• Elementary Literacy Fourth Grade, Quarter 3 Unit 2


    Subject: Literacy
    Grade: Fourth
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 3 Unit 2 Overview: 

     In this 4 ½ week unit, students focus on reading texts that compare and contrast similar themes and topics.  They interpret information presented visually, orally, and quantitatively to explain how it contributes to text comprehension.  As they read such stories as Two Lands, One Heart, I Heard of a Land, two articles on immigration and Atlantic Crossings they will explain how an author uses evidence to support a particular point of view in text. Additionally, students will describe the overall structure of information in text as they continue to identify synonyms or antonyms; decode multisyllabic words containing common prefixes and suffixes, identify 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: deodorize, international, signature, different, invasion, employee, prehistoric, antifreeze, overpower, underweight, forecast, semifinal, midnight and supermarket. 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 3 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.

     
    Focus Standards:

    CC1.2.4.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.1.2.4.I Integrate information from two texts on the same topic to demonstrate understanding of that topic.

    CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

    CC.1.3.4.H Compare and contrast similar themes, topics, and patterns of events in literature, including texts from different cultures.

    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.1.2.4.D Compare and contrast an event or topic told from two different points of view.

    CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).

    CC.1.2.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.

    CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language.

    CC.1.1.4.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.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

    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.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.

    CC.1.4.4.G Write opinion pieces on topics or texts.

    CC.1.4.4.H Introduce the topic and state an opinion of the topic.

    CC.1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion.

    CC.1.4.4.K Choose words and phrases to convey ideas precisely.

    CC.1.4.4.I  Provide reasons that are supported by facts and details.


    Competencies -Students will be able to:

    -     -Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

    -Provide a concluding statement or section related to the opinion presented
    -Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
    -Draw evidence from literary or informational texts to support analysis, reflection, and research
    -Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
    -Explain how an author uses reasons and evidence to support particular points in a text.
    -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.
    -Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    -Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
    -Determine the meaning of words and phrases as they are used in a text

     
    Assessments:
    District Assessment

     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News