Wayne RESA

Unit PlannerReading 4

OS/MAISA / Grade 4 / English Language Arts / Reading 4 / Week 5 - Week 9

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers develop strategies to step into their character's world in order to grow theories, gather evidence and reflect on their characters' experiences?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fourth grade unit 2 Analyzing Characters, students read fictional texts.

 

In the first concept, Readers envision characters to make predictions and inference; readers learn strategies that help them step inside the character’s world. As they read, readers will see the importance in making their character come to life inside their minds by empathizing with characters, revising their mental images based on new details, and making predictions about what might happen and how it will happen based on the feelings the reader is carrying from their work with connecting and envisioning. Readers are expected to pay close attention to the details to help them better understand what the characters are really like. Readers are taught to step outside of the story after spending time lost in their book to grow new ideas about their characters.

 

In the second concept, Readers grow theories and gather evidence; readers pay attention to a character’s actions to learn more about them. Readers will read close to the text gathering details that show characters acting in surprising ways, how other characters treat the main character and what objects a character holds close all in an effort to create theories for their characters. Readers will read forward confirming and revising their theories and use language prompts to support their efforts to build complex ideas about their characters based on recurring themes and repeated details in the text.

 

In the third concept, Readers reflect in order to grow; readers use themes in text to think about lasting thoughts worth holding onto having read the story. This positions readers to see characters and their stories as experiences to learn from. As the unit ends, readers are asked to consider their personal strengths and goals related to the thinking and learning they have built throughout the unit.

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 4
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.4.3. 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).
6. Assess how point of view or purpose shapes the content and style of a text.
RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Foundational Skills
Phonics and Word Recognition
RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b. Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

 

What is Universal Design for Learning (UDL)?

 

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.


Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

 

© CAST, 2013

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. How do readers envision characters in order to make predictions and inference?
  2. How do readers grow theories and gather evidence about characters?
  3. How do readers reflect in order to grow?
Content (Key Concepts)

connecting

empathizing

envisioning

growing ideas

noticing details

patterns in a character's behavior

predicting

revising theories

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Unit Assessment Tasks
Skills (Intellectual Processes)

Application

Compare/Contrast

Inference

Organization

Prediction

Revision

 

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers envision characters in order to make predictions and inference

Session 1 Readers make mental movies to make their characters come to life as they read

Session 2 Readers step inside the story and envision the main character’s world

Session 3 Readers connect to characters experiences to empathize with them

Session 4 Readers revise mental images of characters as they learn new information

Session 5 Readers use empathy for characters to make predictions about what characters will do next

Session 6 Readers predict what and how details will happen

Session 7 Readers step outside of the story to grow ideas about characters

 

Concept II Readers grow theories and gather evidence about characters

Session 8 Readers pay attention to characters’ actions that reveal what kind of people they are

Session 9 Readers pay attention to the way other characters treat the main character to learn more

Session 10 Readers notice when characters act in surprising ways and think about what this reveals about them

Session 11 Readers think about what they learn from the objects a character holds close

Session 12 Readers use precise, exact words to describe characters action

Session 13 Readers search for patterns in their notes to nudge thinking about characters

Session 14 Readers continue to read with their theories in mind and revise or confirm thinking

Session 15 Readers pay attention to character’s struggles/challenges and see them as turning points

Session 16 Readers use prompts to develop complex ideas about characters

Session 17 Readers pay attention to recurring themes and details in stories to grow deeper theories

 

Concept III Readers reflect in order to grow

Session 18 Readers use the themes in stories to hold onto lasting thoughts

Session 19 Readers analyze their own reading and thinking to determine strengths and goals

Lesson Plans
Resources

Professional Resources

 

  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
  • Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
  • Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
  • Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 4. Portsmouth, NH: Heinemann.
Resource Materials Packet
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