Becoming a Close Reader and Writing to Learn
Grade Level: 4th
Subject: ELA
Time Frame: Quarter 1- 8 weeks
Essential Questions
​
Speaking and Listening
- How do we have collaborative conversations?
- Why do we paraphrase someone else's thinking before sharing our opinions?
- What are some important practices when presenting ideas?
Reading
- how do we determine a theme?
- how does the point of view affect a story?
- how do we differentiate various genres?
- what is important to include in a summary?
- what are strategies to determine the meaning of unknown words?
- why is it important to know if a text is a firsthand or secondhand account?
- how can analyzing word structures help readers understand word meaning?
- how do prefixes and suffixes change the meaning of a word?
- why do root words change their spelling when suffixes are added?
- how might a text feature help you in understanding an unknown word?
​
Writing
- which tools are available to assist the writer in planning, drafting, and revising personal writing?
- how does audience and purpose affect an author's word choice?
- how are writers persuasive without being biased?
- how are literary genres different in form and substance?
- how does a graphic organizer assist a writer?
- how does word choice create a visual image for the reader?
- how might a writer organize their writing using multiple tools?
Language Usage
- how do writers best revise and edit their writing?
- how is punctuation connected to meaning?
- how does varied sentence structure affect a piece of writing?
- how do writers use technology to support the writing process?
By the end of the unit, students will know/be able to:
​
Speaking and Listening
• I can effectively engage in discussions with diverse partners about fourth-grade topics and texts.
- I can prepare myself to participate in discussions.
- I can draw on information to explore ideas in the discussion.
- I can follow our class norms when I participate in a conversation.
• I can report on a topic or text using organized facts and details.
• I can speak clearly and at an understandable pace.
Reading
• I can explain what a text says using specific details from the text.
• I can make inferences using specific details from text.
• I can summarize a story, drama, or poem.
• I can describe a story’s character, setting, or events using specific details from the text.
• I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions).
• I can describe the differences in structure of poems, drama, and prose
• I can make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events, and situations.
• I can explain what a text says using specific details from the text.
• I can make inferences using specific details from the text
• I can determine the main idea using specific details from the text.
• I can summarize informational or persuasive text.
• I can explain the main points in a historical, scientific, or technical text, using specific details in the text.
• I can accurately synthesize information from two texts on the same topic.
• I can read fourth-grade-level texts accurately and fluently to make meaning.
• I can read fourth-grade-level texts with fluency
Writing
• I can write informative/explanatory texts that convey ideas and information clearly.
- I can introduce a topic clearly.
- I can group supporting facts together about a topic in an informative/explanatory text
- I can use text, formatting, illustrations, and multimedia to support my topic.
- I can develop the topic with facts, definitions, details, and quotations.
- I can use linking words and phrases to connect ideas within categories of information (e.g., another, for example, also, because).
- I can use precise, content-specific language/vocabulary to inform or explain about a topic.
- I can construct a concluding statement or section of an informative/explanatory text.
• I can write informative/explanatory texts that convey ideas and information clearly.
- I can introduce a topic clearly.
- I can group supporting facts together about a topic in an informative/explanatory text
- I can use text, formatting, illustrations, and multimedia to support my topic.
- I can develop the topic with facts, definitions, details, and quotations.
- I can use linking words and phrases to connect ideas within categories of information (e.g., another, for example, also, because).
- I can use precise, content-specific language/vocabulary to inform or explain about a topic.
- I can construct a concluding statement or section of an informative/explanatory text.
• I can produce writing that is appropriate to task, purpose, and audience
• With support from peers and adults, I can use the writing process to produce clear and coherent writing
• I can document what I learn about a topic by taking notes.
• I can choose evidence from literary or informational texts to support analysis, reflection, and research.
- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].
• I can create and present a poem, narrative, play, artwork, or literary review in response to a particular author or theme studied in class.
Language Usage
• I can use conventions to send a clear message to my reader.
- I can use correct capitalization in my writing.
- I can spell grade-appropriate words correctly.
- I can use resources to check and correct my spelling.
• I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
- I can choose words and phrases to convey ideas precisely
• I can analyze figurative language, word relationships, and slight differences in word meanings.
- I can explain the meaning of simple similes in context.
- I can explain the meaning of simple metaphors in context
Assessments
- answering text-dependent questions
- extended response questions
- writing a summary
- reading and analyzing a new poem
- reading and answering questions about informational text
- write a conclusion paragraph
- revise poet essays based on feedback
Topics
• Establishing Reading Routines
• Practicing Reading Closely: pick a chosen topic
• Using Evidence in Text-Based Discussions: Analyzing the Main Character
• Shared Writing and Reading Closely for Evidence
• Inferring
• Shared Writing: Organizing Information to Summarize
• Shared Writing: Drafting an Informative Paragraph That Summarizes
• Reading Closely: Inferring
• Reading, Writing, and Emotion
• Preparing to Discuss a Literary Text: Gathering Evidence
• Literary Discussion: Evidence-Based Discussion
• Reading and Analyzing New Poems: Selected Poets
• Poetry Workshop: Writing an Inspired Poem
• Poetry Workshop: Critiquing and Revising Poems for Vivid Imagery
• Exploring Informational Text Features
• Reading Selected Poet Biographies
• Practicing Reading Poems Aloud with Expression
• Planning of an Essay
• Shared Writing and Independent Writing of Essay Introduction
• Practicing Reading Poems Aloud with a Clear and Understandable Voice
• Shared Writing of Essay Conclusion
• Revising Essays for Linking Words and Vocabulary Based on Peer Critique
• Performance Task: Poet’s Performance
Common Core Standards:
RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.11
RI.4.1, RI.4.2, RI.4.3, RI.4.9
RF.4.4
W.4.2, W.4.4, W.4.5, W.4.8, W.4.9, W.4.11
SL.4.1, SL.4.4,
L.4.2, L.4.3, L.4.5