Elementary Literacy Fourth Grade, Quarter 2 Unit 2
Subject: LiteracyGrade: Fourth
Timeline: 4 - 4 1/2 weeks
Quarter 2 Unit 2 Overview:
In this 4 - 4 ½ week unit, students focus on reading informational texts as they compare and contrast the treatment of similar themes and topics. They will read stories such as Saguaro Cactus, informational pieces and poems such as Saguaro. Students will determine the main idea of a text and its supporting details as well as summarize text. Additionally, students will identify a synonym or antonym of a word used in text; decode multisyllabic words containing common prefixes and suffixes, further identifying Greek and Latin roots. Students will also take notes and categorize information as they use their knowledge of language and its convention to write speak and listen. 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: continuous, nonliving, valuable, conversation, swimming, forgotten and unpleasant. 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 2 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.1.1.4.E Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language.
CC.1.2.4.D Compare and contrast an event or topic told from two different points of view.
CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.2.4.G Interpret various presentations of information within a text or digital source and explain how the information contributes to an understanding of text in which it appears.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.
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.
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.
CC.1.5.4.D Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
CC.1.5.4.G Demonstrate command of the conventions of standard English when speaking, based on Grade 4 level and content.
CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.B Identify and introduce the topic clearly.
CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.
CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about or explain the topic.
CC.1.4.4.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization and spelling.
CC.1.4.4.X Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; providing a concluding statement or section; include formatting when useful to aiding comprehension.
Students will be able to……
-Compare and contrast the treatment of similar themes and topics
-Determine the main idea of a text and explain how it is supported by key details
-Summarize the text.
-Read on-level text with purpose and understanding.
-Take notes and categorize information, and provide a list of sources
-Explain how an author uses reasons and evidence to support particular points in a text
-Identify the author’s intended purpose of text
-Identify and/or interpret statements of fact and opinion in nonfictional text
-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
-Engage effectively in a range of collaborative discussions
-Paraphrase portions of a text read aloud or information presented
-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Introduce a topic clearly and group related information in paragraphs
-Develop the topic with facts, definitions, concrete details, quotations, or other information
-Find evidence to support particular points
-Identify and write about a topic
-Construct short research projects
Elements of Instruction:
- Skill based groups
- Reading level groups
Interdisciplinary Connections:-Scholastic News
Additional Resources:www.pdesas.orgwww.google.com/search?q=wolf+spider&hl=en&qscrl=1&nord=1&rlz=1T4ADBR_enUS318US321&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=yHTXT7SQD4j- 6gHThfCJAw&sqi=2&ved=0CGgQsAQ&biw=1280&bih=537www.google.com/search?q=bobcat&hl=en&rlz=1T4ADFA_enUS462US462&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=i3jXT7j_BOa26QG5pomQAw&ved=0CJYBELAE&biw=1024&bih=540www.google.com/search?q=gila+woodpecker&hl=en&rlz=1T4ADFA_enUS462US462&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=m3bXT8WjGvP26gHwx6SdAw&ved=0CGcQsAQ&biw=1024&bih=540www.google.com/search?q=wolf+spider&hl=en&qscrl=1&nord=1&rlz=1T4ADBR_enUS318US321&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=yHTXT7SQD4j-6gHThfCJAw&sqi=2&ved=0CGgQsAQ&biw=1280&bih=537
- Skill based groups