Elementary Literacy Fourth Grade, Quarter 1 Unit 2Subject: LiteracyGrade: Fourth
Timeline: 4 - 4 1/2 weeksQuarter 1 Unit 2 Overview:
In this 4-4 ½ week unit, we are looking deeper at characters’ feelings, motives, and actions as they reflect on their own personal growth. Students determine a theme of a story, drama, or poem using details from text. They read stories such as Lou Gehrig: Luckiest Man, Wings of Hope, On the Banks of Plum Creek, American Sports Legends, Alberto Salazar: An American Runner and Climbing Mountains: An Interview with Erik Weihenmayer. Additionally, they will identify a synonym or antonym of a word used in text; decode multisyllabic with common prefixes and suffixes, further identifying Greek and Latin roots. Culminating the unit, students will engage in collaborative discussions-all skills that will be used throughout the fourth grade year. 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: expensive, independence, unfinished, governor, submarine, impression, and transportation. 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 2 Performance Task:
The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity. There will also be a District Assessment.
CC.1.3.4.C Describe in depth a character, setting or even in a story or drama, drawing on specific details in the text.
CC.1.3.4.A Determine a theme of text from details in the text; summarize the 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.1.4.4.S Draw evidence from literacy or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts.
CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.4.E Read with accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text
CC.1.4.4.M Write narratives to develop real or imagined experiences or events.
CC.1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters.
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.O Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.
CC.1.4.4.Q Choose words and phrases to convey ideas precisely.CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing
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
-Determine the theme of a story, drama, or poem from details in text
-Demonstrate understanding of figurative language
-Produce clear coherent writing in which development and organization are appropriate to task
-Identify character traits
-Determine text evidence
-Understand author’s purpose
-Identify verb tensesAssessments:District AssessmentElements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Social Studies; Studies PA States; Depression Chapter 6: Core 4 pp. 128-132
- Skill based groups
- Reading level groups