or experiences that hold enduring meaning in their memories. These ideas are “seeds” for future poetry: interesting pictures, words, thoughts, and others.



Activity 12: Poems for Publication (GLEs: 12, 22, 23a, 23c, 23e, 23f, 23g, 25, 34) Materials list: writer’s notebook, copies of various types of poetry, Types of Formula Poems BLMs, Sample Poetry Rubric BLM Teachers model, coach, and apply various forms of poetry, such as free verse, narrative poems, limericks, diamante, cinquain, and haiku. Teachers will provide written examples and graphic organizers using the Types of Formula Poems BLMs for students to use as a guide in writing poetry. In “formula poems” students insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow semantic patterns in choosing appropriate words for each formula. As students become familiar with a form, teachers encourage them to experiment with that format to draft an original poem. After students complete several drafts of poems in various forms, they select one to revise, edit, and publish. The teacher establishes rubrics (see Sample Poetry Rubric BLM) that assess word choice, organization, and conventions. Teachers supply students with a checklist containing guidelines for publication of poems, explaining the importance of word choice, editing, and format when work is to be formally published. During writer’s conferences, the teacher will encourage the student to revise or rewrite to meet these higher standards. Students will proofread and publish their poem of choice and design a dramatic presentation. Teachers and students construct rubrics for publication, exemplary speaking, and listening skills. Student work may be shared with a larger audience via several online publishing websites. http://www.kidnews.com/ http://www.kidpub.com/ http://www.cyberkids.com/cw/ http://www.gigglepoetry.com/

Sample Assessments

General Guidelines Use a variety of performance assessments to determine students’ understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

http://www.kidnews.com

http://www.kidpub.com

http://www.cyberkids.com/cw

http://www.gigglepoetry.com



General Assessments

• Students will maintain a writers’ notebooks with entries related to the unit, including vocabulary (poetic forms, literary devices), word webs, and idea lists serving as a reference for writing activities. Information in the notebooks will be shared between teacher and students during writers’conferences, and the teacher will assess notebooks for completeness and organization at the end of the unit.

• Students will enter favorite poems, poets, and poetry reading responses in each Reader’s Notebook. This notebook becomes a source of information for oral and written assignments during the unit. The teacher will give students a checklist of items to be included in the notebook.

• Teachers will monitor progress of individual or group work via periodic “writers’ conferences” during which students report on their progress and discuss any problems they are encountering. The teacher uses this opportunity to point out ways to improve or edit work and to model “how writers problem solve.”

• Teachers will provide written examples and graphic organizers for students to use as a guide in writing poetry. These forms may include cinquains, limericks, haiku, free verse and diamante. In “formula poems” students insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow semantic patterns in choosing appropriate words for each formula.


• Activity 6: Teachers give each student a copy of Carl Sandburg’s poem Fog. Students are asked to identify the poetic device exemplified, tell what comparisons the poet is making, and discuss their interpretations of this classic poem. Students receive feedback about their responses as the teacher guides the class in a discussion of how Sandburg paints a memorable word-picture through his choice of words.

• Activity 8: Students work with a reading partner to tape record readings of their favorite poems. After listening to the tape, they complete a self-assessment rubric evaluating their oral reading performance. Students repeat this process until they are satisfied with their performance and feel confident about reading aloud to an audience.

• Activity 12: Teachers supply students with a checklist containing guidelines for

publication of poems, explaining the importance of word choice, editing, and format when work is to be formally published. During writer’s conferences, the teacher will encourage the student to revise or rewrite in order to meet these higher standards.


Grade 4 ELA Unit 6 Reading and Writing Nonfiction 62


Unit 6: Reading and Writing Nonfiction Time Frame: Approximately four weeks Unit Description The goal of this unit is to teach students strategies for reading and writing informational texts. Teachers present instruction as an inquiry into an issue or a problem worth investigating, allowing students to make real-life connections. Through explicit modeling, coaching, and application of instructional techniques, comprehension is developed at the literal, interpretative, and evaluative levels of questioning. Student Understandings Students examine a variety of informational texts to study the structure and organizational features used to present nonfiction information. They pose investigative questions on a topic of interest and respond both orally and in writing to selected texts. Student-constructed rubrics are used to establish clear expectations and as a tool for reflection. Guiding Questions

1. Can students identify informational texts? 2. Can students determine the purposes for reading informational texts? 3. Can students determine how informational text is organized? 4. Can students pose literal, interpretive, and evaluative questions? 5. Can students identify and use graphic aids, print features, and organizational

aids found in informational texts? 6. Can students articulate their interests and pursue answers to their content

questions by reading informational texts? 7. Can students write their own informational articles that include components

studied in this unit?



Unit 6 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 01. Use understanding of base words, roots, prefixes, and suffixes to decode more

complex words (ELA-E1) 02. Determine the meaning of unfamiliar words using knowledge of word origins and

inflections (ELA-1-E1) 03. Determine word meanings, word choices, and pronunciations using a broad variety

of reference aids such as dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)

07. Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and written responses (ELA-1-E5)




14e. Demonstrate understanding of information in grade-appropriate texts by comparing and contrasting story elements or information within and across texts (ELA-7-E1)



19a. Demonstrate understanding of information in grade-appropriate texts by supporting differences between fact and opinion with information from texts (ELA-7-E4)


19c. Demonstrate understanding of information in grade-appropriate texts by identifying cause-effect relationships in texts and real-life situations (ELA-7-E4)

19e. Demonstrate understanding of information in grade-appropriate texts by explaining connection between information from texts and real-life experiences (ELA-7-E4)

20a. Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1)








GLE # GLE Text and Benchmarks 22. Identify an audience for a specific writing assignment and select appropriate






23e. Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist) (ELA-2-E3)



24. Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description


29. Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2)






34. Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) 36a. Deliver presentations that include information drawn from several sources and

identification of the sources (ELA-4-E4) 36b. Deliver presentations that include effective introductions and conclusions (ELA-4-

E4) 36c. Deliver presentations that include details, examples, anecdotes, or statistics that

explain or clarify (ELA-4-E4)



GLE # GLE Text and Benchmarks 36d. Deliver presentations that include information selected to persuade or influence the

audience (ELA-4-E4) 37. Demonstrate active listening strategies, including asking questions, responding to

cues, and making eye contact (ELA-4-E5) 38. Adjust speaking content according to the needs of the audience (ELA-4-E5) 50. Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps

generated from grade appropriate materials (ELA-5-E6)

Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of texts and to determine base word meanings. A variety of vocabulary building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar text through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in



the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner. Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart Word + √ -- Example Definition Nonfiction + Do you like to read

nonfiction? books or writings of true experiences or facts

Expository + Please write an expository essay.

A mode of writing in which the purpose of the author is to inform, explain, describe, or define his or her subject to the reader.



Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class, overhead projector The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from







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Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Introducing Nonfiction (GLEs: 07, 16, 18, 19a) Materials list: science and/or social studies textbooks, other nonfiction books, Characteristics of Nonfiction Text BLM

Discuss what nonfiction is with students. Point out examples that are all around them: books about their favorite animals, lunch menus, maps, classroom magazines, etc. (Be sure to define nonfiction for the students - it gives information, explains, informs, or persuades).

Next, present the information below about characteristics of nonfiction text and have students take split-page notes (view literacy strategy descriptions). Based on the information, guide a discussion of the characteristics of nonfiction and how reading nonfiction is different from reading stories or novels. Use examples from nonfiction books gathered from the library or a social studies or science textbook to illustrate some of these characteristics. Once notes are completed, demonstrate for students how to use them for review by covering the right column and using the questions in the left column to recall the covered information. Also, allow students to quiz each other over the content of their notes in preparation for tests and other class activity.

Characteristics of Nonfiction Text in Split-Page Note Format BLM

How does nonfiction text looks different from fiction?

• Chapter titles and section headers preview information.

• Each page has words in a variety of fonts and type sizes.

• Bold or italic fonts may be used to signal important words or phrases.

• Diacritical marks may be used to guide pronunciation.

How are graphic aids used? • Maps, charts, diagrams, photographs are usually included to illustrate or summarize information.

• Captions or labels must be examined carefully for relevant information.





How is the vocabulary different?

• There may be more words that are unfamiliar. Look for multi-syllabic words like "photosynthesis" that may be difficult to pronounce.

What do we know about nonfiction?

• A great deal of information is to be understood and remembered.

Explain to the students how these characteristics are “clues” that will help them understand what they're reading.

Have students share experiences they've had with nonfiction using these prompts:

• What books about real people, places, and events have you read? • Do you enjoy reading these types of books? Why or why not? • When you look at an article or a biography, do you look at the illustrations and

read the captions? • What websites do you visit? • Have you ever had to read directions for a board game or ingredients in a

cookbook?

Activity 6: Elements of Nonfiction (GLEs: 07, 16, 18, 19a) Materials list: nonfiction material such as books, textbooks, magazines, etc. The teacher will introduce explicit models of nonfiction for students, demonstrating how to examine elements of nonfiction texts in order to:

• learn the author’s sources • distinguish the author’s purpose for writing and its influence on the

organization of the text • distinguish fact from opinion • determine the accuracy of the information • determine how style and language make the work interesting

Students will then work in small groups to examine additional texts in the same manner. The teacher will use the professor know-it-all strategy (view literacy strategy descriptions) to continue the lesson. The teacher will assign each small group a short book, a chapter from a textbook, a magazine article, etc., based upon a particular subject that the students are covering in class. The students will have a short time to examine the material. The students will be called upon to come to the front of the room to provide answers to questions from their peers about the content. Also, the groups are asked to generate 3-5 questions about the content they might anticipate being asked and that they can ask other experts. The groups are called one at a time to answer questions. The students asking the questions can either accept the answers or challenge the answer.



After five minutes, a new group of professor know-it-alls are called to the front of the class. Activity 7: Structures of Nonfiction Texts (GLEs: 08, 14e, 19b, 19c, 50) Materials list: several copies of nonfiction texts The teacher uses a variety of instructional strategies to introduce and review the structures of nonfiction texts. As texts are read aloud or silently, teachers point out the various ways authors present nonfiction information. Students practice skimming, scanning, and searching for key words that are characteristic of various structures:

• Description – adjectives that help readers visualize concepts • Temporal sequence – words that indicate the order of events (e.g., first, then,

next) • Compare/contrast – words that tell how things are alike/unlike • Cause/effect – information on why things happen • Problem/solution – explanations about situations or problems, and possible

remedies Teachers facilitate lessons requiring students to point out and identify various print features, including italics, boldface print, headings/subheadings, and captions. They plan activities that give students hands-on practice in using the table of contents, index, glossary, and appendix in nonfiction books. Students also gain experience in interpreting timelines, charts, graphs, diagrams, and maps in the context of nonfiction reading. Activity 8: Writer’s Notebook (GLEs: 01, 08, 19e, 23a) Materials list: writer’s notebook, nonfiction books or textbooks Using the literacy strategy DR-TA (view literacy strategy descriptions) the teacher models how to write daily entries about informative topics in a writer’s notebook. First, students read the selection title (and perhaps a bit of the selection) and make predictions about content and write the prediction(s) in their notebooks. Students read to first predetermined stop. They confirm, refine, or reject their initial hypotheses and justify their ideas with reference to the text. Students then make a new hypothesis and write it down in their notebooks. Students read the next section and follow procedures in step two. This cycle continues until text is read. The teacher should facilitate (but not direct) thinking by asking questions such as, “What do you think?,” “Why do you think so?,” or “Can you prove it?” The teacher may summarize points that students make during the discussion, but should take care not to let his or her values or interpretations dominate. The teacher’s role is to foster thoughtful student participation. Another approach would be for the students to choose a topic or subject they are curious about. They formulate questions they have about the topic and select at least two



informational texts to read on the subject. Students write daily entries based on the information in the nonfiction texts they are reading. They relate information to real-life experiences, while applying their knowledge of root words, suffixes, and prefixes to unfamiliar vocabulary. Students will record summaries or responses to daily nonfiction reading in a reader’s notebook or journal. Teachers will read the entries periodically and write comments or suggestions. Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to monitor students’ abilities to master new vocabulary and improve read-aloud fluency Activity 9: Learn About the Writing Process from Authors (GLEs: 14e, 16, 20a, 20b, 20c, 20d, 23a) Materials list: writer’s notebook, LEAP 21 Writing Rubrics BLM, several books for examples of writing

Teachers explain to students that every time an author writes, he or she has a purpose in mind. Writers usually write to explain, persuade, or to entertain. Understanding an author’s purpose will help readers interpret the information. The author’s point of view is often expressed through the purpose for writing.

Use the following chart to review with students how to identify the author’s purpose and point of view.

Type of Writing Author’s Purpose Point of View and Tone Non-fiction

• News articles • Textbooks • Biographies • Documentaries • Technical Manuals • Charts, graphs, tables

To inform, explain, give directions, illustrate, or present information.

The author’s point of view and tone are primarily neutral.

Persuasive Pieces

• Editorials • Advertisements • Campaign speeches • Bumper stickers • Billboards

To persuade by expressing an opinion to convince readers to think/feel/act a certain way.

The point of view clearly reflects the author’s attitude about a subject. Sometimes the opinion is directly stated and other times it is implied. The author may try to convince readers by using tone to appeal



• Commercials • Some charts and

graphs

to their feelings and/or values.

Fiction

• Short story • Poetry • Novels • Drama

To illustrate a theme, event, or story that conveys a mood. Usually written to entertain.

The author may use characters or narrators to express attitudes in the story. The tone might be light and humorous or serious and sad.

Teachers and students identify and discuss exemplary models of what an author has written (the elements), how the author chose to write (the structure), and why the author chose that style of writing. Students practice these components by writing entries in their writers’ notebooks, using self-selected topics focusing on a main idea. They will choose one of their entries to expand into a composition of three or more paragraphs with appropriate main ideas and supporting details written in sequential order. Students’ compositions will be assessed using a writing rubric (see LEAP 21 Writing Rubrics BLM). Activity 10: Writing Process (GLEs: 20e, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 29, 30a, 31a, 31b) Materials list: LEAP 21 Writing Rubrics BLM Assign students to write an expository essay. Remind students that expository writing seeks to inform, clarify, explain, define, or instruct. Expository writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks, catalogs, newspaper articles, magazine articles, manuals, pamphlets, reports, and research papers. Some general characteristics of expository writing include:

• focusing on the main topic • logical supporting facts • details, explanations, and examples • strong organization • clarity • unity and coherence • logical order • smooth transitions

Teachers may let the students choose their own topics or assign a specific topic. Some examples of expository writing topics are:



• Write a story about a trip you are going to take and what friend you want to take with you. Explain why this friend would be the best person to go with you.

• Describe the cause and effects of pollution in the environment. Narrow your topic to one form of pollution, such as something that causes air, water or land pollution.

• Explain the process of baking a birthday cake. • Find an example of expository writing; explain the elements that make this

a good example.

Students and teachers construct a scoring rubric (see LEAP 21 Writing Rubrics BLM), including posing questions, identifying research sources, and using grade-appropriate conventions. Students begin to draft a composition of three or more paragraphs that includes a writing intent (expository) with a clear purpose, an effective structure, a sense of audience, topic sentences, and appropriate transitional phrases. Students confer with peers and teacher to proofread, revise, edit, and publish, using a variety of resources, including technology (such as PowerPoint® presentations), for presentation. When proofreading, they will concentrate on capitalization, active voice, appropriate interjections, and transitive and intransitive verbs. *Note: LEAP requires students to write either a narrative or descriptive essay. These types of essays were covered in previous units. In addition, there is a practice test http://www.doe.state.la.us/lde/saa/2032.html that teachers can administer and send off for scoring to help students know what type of writing they need on the LEAP 21 test. Activity 11: Presents to Others (GLEs: 34, 36a, 36b, 36c, 36d, 37, 38) Materials list: Presentation Rubric BLM , students’ nonfiction writing Teacher and students construct a rubric for presentation and listening (using the Presentation Rubric BLM as an example), detailing purpose, role of the listener, appropriate introductions and conclusions, good anecdotes, appropriate delivery for the audience, and constructive responses. Students prepare oral presentations of their nonfiction writing from Activity 10 and present them to the class. The teacher can require visual aids in the presentation such as Power Point presentations, charts, demonstrations, etc. These should also be assessed in the rubric.

Sample Assessments Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

http://www.doe.state.la.us/lde/saa/2032.html



General Assessments

• Students will record summaries or responses to daily nonfiction reading in a reader’s notebook or journal. Teachers will read the entries periodically and write comments or suggestions.

• Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to monitor students’ abilities to master new vocabulary and improve read-aloud fluency.

• Teachers will observe students’ capabilities in navigating nonfiction print materials. They will use anecdotal records to note students’ ability to use materials independently and participate in class activities.


• Activity 6: Teachers will use students’ oral responses during the professor know-it-all strategy to determine if they understand how to read critically to evaluate various elements of nonfiction text.

• Activity 10: The LEAP 21 Writer’s Checklist BLM will be used for self, peer,

and teacher assessment. Teacher’s can access copies of the checklist at this website: http://www.doe.state.la.us/lde/uploads/2071.pdf The student’s expository writing will be assessed with either the class-constructed rubric or by using the LEAP 21 Writing Rubrics BLM

• Activity 10: Teachers will use the class-constructed rubric to assess oral

presentation and class participation. Students will be graded on their presentation and on any visual aid that may be required by the teacher.

http://www.doe.state.la.us/lde/uploads/2071.pdf


Grade 4 ELA Unit 7 Autobiographies and Biographies 75


Unit 7: Autobiographies and Biographies Time Frame: Approximately four weeks Unit Description This unit focuses on reading and writing biography and autobiography. Through a series of mini-lessons, students are given the opportunity to read models of biographical works to compare and contrast how authors handle subject matter effectively. The teacher facilitates discussions that help students learn writing strategies to collect and share information about themselves and another person of interest. Student Understandings Students read examples of biographical and autobiographical texts to learn how authors impart information about personalities, customs, and events of a particular time period. They examine the author’s style, accuracy of informational sources, visuals, other documents, and organization of the text structure to gain insight into what makes a biographical piece meet criteria for good literature. Students try these techniques themselves as they write autobiographical sketches and research biographical information on a person of interest. Guiding Questions

1. Can students identify what makes a biography/an autobiography worth reading?

2. Can students determine how accurate a biography/an autobiography is? 3. Can students identify criteria for making a biography/an autobiography

interesting? 4. Can students demonstrate how a biographer’s/an autobiographer’s writing

style is used to “hook” the reader?



Unit 7 Grade-Level Expectations (GLEs) GLE # GLE and Text and Benchmarks 02. Determine the meaning of unfamiliar words using knowledge of word origins





10. Demonstrate oral reading fluency and accuracy of at least 140 words per minute in fourth-grade text with appropriate pacing, intonation, and expression (ELA-1-E7)

14e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as comparing and contrasting story elements or information within and across texts (ELA-7-E1)

14g. Demonstrate understanding of information in grade-appropriate texts by making simple inferences (ELA-7-E1)


19d. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including generating questions to guide examination of topics and real-life situations (ELA-7-4)

19e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including explaining connection between information from texts and real-life experiences (ELA-7-4)

20a. Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1










GLE # GLE and Text and Benchmarks 23b. Develop grade-appropriate compositions by identifying and applying writing

processes, including prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-E3)



23e. Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist and rubrics) (ELA-2-E3)



24. Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, narration, exposition, and persuasion), emphasizing narration and description




28. Use standard English punctuation, including apostrophes in contractions and in possessive case of singular and plural nouns (ELA-3-E2)



31a. Apply knowledge of parts of speech in writing, including selecting and using common interjections appropriately (ELA-3-E4)



31d. Apply knowledge of parts of speech in writing, including using irregular verb tenses correctly (ELA-3-E4)

32. Use knowledge of root words, affixes, and syllable constructions to spell words (ELA-3-E5)

34. Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1)

36a. Deliver presentations that include information drawn from several sources and identification of the sources (ELA-4-E4)



GLE # GLE and Text and Benchmarks 36c. Deliver presentations that include details, examples, anecdotes, or statistics that

explain or clarify (ELA-4-E4) 37. Demonstrate active listening strategies, including asking questions, responding

to cues, and making eye contact (ELA-4-E5) 38. Adjust speaking content according to the needs of the audience (ELA-4-E5) 39. Listen to and critique messages such as advertising that are communicated in a

variety of mediums, including television and print (ELA-4-E6) 41a. Locate information using organizational features of a variety of resource,







45. Paraphrase or summarize information from a variety of sources (ELA-5-E3) 46. Construct simple outlines with main topics and subtopics that reflect the

information gathered (ELA-5-E3) 47. Use electronic and print resources (e.g., spelling, grammar and thesaurus

checks) to revise and publish book reviews and research reports (ELA-5-E4) 48. Create a list of sources (e.g., books, encyclopedias, online resources) following

a specified format (ELA-5-E5) 49. Define plagiarism (ELA-5-E5)

Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction.



Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of texts and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students’ understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up” again, and students will find a new partner. Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words.



Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart

Word + √ -- Example Definition autobiography + I read an autobiography

about Dr. Suess.

biography + I wrote an autobiography.

Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each student, transparency copy for use as a class The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from







Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26c) Materials List: journal, pencil Students will keep a daily journal or writer’s notebook. Daily writing activities can include, but are not limited, to the following list: Daily journal prompts Story summary Daily news (Write about things that happened at school that day.) Picture prompts (Use pictures to create a story.) Word wall or spelling activities Story starters Comic strips (Fill in what the characters are saying.) Pen pals (Write to another class.) Story responses (Respond to reading story or trade book.) Poetry


Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html Activity 5: Introduction to Biographies and Autobiographies (GLEs: 19d, 21, 22, 23a, 23b, 23g, 39, 41a, 42) Materials List: variety of biographies and autobiographies, computer, publishing software, GISTing BLM, overhead projector, transparency The teacher brings in a variety of biographies and autobiographies from the library for students to peruse. Teacher and students discuss what makes a biography/an autobiography recommended reading, how accurate and interesting the biography/ autobiography is, and what writing style the biographer/autobiographer uses to “hook” the reader. Students read aloud models of autobiographies and biographies from a variety of sources, including their own from previous grades, the media, television network biography, and magazines such as Kids National Geographic, Sports Illustrated for Kids, Children’s Digest, and Teen magazines. The teacher asks what makes these magazines attract large audiences. Students critique information presented for accuracy and discuss author’s intent, noting that sometimes accounts are sensationalized in order to attract





more readers. Students discuss the impact of biographical reporting for a public with a high level of curiosity about the rich and famous. After this quick exploration, students are asked to identify one person in the field of sports, entertainment, or government about whom they are interested. Students will make a list of five questions they would like to ask them. Generating a list of key words, they complete a mini-research exercise, finding information online and using tools for periodical searches. Students will use the literacy strategy GISTing (view literacy strategy descriptions) (teachers can make copies of GISTing BLM) to write a one-paragraph essay about the person of interest to them. This activity helps students to focus on the main ideas in a text or informational piece of reading. Students summarize information and answer key questions about the reading. This activity helps students decide what is important and what is not important in an article or book. It can also help them to use concise and precise sentences as well as help develop their vocabulary. It also helps students to learn the content and main ideas in the readings, an important benefit. After the essays are complete, students use PC publishing software to compile their summaries into a classroom version of a magazine or newspaper. For example: Using the GISTing BLM, the teacher selects 4-5 paragraphs from an article or text. Place the selection or article on an overhead. Read the textbook selection or article aloud to the students. After the article is read, explain how to get the gist of the article. Next, have the students draw 20 blanks on their paper. Cover the article so only the first paragraph is visible. Read the paragraph aloud. Point out the focus of the article or textbook selection. Students and teachers are to summarize the first paragraph in exactly 20 words. The students are to decide what is or is not important to keep. Practice asking key questions to start examining the information. Always begin the first sentence of the gist with who and/or what in the article or textbook selection. Note information that is repeated. Identify a main idea. After the paragraph is “gisted,” or summarized, the teacher reads the second paragraph, while students follow along. The students draw 20 more blanks on their paper and summarize the first and second paragraphs. The same process is continued with the third and fourth paragraphs. Activity 6: About Me (GLEs: 19d, 20a, 20b, 20c, 20d, 20e) Materials List: LEAP 21 Writer’s Checklist BLM, LEAP 21 Writing Rubrics BLM Students follow a similar procedure to learn more about each other. The class brainstorms (view literacy strategy descriptions) a list of questions that would provoke thought about a student’s personality, life experience, and personal ambitions. Examples may include:

• What is my best childhood memory? • Who are the people I most admire? • What was my most embarrassing experience? • What is my best/most unique attribute?



• What makes me the happiest? • Where in the world would I most like to travel? • What are my future dreams?

Students use the list of guiding questions to write a “bio” of three or more paragraphs that shares information classmates may not know about them. Give each student a copy of the LEAP 21 Writer’s Checklist BLM. Discuss with them what will be expected from their composition. The composition should be organized to include a clever introductory paragraph, paragraphs with main ideas and supporting details generated by the guiding questions, and a concluding paragraph. The autobiographical sketch should flow in a logical, sequential order, using transitional words and phrases that unify points and ideas. Students share their work with the class. The teacher facilitates a discussion about the kinds of information that can be included to make a biography more interesting. Remind students that their compositions will be scored using LEAP 21 Writing Rubrics BLM.

Activity 7: Focus Lesson (GLEs: 14e, 18, 43e, 45) Materials List: two biography and/or autobiography selections, chart paper The teacher chooses two selections about a person, each representing a different approach, for example, an autobiography by Mark Twain and a biography about him by his daughter Susy Clemens. Each represents different approaches to biography and gives the students two different views of biographical writing. Using the literacy strategy Student Questions for Purposeful Learning (SQPL) (view literacy strategy descriptions) the teacher will generate a statement based upon the two books. The statement does not have to be factually true as long as it provokes interest and curiosity. Next, the teacher asks the students to think of one good question they have about the books based on the statement. As students respond, write their questions on the chart paper or on the board. Tell students to listen carefully for the answers to their questions as you read the books aloud. Stop after the section or page that supplies the answer and ask students if they heard an answer to their question. Mark questions that are answered. Continue this process until the books are completed. Remind students they should ask questions before they learn something new, then listen and look for answers to their questions. After reading the books, students discuss the information and identify how the reader is hooked, how the selection is organized, what is important to remember about this person, and how this person made a difference for others. They write a first-person, summary of three or more paragraphs comparing/contrasting the approaches of each text and expressing thoughts about what they liked best about each one.



Activity 8: Map It Out! (GLEs: 08, 19d, 23a, 23b) Materials List: Biography Research Checklist BLM, Graphic Organizer BLM

Discuss with the students what kinds of information are needed to have a complete biography.

A. Name or names B. Place and date of birth C. Family D. Places lived E. Hobbies F. Occupations G. Significant incidents in his/her life H. What made him/her famous

Students have developed prior knowledge for choosing, researching, and using effective writing strategies to write their own biographies. Students choose a person they want to research and write about. Using Biography Research Checklist BLM and the strategies discussed in Activities 5 and 6 to formulate a plan for their work, students will have a pre-conference with the teacher to share preliminary ideas about the subject, possible resources, essential questions, and thoughts on how to “hook” the reader. To complete these prewriting steps, students use a graphic organizer (view literacy strategy descriptions) to plan a potential framework for the biography (see Graphic Organizer BLM) Activity 9: Know Your Subject (GLEs: 08, 14g, 19e, 23b, 42, 43a, 43b, 43c, 43e, 45, 46, 48, 49) Materials List: GISTing BLM, Bibliography BLM Students use available resources to learn important information about the subject. Teachers continue to model how to learn more about a subject using a variety of resources, such as interviews, the Internet, books, etc. They also review information about GISTing (view literacy strategy descriptions) (see GISTing BLM) and note taking, plagiarism, and citing references, as students independently research using multiple sources. After an in-depth investigation of their subject, students make inferences about what is important to know and remember about this person and how this person made a difference for others. Students make an outline and other organizers of the information to be included in their biography draft, listing main headings and supporting details. They complete a bibliography (see Bibliography BLM) according to the specified format.



Activity 10: Final Publication (GLEs: 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f, 26b, 27, 28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47) Materials List: LEAP 21 Writer’s Checklist BLM, LEAP 21 Writing Rubrics BLM Students begin the actual draft of the biography of another person of interest. Students write a number of paragraphs encompassing many facets of this person’s life, such as what is important to know about this person, what relationships this person has in his or her life, who has influenced him or her and how, what experiences have shaped his or her values and beliefs, etc. Using the LEAP 21 Writer’s Checklist BLM, students continue through the writing process – draft, revise, focusing on introductions and conclusions, supporting details, sequential order, legibility, interjections, hyphenation and syllabication/spelling, and verb usage. Students will read their drafts aloud to a peer who listens for transitional words and phrases that unify the writing and for interesting word choice. Peers will also proofread for run-on or fragmented sentences, standard usage errors, capitalization, and punctuation errors. The writer will make revisions and edit the work with attention to conventions. Students will use spelling and grammar checks before printing a final draft of their multi-paragraph essays. Students’ essays will be graded using a rubric such as the LEAP 21 Writing Rubrics BLM. Activity 11: Showtime! (GLEs: 10, 23g, 34, 36a, 36c, 37, 38) Materials List: Presentation Rubric BLM Students present their compositions and share everyday objects as artifacts that reflect their subject. For example, if they wrote about Ben Franklin, they could have a key or a calligraphy pen as a departure point to understand about his life and about how he made a difference in our lives. Students share their pieces while audience expectations are clearly established using scoring rubrics (see Presentation Rubric BLM) that address speaking, listening, and presentation skills.

Sample Assessments

General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:



General Assessments

• Teachers will observe student performance in locating and using references and will use anecdotal records to determine which students need individual assistance in this process.

• Teachers will meet with students individually to have them read passages aloud and will ask both literal and inferential questions in order to assess word recognition and content reading skills.

• Teachers will provide students with a checklist of required steps and timeframes for the biography project. As each step is completed, students bring their checklists to the teacher to be initialed/discussed.


• Activity 10: Students will use the LEAP 21 Writer’s Checklist and LEAP 21

Writing Rubrics for self- and peer editing. Teachers will use this list as a standard for grading the final draft.

• Activity 11: Teachers and students will construct a presentation rubric (see Presentation Rubric BLM) that includes standards for speaking (content, pacing, volume, posture), listening (eye contact, listening etiquette, questioning), and presentation (props, visuals, timing). Teachers use the rubrics to score the student’s final presentation and provide written commentary about strengths and weaknesses.

Biography and Autobiography Booklist

Alcott, Louisa May Her Childhood Diary Anderson, William Laura’s Album: A Remembrance Scrapbook of Laura Anderson, William Pioneer Girl: Story of Laura Ingalls Wilder Bail, Raymond Where Lincoln Walked Burchard, Peter Charlotte Forten: A Black Teacher in the Civil War Burleigh, Robert Home Run: The Story of Babe Ruth Coles, Robert Story of Ruby Bridges Cooney, Barbara Eleanor Cooney, Barbara Emily Dahl, Roald Boy DePaola, Tomie 26 Fairmount Avenue Fisher, Leonard E. Gandhi Greene, Carol Katherine Dunham Fleischman, Sid Abracadabra Freedman Russell Eleanor Roosevelt: A Life of Discovery Johnson, Jane My Dear Noel: The Story of a Letter from Beatrix Potter Kent, D. Thurgood Marshall and the Supreme Court Kwan, Michelle Michelle Kwan, Heart of a Champion: An Autobiography



Lowry, Lois Looking Back Lyons, Mary Catching the Fire: Philip Simmons, Blacksmith Martin, Jacqueline Snowflake Bentley Matthews, Tom Light Shining Through the Mist: a Photobiography of Nickens, Bessie Walking the Log: Memories of a Southern Childhood Parks, Rosa Rosa Parks: My Story Pickney, Andrea Duke Ellington Roop, Peter Keep the Lights Burning, Abby Say, Allen Grandfather‚s Journey Sis, Peter Starry Messenger: Galileo Galilei Stanley, Diane Joan of Arc Szabo, Corrine Sky Pioneer: A Photobiography of Amelia Earhart Towle, Wendy The Real McCoy Townton, Evelyn Frederick Douglas and the War Against Slavery Wells, Rosemary Mary on Horseback: Three Mountain Stories Winter, Jeanette My Name is Georgia: A Portrait


Grade 4 ELA Unit 8 Recommended By—Author Study 88


Unit 8: Recommended By—Author Study Time Frame: Approximately four weeks Unit Description The goal of this unit is to reinforce the learning of previous units. It is designed for student-selected author studies, with activities that include researching, reading, and responding to literature. As students become experts about a particular author, they are given opportunities to share their analyses, critiques, and recommendations orally and in writing. Student Understandings Students choose a favorite author and analyze literary works to identify the author’s subject, techniques, and motivation. They write a description of the author and become literary critics by writing persuasive pieces and a book review, telling why this author’s works are recommended. They use student-constructed rubrics for clear expectations and as a reflection tool. Guiding Questions

1. Can students reflect on their literature experiences during the school year to choose a favorite author to research?

2. Can students analyze and articulate what is unique about the author’s writing technique or body of work?

3. Can students explain how the author’s life experience is reflected in his/her work?

4. Can students distinguish elements of the author’s style that are appealing or effective?

5. Can students offer persuasive reasons why this author’s work should be read? 6. Can students demonstrate how their writing has changed after learning about

this author?



Unit 8 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks 02. Determine the meaning of unfamiliar words using knowledge of word origins and

inflections (ELA-1-E1) 03. Determine word meanings, word choices, and pronunciations using a broad variety

of reference aids such as dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)

05a. Identify a variety of story elements, including the impact of setting on character (ELA-1-E4)

05b. Identify a variety of story elements, including multiple conflicts (ELA-1-E4) 05c. Identify a variety of story elements, including first and third person points of view

(ELA-1-E4) 05d. Identify a variety of story elements, including development of theme (ELA-1-E4) 09. Increase oral and silent reading fluency and accuracy with grade-appropriate texts

(ELA-1-E7) 10. Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade

text with appropriate pacing, intonation, and expression (ELA-1-E7) 11. Compare and contrast stories/tales from different cultures and explain the influence

of culture on each tale in oral, written, and visual responses (ELA-6-E1) 14b. Demonstrate understanding of information in grade-appropriate texts using a variety

of strategies such as explaining how the setting impacts other story elements, including the characters’ traits and actions (ELA-7-E1)

14c. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies such as using specific evidence from a story to describe a character’s traits, actions, relationships, and/or motivations (ELA-7-E1)

14d. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies such as confirming or denying a predictions about information in a text (ELA-7-E1)

14e. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies such as comparing and contrasting story elements or information within and across texts (ELA-7-E1)



19e. Demonstrate understanding of information in grade-appropriate texts by explaining connection between information from texts and real-life situations (ELA-7-E4)

20a. Write compositions of at least three paragraphs with a clearly stated central idea (ELA-2-E1)

20b. Write compositions of at least three paragraphs with an introduction and a conclusion (ELA-2-E1)

20c. Write compositions of at least three paragraphs with a middle developed with supporting detail (ELA-2-E1)

20d. Write compositions of at least three paragraphs with a logical, sequential order (ELA-2-E1)



GLE # GLE Text and Benchmarks 20e. Write compositions of at least three paragraphs organized with transitional words

and phrases that unify points and ideas (ELA-2-E1) 21. Organize individual paragraphs with topic sentences, relevant elaboration, and

concluding sentences (ELA-2-E1) 22. Identify an audience for a specific writing assignment and select appropriate




23e. Develop grade-appropriate compositions by identifying and applying writing process, including revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) (ELA-2-E3)




26a. Write for various purposes, including formal and informal letters that follow a specific letter format, include relevant information, and use an appropriate closure (ELA-2-E6)

26c. Write for various purposes, including book reports that included facts and examples and that present important details in logical order (ELA-2-E6)








31d. Apply knowledge of parts of speech in writing, including using irregular verb tenses correctly (ELA-3-E4)



GLE # GLE Text and Benchmarks 32. Use knowledge of root words, affixes, and syllable constructions to spell words

(ELA-3-E5) 41a. Locate information using organizational features of a variety of resources, including

electronic information such as keyword searches, passwords, and entry menu features (ELA-5-E1)





45. Paraphrase or summarize information from a variety of sources (ELA-5-E3) 48. Create a list of sources (e.g., books, encyclopedias, online resources) following a

specified format (ELA-5-E5)

Sample Activities Activity 1: Daily Independent Reading (Ongoing) (GLEs: 09, 10) Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books Teachers should reserve a specific amount of time every day for daily independent reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction. Activity 2: Vocabulary Activities (Ongoing) (GLEs: 02, 03) Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM Students are involved with vocabulary activities to allow opportunities for students to apply context clues to demonstrate understanding of texts and to determine base word meanings. A variety of vocabulary-building activities will be used throughout the year. These strategies will be used to gain meaning from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Strategies may also be used to teach alphabetizing up to the third letter and dictionary skills. Teachers can assess students understanding of



vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Teachers can choose from these activities to reinforce weekly vocabulary comprehension. Teachers do not have to use every activity. Vocabulary Cards Activity Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Each student receives an index card and a word from the story. Students write the word (or a sentence using the word) on the front and the definition on the back (Teachers can have these ready before class to save time). Each student should have one vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the person they are paired with will state the definition. If they do not know it, the student may give hints or use the word in a sentence. After two chances, the student should show the definition. Then the other student turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. The teacher will say, “Stand up, hands up, and pair up” again, and students will find a new partner. Illustrate the Word Activity The teacher shows pictures or video clips that demonstrate the meaning of a word. Students receive a list of the vocabulary they will use to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns – for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The teacher can also use the vocabulary cards above to illustrate the definition of the words. Vocabulary Self-Awareness Activity: Before reading a story, students receive a list of vocabulary words and complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—“(don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Students will be given many opportunities to revisit their vocabulary charts to revise their entries. .



Vocabulary Self-Awareness Chart Word + √ -- Example Definition author + Who is the author of that

book? The writer of a book, article, or other text.

paraphrase + Please paraphrase the article.

A restatement of a text or passage in another form or other words, often to clarify meaning.

Activity 3: Daily Language (Ongoing) (GLEs: 31a, 31b, 31c, 31d) Materials List: daily sentences that are to be edited, printed copy for each students, transparency copy for use as a class The Everyday Edits can be used in many ways. Here is one possible procedure that might be used: • Copy the day's daily edit activity onto a transparency. As students return from





Activity 4: Daily Writing Activities (Ongoing) (GLEs: 20e, 21, 22, 23b, 24, 26c) Materials List: journal, pencil Students will keep a daily journal or writer’s notebook. Daily writing activities can include, but are not limited to the following list: Daily journal prompts Story summary Daily news (Write about things that happened at school that day.)



Picture prompts (Use pictures to create a story.) Word wall or spelling activities Story starters Comic strips (Fill in what the characters are saying.) Pen pals (Write to another class.) Story responses (Respond to reading story or trade book.) Poetry


Want ads Advertisements Directions Greeting cards Biographies Websites for writing prompts: http://www.busyteacherscafe.com/wspages/writing.htm http://www.canteach.ca/elementary/prompts.html

Activity 5: Explore Authors (GLEs: 17, 19d, 19e, 41a, 42, 43a, 43b, 43c, 48) Materials List: Author Study Checklist BLM, Bibliography Format BLM, Internet access

By the end of the school year, students have each compiled a reader’s notebook/log filled with book lists, reflections, and information about the year’s literature experiences. Students will refer to their personal records and a variety of classroom resources (Internet, magazine/newspaper reviews and articles, materials provided by the school librarian) to determine criteria for choosing an author to research. They use the literacy strategy Questioning the Author (QtA) (view literacy strategy descriptions) to generate a list of questions (see Author Study Checklist BLM) to investigate about the author himself and use a variety of sources to learn more about the author’s life, motivation for writing, and the creative process involved in being an author. Students use key-word searches to access interviews and databases and explore useful links to additional electronic information. They gain experience and recognize the value of using the Internet as an informational source for author studies. Students maintain a working list of these references in their writers’ notebooks, using a teacher-specified format. (See Bibliography Format BLM) Through their research, students gain insights about how the author’s work is influenced by his/her life experience. Teachers and guest speakers model how to share this information by giving “writer talks” to the class. http://teacher.scholastic.com/read/all-about-authors.htm http://webtech.kennesaw.edu/jcheek3/authors.htm http://www.bloomington.k12.mn.us/indschool/HC/Genre/genauthor.html



http://teacher.scholastic.com/read/all-about-authors.htm

http://webtech.kennesaw.edu/jcheek3/authors.htm

http://www.bloomington.k12.mn.us/indschool/HC/Genre/genauthor.html



Questioning the Author

Goal Query Initiate discussion. What is the author trying to say?

What is the author’s message? What is the author talking about?

Focus on author’s message. That’s what the author says, but what does it mean? Why did the author choose this word?

Link information. How does that connect with what the author already told us? What information has the author added here that connects or fits in with ___________?

Identify difficulties with the way they author has presented information or ideas.

Does that make sense? Did the author state or explain that clearly? Why or why not? What do we need to figure out or find out?

Encourage students to refer to the text because they have misinterpreted, or to help them recognize that they have made and inference.

Did the author tell us that? Did the author give us the answer to that?

Activity 6: About the Author (GLEs: 17, 22, 45)

Materials List: LEAP 21 Writer’s Checklist BLM, LEAP 21 Writing Rubrics BLM, variety of biographies Students read examples of author biographical information found on book jackets, covers, biographies or other sources. The class constructs a rubric for writing a concise, but informative, biographical sketch that combines facts about the author’s life along with information designed to capture the interest of potential readers. Students use information researched from multiple sources to write a biographical sketch for their author. (Teachers can use LEAP 21 Writer’s Checklist BLM and LEAP 21 Writing Rubrics BLM and to help create a rubric).

Activity 7: Chart Your Author(s) (GLEs: 05a, 05b, 05c, 05d, 10, 11, 14b, 14c, 14e) Materials List: chart paper, Literature Circle BLMs, books by the same author (see resource list at end of unit) Teachers will divide class into groups of approximately four students each and provide at least two books by the same author for each group. The teacher will also give each student a copy of the Literature Circle BLM. Ask students to look at the books, read them, and discuss their impressions of the author. Exchange books among groups and



continue this process until each group has had an opportunity to review several of the selected titles. The students should fill in the Literature Circle BLM.

As a class, discuss and record students' impressions of the author on chart paper. Questions to guide this discussion include: • What do you think this author’s interests are? What makes you think this? • Where do you think he/she gets ideas and inspiration? What makes you think this? • Does his/her work remind you of anything else you have seen or read? What and

how? • Where do you think this author comes from? Why?

Review the recorded impressions and talk about which things are accurate and which aren't. Ask students what kinds of information about an author/illustrator they can discover just by reading his or her books. Explain that when they identify this kind of information, it is called making inferences. For example, the teacher shows the students several books by Judy Blume, then asks the students, based upon the titles, cover and back cover of the book what they think the author’s interests are. They may say chocolate if the teacher shows the book Fudge-a-Mania or Double Fudge. Keep asking the above questions and discuss with each student why they made the inference they made. Next, teachers use a graphic organizer (view literacy strategy descriptions) such as a Venn Diagram, to model how to chart story elements and literary devices, and compare/contrast stories. Students read carefully to analyze one or more works by their author to identify and chart the defining characteristics of the author’s work. Students note cultural influences and connecting themes as they compare and contrast texts. They examine setting, point of view, character development, conflict, and the author’s style. Charting this information helps organize and clarify student understandings. Students share their observations in literature circles or discussion groups. They demonstrate oral reading fluency as they read passages that support their observations to the group. Students will share the information they have gathered with the class.

Activity 8: Why Do You Recommend This Author? (GLEs: 14b, 14c, 14d, 14e, 26a, 27, 29, 31b, 31c, 31d) Materials List: paper, pencil Students analyze a particular work or works, using the chart details from Activity 7 to cite examples of the author’s effective use of characters, literary devices, plot development, and language to engage readers. The student makes a list of the reasons this book is worth reading. Questions to consider may include:

• Is it humorous? • Is it compelling? • Will it keep you on the edge of your seat?



• Is it like watching a movie in your mind?

Using these observations as supporting details, students write a letter recommending the book to a classmate. Letters should be legible and follow the prescribed format. Finished products should be edited for grade-appropriate conventions, including capitalization, punctuation, spelling, and word usage.

Activity 9: Writing Book Reviews (GLEs: 20a, 20b, 20c, 20d, 20e, 21, 23d, 23e, 23f, 23g, 24, 26c, 30a, 30b, 31b, 31c, 31d, 32) Materials List: LEAP 21 Writer’s Checklist BLM, LEAP 21 Writing Rubrics BLM, Internet access Teachers give students the opportunity to read children’s book reviews published in newspapers, magazines, and online. Internet sources of book reviews include:

• www.ala.org/booklist • www.amazon.com • www.carolhurst.com

In a teacher-guided class discussion, students list the features of a good book review. These may include:

• A summary of the book’s story problem/plot/theme, minus the conclusion/ending

• Quotes from the book that hint at interesting characters, humor, or elements of suspense

• Suggestions about who might enjoy the book • Information about the author, including any awards received • A clever concluding paragraph that tells why a book is recommended

Students draft a book review of three or more paragraphs for a favorite selection by the author, based on the research conducted in Activities 5-8. At least one paragraph should be devoted to commentary on the author’s style. Paragraphs should be organized to include a topic sentence, relevant elaboration, and concluding sentences. Students meet with the teacher to receive feedback on how to make reviews more informative and interesting. They determine whether the content and organization meet rubric goals. Students make necessary revisions. Their revised compositions should evidence attention to the following:

• clearly stated main ideas • an introduction and conclusion • a middle developed with supporting details • transitional words and phrases that unify points and details • a logical, sequential order

Using the LEAP 21 Writer’s Checklist and the LEAP 21 Writing Rubrics, complete the

http://www.ala.org/booklist

http://www.amazon.com

http://www.carolhurst.com



writing process by editing for grade-appropriate conventions, such as capitalization, active and passive voice, sentence formation, verb usage, spelling and syllabication. Final drafts should be typed on a computer, using spelling and grammar checks to perfect products. Where multiple computers or writing labs are available, students should use computers for the entire writing process. Reviews may be posted on a website featuring student-created book reviews. http://teach.fcps.net/literaryclub/old/student.htm http://www.yellow-springs.k12.oh.us/ys-mls/book%20reviews.htm

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the student shares notes or drafts and receives feedback from the teacher about current status and next steps.

• Students keep reading logs and reference lists that evidence the ongoing work involved in the unit.

• Writing portfolios containing revised final products are a source for publishing student work and provide documentation for parent-teacher conferences. They form a permanent record of students’ work and progress during fourth grade.

• Teachers provide students with copies of the LEAP 21 Writer’s Checklist BLM for self- and peer-assessment. Teachers use LEAP 21 Writing Rubrics BLM for writing lessons to provide additional practice and to assess progress toward achieving benchmarks.


• Activity 6: The student will write an informative biographical sketch that combines facts about the author’s life along with information designed to capture the interest of potential readers. Students use information researched from multiple sources to write a biographical sketch for their author. The student will be assessed using the LEAP 21 Writer’s Checklist BLM and

http://teach.fcps.net/literaryclub/old/student.htm

http://www.yellow-springs.k12.oh.us/ys-mls/book%20reviews.htm



LEAP 21 Writer’s Rubrics BLM or the class-created rubric. • Activity 7: Teachers will check literature charts for completeness and

organization. Using the Literature Circle BLM, students will listen to literature group discussions, making anecdotal notes about student participation and oral-reading abilities.

• Activity 9: Students draft a book review of three or more paragraphs for a

favorite selection by the author, based on the research conducted in Activities 5-8. At least one paragraph should be devoted to commentary on the author’s style. Paragraphs should be organized to include a topic sentence, relevant elaboration, and conclusion. Teacher will use rubric, such as LEAP 21 Writing Rubrics BLM to assess student work.

Sample Book Lists for Author Study: Author: Vera Williams

Lucky Song Cherries and Cherry Pits More More More, Said the Baby: Three Love Stories A Chair for My Mother Something Special for Me Music, Music for Everyone It’s a Gingerbread House: Bake It, Build It, Eat It! Three Days on a River in a Red Canoe Stringbean’s Trip to the Shining Sea

Author: Allen Say

Grandfather’s Journey Tree of Cranes Tea with Milk The Bicycle Man A River Dream The Lost Lake Allison Emma’s Rug

Author: Chris Van Allsburg

The Stranger The Wreck of the Zephyr The Polar Express The Widow’s Broom The Sweetest Fig Jumanji The Z Was Zapped Two Bad Ants



The Garden of Abdul Gasazi The Wretched Stone Ben’s Dream The Mysteries of Harris Burdick Just a Dream Bad Day at Riverbend

Author: Roald Dahl

Charlie and the Chocolate Factory Danny, the Champion of the World The BFG The Witches Matilda

Author: Gary Paulsen

Woodsong The Crossing The Car Brian's Winter Hatchet Nightjohn The Tent: A Parable in One Sitting Soldier's Heart Canyons The Night the White Deer Died Escape from Fire Mountain Danger on Midnight River Captive Brian's Return The Winter Room

Documents

Grade 4 English Language Arts - kenilworthst.orgkenilworthst.org/Academics/Comprehensive_Curriculum/ELA and Readi… · Grade 4 English Language Arts ... Incorporation of activities