Elementary Literacy Grade Four, Quarter 1 Unit 1Subject: LiteracyGrade: Fourth
Timeline: 4 - 4 1/2 weeksQuarter 1 Unit 1 Overview:
In the first 4-4 ½ week unit students focus on the introduction to writer’s workshop and understanding characters’ feelings, motives, and actions. They will read stories such as The Gardener, Donavon’s Word Jar and the poem I Love the Look of Words. Students will determine the theme of a story, drama or poem from details in a text as well as describe a character, setting, or story event drawing on specific details in the text (e.g. character’s thoughts, words or actions). Additionally, students interpret a synonym or antonym of a word used in text; decode multisyllabic with common prefixes and suffixes, as they identifying their Greek and Latin roots. Students will demonstrate a command of the conventions of standard English as they read and write with accuracy and clarity. During Word Study, students will be exposed to high frequency words and the following Nifty Thrifty Fifty words: composer, hopeless, richest, discovery, impossible, unfriendly, encouragement and musician. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.Quarter 1 Unit 1 Performance Task:
Realistic fiction stories are ones in which the characters and events are like people and events in real life. The story The Gardener takes place during the Great Depression where many families could not afford even the basic necessities. Donovan’s Word Jar takes places in the present day. In the stories Donovan’s Word Jar and The Gardener, family is very important to the main characters. Write a letter to Lydia Grace or to Donavon telling them how much your family is like theirs (or unlike theirs.) Use evidence from the story to support your claim. Letters will be shared orally, either with a partner or in a small group.Focus Standards:
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inference.
CC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text..
CC.1.1.4.E Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language
CC.1.3.4.A Determine the theme of a text from details in the text; summarize the text.
CC.1.3.4.F Determine the meaning of words and phrases used in grade level text, including figurative language
CC1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text
CC.1.1.4.D Know and apply grade level phonics and word analysis skills in decoding words.
CC.1.3.4.E Explain major differences between poems, drama and prose and refer to the structural elements of each when writing or speaking about a text.
CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.
CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.
CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.1.3.4.A Cite relevant details from text to support what the text says explicitly and make inference.
CC1.4.4.M Write narratives to develop real or imagined experiences or events.
CC.1.4.4.W Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CC.1.4.4.R Demonstrate a grade appropriate command of the conventions of Standard English grammar, usage, capitalization, punctuation and spelling.
CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
CC1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters.
CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.
Students will be able to…
-Identify relationships between characters, topics, events, ideas, setting, and/or plot in and among texts (i.e. literacy elements)
-Identify and distinguish between components of fiction and non-fiction texts
-Summarize key information
-Summarize implied or stated main idea of a text/details
-Choose words that bring the topic to life and clarifies the writer’s attitude towards the subject
-Identify and describe character traits
-Write using grade level conventions
-Utilize the letter writing format
-Identify author’s purpose
-Use figurative languageAssessments:Q1U1 Rubric
Letter compares or contrasts the chosen family and the letter writer’s family, providing strong supporting details
Letter compares or contrasts the chosen family and the letter writer’s family, providing adequate supporting details
Letter compares or contrasts the chosen family and the letter writer’s family, providing minimal supporting details
Letter does not compare or contrast the chosen family and the letter writer’s family.
____ x 5 =
Letter includes all of the following:
Letter includes 4 of the following:
Letter includes 3 of the following:
Letter includes 2 or less of the following:
____ x 5 =
Writing contains few errors for the amount written
Writing contains some errors for the amount written
Writing contains many errors for the amount written
Contains serious and distracting grammatical errors
____ x 2=
TASK SPECIFIC REQUIREMENTS
Effectively shares letter with partner, small group or via a recording by demonstrating appropriate pacing and audibility
Adequately shares letter with partner, small group or via a recording by demonstrating adequate pacing and audibility
Shares letter with partner, small group or via a recording with some effectiveness, by demonstrating some pacing and audibility
Pacing and audibility are inappropriate and therefore sharing is ineffective – or student does not share letter
____ x 2 =
Total = ____ / 42Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News
- Skill based groups
- Reading level groups
- Skill based groups