Wayne RESA

Unit PlannerReading 4

OS/MAISA / Grade 4 / English Language Arts / Reading 4 / Week 15 - Week 19

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers use varied strategies for close reading in order to interpret and analyze text?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fourth grade unit 4 Interpretative and Analytic Reading, students read focus on fictional texts. Students will revisit previous reads and read alouds, read short stories and picture books with complex issues and themes and sink into fantasies, myths and legends within the final concept.

 

In the first concept, Readers interpret complex ideas in texts; readers learn strategies learn strategies that focus their attention to the lessons their stories teach. Readers will target characters’ strong emotions and critical decisions as pathways to a possibility of life lessons. Readers will expect to revise their first ideas as the story develops growing evidence for the strongest themes. Readers compare texts with similar themes and make theories about themes for new stories from the very beginning with titles, back of the book summaries and first pages.

 

In the second concept, Readers analyze similarities and differences in text; readers look for similar themes but differences in settings. Readers will recall previous text read in order to analyze across texts comparing character roles, story structures and themes. Readers will use a repertoire of strategies to elaborate their understanding through writing in their reading notebook. As beginning essayist, students will use lists of themes from one text and across numerous texts, diagrams for comparing, and boxes and bullets structure with language prompts to focus thinking on interpreting and analyzing themes supported by text evidence. Readers will share their thinking through conversation with partners using the same strategies and notes.

 

In the third concept, Readers pay attention to literary devices to uncover themes in texts; readers work to find symbolism in and across text. Readers will pay attention to objects, titles and varied details that may act as symbols and invite interpretation. Readers will also analyze point of view paying particular attention to first and third person perspectives and work to uncover greater understanding considering the narration.

 

The final concept, Readers use a repertoire of strategies to interpret and analyze traditional literature; readers weave all they have learned into the genre of fantasy, myth and legend. Readers pay attention to symbolism in settings, read closely to learn alongside their characters, think metaphorically about the challenges characters face and compare quest structures, character roles and themes. Readers share their interpretations and analysis across texts through writing and conversation.

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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.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
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
Fluency
RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
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.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.4.4. 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 at an understandable pace.
© 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 interpret complex ideas in texts?
  2. How do readers analyze similarities and differences in text?
  3. How do readers pay attention to literary devices to uncover themes in text?
  4. How do readers use a repertoire of strategies to interpret and analyze traditional literature?
Content (Key Concepts)

analyze point-of-view

attend to characters and lessons taught in text

determine symbolism

develop theories and themes

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analyze

Compare

Elaborate

Interpret

Revise

 

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers interpret complex ideas in texts

Session 1 Readers pay attention to the lessons their stories teach.

Session 2 Readers pay attention to characters strong emotions and critical choices to learn life lessons.

Session 3 Readers expect to revise first ideas as the story develops

Session 4 Readers compare texts with similar themes.

Session 5 Readers make theories about themes from the beginning

 

Concept II Readers analyze similarities and differences in text.

Session 6 Readers look for similar themes but differences in time and place

Session 7 Readers recall previous texts in order to analyze across text

Session 8 Readers look for similar themes but differences in characters

Session 9 Readers compare themselves to the characters they are studying.

Session 10 Readers use a repertoire of strategies to elaborate their understanding.

Session 11 Readers share their analysis with others.

 

Concept III Readers pay attention to literary devices to uncover themes in text.

Session 12 Readers know repeated objects may act as symbols for themes and big ideas in text.

Session 13 Readers know that titles can be symbolic

Session 14 Readers are watchful for details knowing some details provide greater meaning.

Session 15 Readers analyze the point of view from which different stories are told.

 

Concept IV Readers use a repertoire of strategies to interpret and analyze traditional literature.

Session 16 Readers pay attention to the symbolism in the setting of stories.

Session 17 Readers learn alongside the main character.

Session 18 Readers think metaphorically about the challenges characters face.

Session 19 Readers compare quest structure, character roles and themes.

Session 20 Readers celebrate by talking about all they have learned.

Lesson Plans
Resources

Professional Resources

  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • Ehrenworth, M. (2011). A Quick Guide to Teaching through Fantasy Novels. Portsmouth, NH: Heinemann.
  • Santman, D. (2005). Shades of Meaning: Comprehension and interpretation through the Middle School. Portsmouth, NH: Heinemann.
  • 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 3. Portsmouth, NH: Heinemann.

 

Resource Materials Packet
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