4th grade reading

4th Grade ELA Instructional Unit Guide 2014-2015
1
USD 259 Curriculum and Instructional Design October 2104
Unit 3: November 6- December 19 (27 days, 2 flex days)
The KCCRS Reading Standards: Foundational Skills are embedded in the decoding routines.
Beyond this, teachers should study the standards, making sure students can demonstrate
and apply their foundational, grade level skills.
Decoding Block (30 minutes)
30min.
Decoding
Routine
PA/Phonics
Skill
Decodable/Connected Text
from Treasures
Off Grade Level Text
from Treasures
U3W1 Triple Blends/
Clusters
thr, shr, spr, scr, spl
4U2W3 A Lump in the Throat
4U2W3 Sprout
2U3W5 The Missing String Beans
3U2W4 Pet for Brenda and Fred
U3W2 Silent Letters
kn, mb, h, wr, etc.
4U3W2 Following an EMT
4U3W2 Helping Pets
2U5W4 What Gnu Knew
3U2W5 Tony the Pilot
U3W3 Vowel r
er, ir, ur
4U3W1 Meeting Kids
4U3W1 The Lost Child
2U4W2 Shirl and her Turn
3U3W3 What will Turn Up?
U3W4 Vowel-r
Phonogram
air & ear
2U6W2 The Caring King’s Fair Wish
3U3W2 Standing Up for RIghts
U3W5 Vowel Team
oo, ou, ew, ui, ue
4U4W3 Getting Energy
4U4W3 A Cool Mood
2U4W4 Soon the North Wind Blew
3U3W4 The Lesson
Flex Days
Flex days can be used for reteaching as needed, extra practice days as needed or as a
review (of the unit or cumulative review of all learned skills up to that point). For mobility
purposes with decoding, please do not start units early. If reteaching and extra practice is
not needed, use those days for review.
Spelling Words
U3W1: shred, shrink, shrimp, shriek, through, throb, threat, thrill, sprout, sprawl, sprang, screw,
screech, script, strand, straps, splash, split
U3W2: hours, heir, honor, honesty, lambs, thumbs, plumber, combs, wrinkle, answer, against,
wriggle, wrapper, wrench, knew, kneel, known, knives, knead, doubt, listen, today
U3W3: birthday, shirt, birds, purse, curve, return, during, ever, better, order, pattern, early,
heard, covered, color
U3W4: scare, spare, compare, airfare, stair, lair, fear, hear, rear, tear, spear, yearly, career,
cheer, mere, toward, area, war
U3W5: zoom, mood, look, wood, stoop, spool, stool, group, cookie, crook, food, grew, crew,
suits, juicy, true

2
Language Comprehension & Writing Block (90 min.)
Big Idea: Ideas
Enduring Understanding: Ideas lead to new learning, accomplishments, and inventions.
Essential Question(s):
 How do ideas lead to
change?
 What new learning can
occur as a result of a new
idea?
 How can an idea lead to an
accomplishment or
invention?
*Required Culminating Writing Performance Demonstration:
In your opinion, do the New England States or the Middle
Atlantic States have more of an impact on our society
today? Explain why.
Be sure to: (W.4.1)
 Introduce the topic and state an opinion
 Provide reasons that are supported by facts and details
 Use description to develop experiences and events
 Link opinion and reasons using words and phrases
 Provide a concluding statement related to the opinion
Unit Overview: In this unit, introduce students to the big idea through a variety of texts and
genres. The texts are grouped by topic. *Required: Students should read text daily;
experiencing a range of text types from different content areas throughout the unit. Teachers
may determine the amount of time spent on each group of texts and may select additional
texts as appropriate and as time allows. Read and respond through writing, listening and
speaking.
Time Frames:
50-60 minutes – “In the Text” time
30-40 minutes – Process Writing time
Getting Started:
 Quickly discuss the Big Idea and Enduring Understanding.
 Unit Focus Activity: Create anchor charts to document learning related to the Enduring
Understanding and Essential Questions.
 Preview the Culminating Unit Performance Demonstration with students. (This might also
be an anchor chart – adding ideas that answer the question as students read/listen to
texts.)
 When planning instruction, start with a standard(s) first to determine the focus for that
particular text.
 After each text selection has been read and focused on with instruction, revisit the
Essential Questions.
Updates for Unit 3:
 Specific Text Groupings have been recommended because they will best help your
students prepare for the Culminating Writing Performance Demonstration and meet
standards as requested by teachers.
 Texts have been added from the McGraw Hill Health Resource.
 Texts that can be pulled off the website www.readworks.org have been added. This is a
free website that teachers will have to register on the first time they go to the site.
 Social Studies text builds on each other; knowing that there may not be time to read
every single text, how can we share the information and build background knowledge
for students before the next Horizons’ text is read?

3
Process Writing – Learning to Write (30-40 min)
30–40minutes
Process Writing – learning to write:
 At this time, buildings are to use the Write Source (Writer’s Express) as a resource
when teaching grammar and writing.
 A correlation document between the standards and the Write Source (Writer’s
Express) was created to support teachers in using the resource. Find on the portal if
needed.
Language Standards to be explicitly introduced in Unit 2:
 L.4.1d
 L.4.1f – will be ongoing through Units 1-6
 L.4.2d
 L.4.3a
Writing Standards to be explicitly introduced in Unit 2:
 W.4.1
 W.4.4-5 – review and ongoing
 W.4.6
 W.4.7-10 - will be ongoing through Units 1-6
Planning Process Writing
 Knowing that students will be using the process writing time to write the Culminating
Writing Performance Demonstration the final week of the unit, what mini lessons
might need to be taught? Plan to practice building up to that bigger writing piece in
the prior week.
 Teachers should help students learn to write using the standards as a guide.
 Language and Writing standards are paced for the purpose of introducing and
explicitly teaching skills. It is the expectation that learning and instruction will continue
as students reach mastery by the end of the year.
Process Writing (learning how to write) includes:
 5-10 min. Explicitly teach and model (grammar and learning how to write).
 20-30 min. Students are demonstrating application of skill through writing while
teacher is conferring and providing feedback.

4
Text Menu: All Possible selections for Unit 2
(Texts marked with a ♦ will be paired with other texts on the “in the text” page.)
Horizons Social Studies
(See Social Studies page for
additional information when
planning with these texts.)
Treasures McGraw Hill Science/Health
The Northeast
*Close Read
♦A River Ran Wild, pg. 94
Chapter 3, lessons 1-3
- *New England Through
the Years, pg. 100
- ♦The New England
Countryside, pg. 108
- ♦A New England Town,
pg. 112
Chapter 4, Lessons 1-3
- ♦Middle Atlantic Colonies,
pg. 126
- ♦Transportation and
Growth, pg. 134
- ♦Cities Grow and Change,
pg. 142
- The Immigrant Experience,
pg. 148
- ♦He Made the World
Brighter, pg. 222
- ♦How Ben Franklin Stole
the Lightning, pg. 224
- ♦Let It Snow, pg. 376
- ♦Snowflake Bentley,
pg. 378
- The Secondhand Art,
pg. 606
- ♦Me and Uncle Romie,
pg. 608
- ♦The Wild Ponies of
Chincoteague, pg. 634
- ♦Diamonds for the Taking,
pg. 784
- The Frog Prince, pg. 564
- Ranita, pg. 566
- Presenting Puddlejump
Players, pg. 586
- The Country Mouse, City
Mouse, pg. 690
- ♦The Cricket in Times
Square, pg. 693
- ♦*Immigrants in the
Northeast, pg. 202
- ♦Time for Kids, pg. 334
- Haiku, pg. 402
McGraw Hill Science:
- ♦Flood!, pg. 416
- ♦Water Please!, pg. 418
McGraw Hill Health:
www.readworks.org
- ♦Let It Snow
- ♦Electricity & Energy – The
Light Bulb
- ♦Coming to the U.S.A
- American Government –
Mayflower Compact – 1620
- Colonization and the
Revolutionary War:
Introduction to the
Revolutionary War & The
Declaration of
Independence
- Immigrant Housing – Lower
East Side Manhattan Tenants
Teachers have requested more direction for planning; the texts marked with a ♦ are the texts that are
recommended for this unit. These are the texts that the planning team felt have the strongest
connection to the unit and will best help teachers meet the standards.
www.readworks.org is a website with free passages. Passages from this site have been listed
as possible texts that tie to other texts and topics. The first time a teacher goes to the site,
they will have to sign up for a FREE account, after that you will login each time you go on.

5
“In the Text” – reading, thinking and writing about the text (50-60 minutes)
Recommended Text Groupings
(This section supports R.10)
Text Connected Writing to Learn
(See attached documents)
Connection: Land Covered by Glacier
 The New England Countryside, pg. 108 Horizons
 Diamonds for the Taking, pg. 784 Treasures
 What impact did Glaciers have on both the
New England Countryside and Herkimer
County New York? (RI.4.9, W.4.10))
Connection: New England Towns
 A New England Town, pg. 112 Horizons
 Let It Snow, pg. 376 Treasures
 Snowflake Bentley, pg. 378 Treasures
 Let It Snow, www.readworks.org
 Haiku, pg. 402 Treasures
 In what ways are Jericho, Vermont
(Snowflake Bentley) and Newfane, Vermont
(A New England Town) similar? (RI.4.1,
W.4.10)
Connection: Inventions & Ben Franklin
 He Made the World Brighter, pg. 222 Treasures
 Electricity & Energy – The Light Bulb,
www.readworks.org
 How Ben Franklin Stole the Lightening,
pg. 224 Treasures
 The Middle Atlantic Colonies,
pg. 126 Horizons
 In your opinion, whose inventions are more
beneficial today? Tell Why. (RI.4.9, W.3.1)
Connection: Rivers and Waterways
 The Wild Ponies of Chincoteague, pg. 634
Treasures
 *A River Ran Wild, pg. 94 Horizons (close read)
 Transportation and Growth, pg. 134 Horizons
 Flood!, pg. 416 McGraw Hill
 Water Please!, pg. 418 McGraw Hill
 How are rivers and waterways important
when thinking about natural resources?
(include information you have read about
inventions, ideas and accomplishments that
have come about because of utilizing river
and waterways) (RI.4.9, W.4.7)
Connection: Immigration
 *Immigrants in the Northeast, pg. 202 Treasures
 Cities Grow and Change, pg. 142 Horizons
 The Immigrant Experience, pg. 148 Horizons
 Coming to the U.S.A, www.readworks.org
 Compare and Contrast the firsthand and
secondhand account of immigrating to a
new country. (RI.4.6)
Firsthand accounts:
primary sources in “Immigrants in the Northeast”
Secondhand accounts:
what you read from the texts about immigration
Connection: New York City
 Cities Grow and Change, pg. 142 Horizons
 Me and Uncle Romie, pg. 608 Treasures
 Cricket in Time Square, pg. 693 Treasures
 New York City is filled with many people
from many different backgrounds and
countries. How is this concept represented
in each of these texts about New York?
(RL.4.3, RI.4.8, W.4.10)
Use as a collaborative conversation or written
reflection.
Required Close Reading Routine - “A River Ran Wild” Horizons
Required Culminating Unit Performance Demonstration -- to be completed final week(s)
* Required Text (you will have to read enough of chapter 3 and enough of chapter 4 from Horizons to answer
the Culminating Writing Performance Demonstration. Remember to build background knowledge if you choose
to skip a text.

6
Social Studies Instruction
Social Studies Text
(Supports R.10)
Planning Support –
HGSS, Possible Tasks and Discussion Questions
Big Idea: Ideas
Enduring Understanding: Ideas lead to new learning, accomplishments, and interventions.
Standard 3: Societies are shaped by beliefs, ideas and diversity. (main focus)
Region: Northeast
 Anchor Chart for Northeast: As you read texts (from Horizons, Treasures, etc) from the Northeast region
add information you learn to the anchor chart.
Chapter3Horizons
*New England Through the Years,
pg. 100 (parts are required for close reading)
American Government – Mayflower
Compact – 1620, www.readworks.org
 Read, discuss and fill in Events Chart (RI.4.1-3)
 Why did the people from England decide to
explore? (HGSS 3)
The New England Countryside, pg. 108  Read, discuss and fill in Events Chart (RI.4.1-3)
 How does the physical environment influence
the way people live? (HGSS 5)
A New England Town, pg. 112  Read, discuss and fill in Events Chart (RI.4.1-3)
 How was Newfane shaped by the early settlers?
(HGSS 3)
Chapter4Horizons
Middle Atlantic Colonies, pg. 126
Colonization and the Revolutionary War:
Introduction to the Revolutionary War &
The Declaration of Independence,
www.readworks.org
- Read, discuss and fill in Events Chart (RI.4.1-3)
- Consider taking students to the website:
http://www.archives.gov/exhibits/charters/declaration.html
To share the primary source document: The
Declaration of the United States
 How have the ideas of Benjamin Franklin helped
to shape our current society (USA)? (HGSS 3)
Transportation and Growth, pg. 134  Read, discuss and fill in Events Chart (RI.4.1-3)
 In what ways has transportation changed over
time? (HGSS 4)
 What would our world be like today if
transportation had never been invented? (HGSS
3)
 How did improved transportation in the early
1900’s lead to the development of the steel
industry in the Middle Atlantic region? (HGSS 3)
Cities Grow and Change, pg. 142
Immigrant Housing – Lower East Side
Manhattan Tenants, www.readworks.org
 Read, discuss and fill in Events Chart (RI.4.1-3)
 How has the diversity of people impacted New
York City? (HGSS 3)
Overall Discussion Questions:
 Why do people choose to leave their homeland to move to the United States? (HGSS 1)
 Why is the population of the United States so diverse? (HGSS 3)
 Why do the Northeastern states have a market economy (economy based on supply and
demand)? (HGSS 3)

7
Writing Frame:
Glaciers had an impact on both the New England Countryside
and Herkimer County, New York. One of the impacts the glaciers
specifically had on New England Countryside was . . .
Another impact the glaciers had on New England was . . .
In Herkimer County, New York, the glaciers . . .
They are similar because . . .
The main difference between the two areas is . . .
Possible Example:
Glaciers had an impact on both the New England countryside and Herkimer County, New
York. One of the impacts the glaciers had on New England Countryside was that they shaped most
of New England’s landforms. Another impact the glaciers had on New England was that they left
behind rocky soil for building and farming. In Herkimer County, New York, the glaciers wore away the
top layer of rock, exposing hidden crystals. They are similar because glaciers caused erosion on the
land. The main difference between the two is that Herkimer County, NY is well known for its
diamonds, which are really crystals. New England has rocky soil that is great for growing cranberries,
blueberries, potatoes, corn, houseplants, shrubs and flowers.
What impact did Glaciers have on both the New England
Countryside and Herkimer County, New York?

8
Writing Frame:
___________ and ___________ are similar in a number of ways.
First, they both . . .
Another similarity is . . .
Finally, both towns . . .
Possible Example:
Jericho, Vermont and Newfane, Vermont are similar in a number of ways. First, they
both have very snowy winters. Vermont is located in the snow belt and gets approximately
120 inches of snow per year. Snow in Vermont is as common as dirt.
Another similarity is that both towns have lots of farms. Farmers grow cranberries and
potatoes. They also raise dairy cows for milk and cheese because of all of the thick grass in
Vermont.
Finally, both towns are full of historical landmarks and buildings. Jericho has a
monument built in the center of the town just for Snowflake Bentley. They also have a
museum to honor this farmer-scientist. Newfane is also known for its historic buildings,
especially Newfane Village.
In what ways are Jericho, Vermont (Snowflake Bentley) and
Newfane, Vermont (A New England Town) similar?

9
Consider having students generate a t-chart to organize information. (example)
Edison Franklin
 Not everything he invented was a
success
 Electric vote recorder failed
 1880 burned a light bulb for more than
1500 hours
 Invented an entire electric lighting
system
 Swim paddles for hands and feet
 Library chair
 Long wooden arm to grab stuff
 Odometer
 1st clock with a second hand
 Bifocal glasses
 Franklin Stove
 Glass harmonica
 Electricity
 Lightening rod
Writing Frame:
In my opinion, _______________________________________’s inventions are more
beneficial today than ______________________________________’s inventions because
______________________________________________________________________________________.
__________________________ also invented the ______________________________________. Most
importantly, __________________________________________________.
Possible Example:
In my opinion, Franklin’s inventions are more beneficial today than Edison’s inventions because
the odometer is a tool that we currently use to measure the distance traveled by a car. Franklin also
invented bifocal glasses, which helps many people today who have problems seeing both far away
and up-close at the same time. Most importantly, he discovered how electricity works, and without
electricity today our world could not survive.
Another possible example:
In my opinion Edison’s inventions are more beneficial today than Franklin’s inventions because
he invented the first long burning, working light bulb. Without the light bulb, we’d still be using candles
for light. Edison also invented the first electric vote recorder, although it was not a successful
invention. Most importantly, he invented an entire electric lighting system, which without the light
bulb would not have been possible.
In your opinion, whose inventions are more beneficial today,
Edison’s or Franklin’s? Tell why.

10
Writing Frame:
Rivers and waterways are important to natural resource because . . .
Rivers . . .
Waterways . . .
They both . . .
Possible Example:
Rivers and waterways are important to natural resources because they assist people in
getting natural resources to other places where they are needed. Rivers have been used as
a resource for Native Americans to feed themselves. The Native Americans used the river as
a good place to settle down. The river allowed them to fish, farm, and plant. A waterway
was the preferred method of travel to transport natural resources to other places by farmers
and traders. The waterways allowed boats to bring people natural resources and goods
they needed. Canals were built to connect waterways so that more travel could happen.
Both rivers and other waterways are very important in making sure that people have natural
resources that they need.
How are rivers and waterways important when we are thinking about
natural resources?
Include information you have read about inventions, ideas and
accomplishments that have come about because of utilizing river and
waterways.

11
Writing Frame:
Between 1890 and 1914, more than 12 million immigrants arrived on
America’s shores. According to the text, many immigrants . . .
After reading the firsthand accounts of some immigrants, I learned . . .
The firsthand accounts were . . .
The secondhand accounts are different because they. . .
Both share . . .
Possible Example:
Between 1890 and 1914, more than 12 million immigrants arrived on America’s shores.
According to the text, the boats were overcrowded and as many as 5,000 people could
arrive at Ellis Island in one day. After reading the firsthand accounts of some immigrants, I
learned some felt free and safe when they came to America. The firsthand accounts shared
more feelings and personal information about immigrations. The secondhand accounts are
different because they told more facts that happened in history, like immigrants having to
wait in line to see the doctor. Both share information about immigrants, but in different ways.
Compare and contrast the firsthand and secondhand account
of immigrating to a new country.

12
Writing Frame:
In the text, __________________________, the author represents
people from different backgrounds and cultures by showing us . . .
The text ______________________, also shows this representation by . . .
Possible Example:
In the text, “Me and Uncle Romie,” the author represents people from different backgrounds
and cultures by showing us the people of Harlem and how they live. When James visits, he sees
murals, hears street musicians playing the saxophone, plays stickball with the kids in the street and
eats BBQ on a rooftop.
The text, “Cities Grow and Change,” also shows this representation by teaching us about early
immigrants to New York City and how they lived in crowded apartments called tenements. The
immigrants had to work long hours to be able to feed their families and many times made their own
clothes.
New York City is filled with many people from many different
backgrounds and countries. How is this concept represented in
each of these texts about New York?

13
A Think Sheet organizer has been provided on the following page to guide
students in planning and organizing their writing.
Anchor Charts (Possible details added from texts):
 How do ideas lead to change?
 What new learning can occur as a result of a new idea?
 How can an idea lead to an accomplishment or invention?
*Required Culminating Writing Performance Demonstration:
In your opinion, do the New England States or the Middle Atlantic States have more
of an impact on our society today? Explain why.
Be sure to:
 Introduce the topic and state an opinion
 Provide reasons that are supported by facts and details
 Use description to develop experiences and events
 Link opinion and reasons using words and phrases
 Provide a concluding statement related to the opinion

14
Think Sheet
Writing Purpose: To convince (Opinion)
Topic: _______________________
Audience: ____________________
Organize
Introduction
Claim (thesis Statement):
_____________________________________________________________________________
_____________________________________________________________________________
Reason A Reason B Reason C
___________________ ___________________ ____________________
___________________ ___________________ ____________________
___________________ ___________________ ____________________
Supporting Details
Body A - Explain using facts Body B - Explain using facts Body C - Explain using facts
Conclusion:

4th Grade Unit 3 ELA Instructional Unit Guide
Events Chart
Region: Northeast
New England Through the Years (Chapter 3, Lesson 1)
Event What Happened? When? Who? Where? Why?
John Smith is
exploring and
looking for land
with natural
resources.
The Pilgrims settle
and begin to build
Plymouth Colony.
Fighting broke out
between the
Indians and the
colonists.
Industries grow
and change.
Connection: What new ideas led to new learning, accomplishments and/or inventions that became important to the New
England States?

Events Chart
Region: Northeast
The New England Countryside (Chapter 3, Lesson 2)
Europeans begin
to settle the New
England
countryside.
Glaciers shaped
most of New
England’s
landforms.
New England
farmers grow
crops.
New Englanders
make a living
from the region’s
rocks.
New Englanders
make a living
using trees.
Connection: How did New Englanders continue to use new ideas and natural resources to grow?

Events Chart
Region: Northeast
A New England Town (Chapter 3, Lesson 3)
Settlers move to
Newfane, VT.
A government
began in
Newfane, VT.
Connection: What can we learn about other New England small towns from Newfane?
Write a summary about what you learned about the New England States in the Northeast Region.

Events Chart
Region: Northeast
The Middle Atlantic Colonies (Chapter 4, Lesson 1)
Pilgrims began
settling the
middle Atlantic
Colonies.
Mid Atlantic
colonies became
the breadbasket
colonies.
Mid Atlantic cities
grew.
The American
Revolution took
place.
Connection: What major accomplishment in this chapter has had a lasting effect on our country?
How was the settlement of the New England colonies similar to the settlement of the Middle Atlantic Colonies?

Events Chart
Region: Northeast
Transportation and Growth (Chapter 4, Lesson 2)
Waterways began
to be linked.
New Industries are
needed.
Cities are
connected.
Connection: How did new ideas lead to growth in the Middle Atlantic States?
How is the growth of the Middle Atlantic Colonies similar and different to the growth of the New England Colonies?

Events Chart
Region: Northeast
Cities Grow and Change (Chapter 4, Lesson 3)
Immigrants move
to America.
Cities are
overcrowded
Connection: How would immigrants from other countries be able to bring new ideas to our country?
How is the life in a small town like Newfane, Vermont different from life in a city like New York City?
Write a summary about what you learned about the Middle Atlantic States in the Northeast Region.

4th Grade, Unit 3 Close Reading Routine
Bold Text – Teacher Talk
USD 259 Curriculum and Instructional Design 10/1/2014
*Each Phase may take more than one instructional period. Plan accordingly.
Primary Text: “A River Ran Wild,” pg. 94 Horizons
Secondary Text: “New England Through the Years,” pg. 100 Horizons
*Phase 1:
Key Ideas and
Details – Read Full
Text or Selection
“What does the
text say?”– Tim
Shanahan
This serves as
guided practice, so
teachers need to
model and think
aloud throughout
the routine.
Refer to stems on
Backing Up with
evidence Anchor
Chart
Focus KCCRS -
RL.4.1, RL.4.2, RL.4.3,
SL.4.1, W.4.10
1. Today we will read the text, “A River Ran Wild”, and then answer
questions to help us understand what the text says.
2. Read the text (choral, echo, partner read) as indicated utilizing
the following routine:
a. Students read the text.
b. Teacher poses question.
c. Allow students think time and time to return to the text.
d. Students share answers with partner.
The following stem could be helpful:
__________, because the text said . . .
Questions:
 Describe the Native Americans in depth (including their
actions).
 What details in the text support your answer?
 Why are they important to this text?
 Describe the setting of this text.
 Why is the setting important to this text?
 Describe in depth the settlers that came to the area (including
their actions).
 Why are they important to this text?
3. Facilitate a class discussion retelling the important aspects for the
story (leading students to a summary). (check for understanding
and clarify misconceptions)
Writing to Learn Opportunity:
In summary, first . . .
Next . . .
Finally . . .

*Phase 2:
Craft and
Structure – Partial
or full rereading
of the text or
selection
“How does the
text say it?” – Tim
Shanahan
Refer to stems on
Backing Up with
evidence Anchor
Chart as needed
Teachers will want
to refer students to
“Me and Uncle
Romie”, pg. 608
Treasures (or
another text
students have read
that is written in 1st
person narration)
Focus KCCRS -
RL.4.4, RL.4.6,
W.4.10, SL.4.2,
L.4.4a, L.4.5
1. Today we will reread and discuss parts of the text to better
understand it.
2. Reread (chorally/partner/independently) starting on page 95, 3rd
paragraph (“The Nashua people saw . . . ) to the end of the 1st
paragraph on page 96 (. . . a trading post was built.)
3. Ask the following questions using this routine:
a. Teacher poses question.
b. Students discuss answer with partner/small group using
evidence from the text or text features.
c. Repeat with the next question.
 What does the author mean when using the word rhythm? (not
music but a consistent pattern that kept repeating day after
day; the text uses the seasons as an example and the prior text
explains what day to day living is like)
 Why does the author mention “The Nashua had lived for
generations”? (to remind the reader that they had lived here
for a long time before settlers came and began to change
things; the text says they were the first to live on the land and
uses the word rhythm to describe their life)
 Using the context clues in the sentence, what does the word
boatload mean? What words from the text help you to
determine the meaning? (a lot, many; the texts says full of and
gives examples)
 Why would the item that the trader brought seem like magic to
the Native Americans? (The Native Americans had never seen
anything like these items before, because the text says the
river, land, and forest had provided everything they needed)
 How might this story be different if it was told from 1st person
narration verses being narrated in 3rd person? (refer students to
“Me and Uncle Romie” in Treasures, pg 609 as a reference to
a story told in 1st person narration)
4. Facilitate a class discussion regarding the way the Native
Americans lived their life before the European settlers came.
(check for understanding and clarify misconceptions)
The Native Americans . . .

*Phase 3:
Integration of
Knowledge and
Ideas – Partial or
full rereading of
the text or
selection
“What does the
text mean? What
is its value? How
does the text
connect to other
texts?”
– Tim Shanahan
Additional Text:
“New England
Through The Years”,
pg. 100 Horizons
Refer to stems on
Backing Up with
evidence Anchor
Chart.
Focus KCCRS -
RL.4.9, RI.4.9, SL.4.2,
W.4.10, HGSS 4
1. We will reread parts of the text and discuss questions to help us
understand what the text means.
2. Students will partner read “Native American Ways,” pg. 101
Horizons.
3. Working with the same partner: Partner A will have the book open
to “A River Ran Wild” and partner B will have the book open to
“Native American Ways.”
 How are the two texts similar?
 How are the two texts different?
 In what way are the texts two versions of the same story?
4. Students will partner read “Early Days in New England,” pg. 103
Horizons.
5. Working with the same partner: Partner B will have the book open
to “A River Ran Wild” and partner A will have the book open to
“Early Days in New England.”
 What ways are the two texts similar?
 What ways are the two texts different?
 In what way are these texts two versions of the same story?
6. Facilitate partner (or small group) discussions using the following
questions: (check for understanding and clarify misconceptions)
 How did the Native Americans’ lives change after the settlers
came? What evidence in the text support this?
 What do you think were some of the long-lasting effects
Europeans had on society and the environment?
 What were the positive impacts the settlers had on the Native
Americans?
 What were the negative impacts the settlers had on the Native
Americans?
The settlers arriving had a (positive/negative) impact on the Native
Americans because . . .

4th grade reading

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