Grade 4, day 1, part ii
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The document provides instructions for a teacher to lead a reading lesson with students. The teacher will read a selected book aloud, have a discussion with students about why they chose their independent reading books, and then give students 15 minutes for independent reading. The teacher will create a chart to record students' reasons for selecting their own books and use example sentence frames to help students explain their choices.
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This document outlines a mini-lesson plan for 4th grade students on reading an informational text titled "Solving Problems". The lesson instructs students to skim and scan the text to make predictions about its content before reading. It has them examine elements like the title, photos and a pie chart to develop questions. Based on these clues, the students predict the text will be about how government helps solve problems like storm damage and issues with shellfish production. The lesson then has students read sections of the text and annotate by underlining key details and marking possible main ideas. They are reminded that main ideas support the overall text main idea while details in paragraphs are less important. Finally, students read the full text and write a summary
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This document outlines a mini-lesson for 4th grade students on analyzing writing prompts. It discusses having students:
1) Read and analyze a sample writing prompt that asks them to imagine being a government employee writing a journal entry about a relief effort they helped with by using a situation from the text "Solving Problems".
2) Create a two-column note sheet to analyze prompts by identifying the text type, source material, required details, and how they will use details before writing.
3) Discuss in a collaborative conversation potential details for their character, their area of government work, the relief effort they helped with, and what they did to help.
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Grade 4, day 1, part iii
This document outlines the objectives and procedures for a lesson on independent reading. It begins by stating the objectives of actively listening in a group discussion about choosing books and expressing reasons in writing. It then introduces independent reading where students will read silently for 15 minutes and state the title, author, and reason for choosing their book. The document discusses having students write responses to reading that include ideas and details from the text. As a model, the teacher will state the book they chose and reason for choosing it, how they felt about it, and if they would choose differently next time. Guidance is provided on writing complete sentences with correct punctuation and capitalization.
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The document provides an 8-day plan for teaching students strategies and skills for taking multiple choice tests. It involves modeling test-taking skills and having students practice writing their own test questions. On day 1, students take a practice test and discuss strategies. Later days involve identifying common question stems, writing questions and answer choices, and quizzing each other. The goal is to familiarize students with the format and language of standardized tests.
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The document outlines a lesson plan for independent reading practice and response writing. Students will practice independent reading using books of their choice and fill out reading logs to document their reading. They will then write responses to reading prompts in their journals, with examples given for writing about fiction versus nonfiction texts. The teacher models writing a response using a randomly selected prompt before students independently write responses to prompts about texts they read that day.
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The document outlines a reading project assignment where students will analyze and compare two books of their choosing. They can complete a portfolio of tasks analyzing elements like plot, characters, setting, themes, and structure. The teacher provides examples of tasks but emphasizes that students can create their own analyses and pieces of work. The goal is for students to enjoy the process and create work they are proud of that demonstrates their learning and development.
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This document provides information and tips about the Aptis Speaking test. It is divided into 4 parts that make up the total 12 minute test. Part 1 involves answering personal information questions. Part 2 involves describing a picture, giving an opinion, and comparing the picture to one's own situation. Part 3 involves describing and comparing two contrasting pictures and answering questions of increasing difficulty. Part 4 involves discussing a personal experience or opinion related to a topic, with preparation and response times provided. The document provides sample questions, examples of responses, and tips for speaking clearly, staying on topic, and using the full response time.
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The document outlines the skills and expectations for students during an online Reader's Workshop. Students will transition between mini-lessons and reading groups, getting to their online stations quickly. They will be expected to actively listen, discuss what they're reading in whole class and small groups, and write about their reading. Students need to take responsibility for their learning by asking questions if they don't understand and helping others in small groups. They are responsible for materials at home like reading books, binders, and texts.
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This document outlines a lesson plan for a 4th grade cross-text analysis activity. Students will compare and contrast the themes and features of an informational text ("Solving Problems") and a science fiction story ("The First Town Meeting"). They will fill out a three-column chart analyzing the genre, topic, focus, features and purpose of each text. Then they will write a paragraph comparing the genre features and messages of the two texts, using evidence and quotes from the readings. The goal is for students to think more deeply about how communities deal with crisis through analyzing multiple text genres.
Grade 4, unit 1, week 1, mini lesson 13
The document provides instruction for a 4th grade lesson on drawing inferences from short stories. Students will read a story called "The First Town Meeting" and highlight inferences made from character descriptions and actions. They are asked questions about specific character details and how they reveal characters' opinions of each other. The lesson aims to teach students how authors do not always explicitly state what characters think or feel and how readers must infer themes from details in the story, including how government decisions can influence the lives of people in the community.
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This document provides the objectives and lesson plan for a 4th grade word study mini-lesson. The lesson focuses on using long a letter patterns to read unfamiliar words, sorting words by sound, and participating in a group discussion. Students will read a passage highlighting long a and short a words, then complete a word sort chart and discussion questions about the reading. They will also fill out a spelling practice sheet for week 1.
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Grade 4, unit 1, week 1, mini lesson 9
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Grade 4, unit 1, week 1, mini lesson 8
This document outlines a 4th grade mini-lesson on word study. The objectives are to use long-a letter patterns to read words, sort words by vowel sound, and participate in partner discussions respectfully. Students will underline words with the long-a sound in a passage, identify letter patterns that produce long-a, and create a word sort chart with categories for different long-a and short-a letter patterns. They will then apply this knowledge to better read another passage and this week's spelling words.
Grade 4, unit 1, week 1, mini lesson 6
This document provides instructions for a grade 4 mini-lesson on gathering evidence from a source text to plan a narrative writing assignment. Students will analyze a writing prompt about imagining they are a government employee helping after a disaster. They will then re-read the source text "Solving Problems" to highlight and circle potential situations for their narrative, such as an earthquake or floods mentioned in paragraphs 1-2. Students are also instructed to consider writing about an economic crisis described in paragraph 3. The lesson models using text evidence and ends with students applying these skills to their own writing prompt.
Grade 4, unit 1, week 1, mini lesson 5
This document provides guidance for a lesson on interpreting graphic features in nonfiction texts. It instructs students to analyze how a sidebar, pie chart, and photograph in a reading passage called "Solving Problems" contribute to understanding the text. The lesson emphasizes that graphic features such as these support the information in the text by providing specific examples, details, or ways to visualize concepts discussed.
Grade 4, unit 1, week 1, mini lesson 4
This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
Grade 4, unit 1, week 1, lesson 2
This document outlines a mini-lesson plan for 4th grade students on reading an informational text titled "Solving Problems". The lesson instructs students to skim and scan the text to make predictions about its content before reading. It has them examine elements like the title, photos and a pie chart to develop questions. Based on these clues, the students predict the text will be about how government helps solve problems like storm damage and issues with shellfish production. The lesson then has students read sections of the text and annotate by underlining key details and marking possible main ideas. They are reminded that main ideas support the overall text main idea while details in paragraphs are less important. Finally, students read the full text and write a summary
Grade 4, unit 1, week 1, mini lesson 3
This document outlines a mini-lesson for 4th grade students on analyzing writing prompts. It discusses having students:
1) Read and analyze a sample writing prompt that asks them to imagine being a government employee writing a journal entry about a relief effort they helped with by using a situation from the text "Solving Problems".
2) Create a two-column note sheet to analyze prompts by identifying the text type, source material, required details, and how they will use details before writing.
3) Discuss in a collaborative conversation potential details for their character, their area of government work, the relief effort they helped with, and what they did to help.
Grade 4, unit 1, week 1, lesson 1
This document provides an overview of a 4th grade social studies unit on government. It introduces the unit's essential question of how government influences the way people live. It gives examples of different levels of government from the local town to federal level and how they provide services. It prompts students to discuss how government has impacted their own lives and share initial ideas on how government influences people.
Grade 4, unit 4, week 2, mini lesson 9
1) The document introduces the vowel-C-e syllable pattern, where a vowel is followed by a consonant and then the letter e, causing the vowel to usually make a long sound.
2) Students will analyze words from a text for this pattern and categorize words containing long a, i, and o vowels.
3) Working in partners, students will highlight sentences containing target words and fill out a note sheet with the words, definitions, and identified long vowel sounds.
Grade 4, unit 4, week 2, mini lesson 8
This document provides guidance for a lesson to teach 4th grade students how to draw inferences about characters. The lesson instructs students to reread passages and annotate evidence from the text to support inferences about how the owners feel about their dog, Lad, in the story "Quiet!". Students will discuss their inferences in partners and share with the class. The lesson models comparing point of view between stories and having students write an essay comparing the point of view in "Quiet!" and "My Breaking In".
Grade 4, unit 4, week 1, mini lesson 10
This document provides guidance for analyzing the third person point of view used in the story "Waiting for Stormy". It explains that third person point of view allows the narrator to describe the thoughts and experiences of multiple characters. It models how to identify elements that establish the third person perspective using an example from the story. It then guides students to re-read the story and identify other details revealed through the third person point of view and consider how the story might differ if told from different character's perspectives.
Grade 4, unit 4, week 3, mini lesson 9
This document introduces students to consonant-le syllable patterns. It has the students identify words with the consonant-le pattern in a text and sort words containing this pattern into columns based on whether they have a long or short vowel sound. Students practice spelling words with the consonant-le pattern, noting how many consonants come before the -le ending and what vowel sound each word makes. The purpose is for students to learn to read, spell, and analyze words with this common syllable type.
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- 1. Review and Routines (30 min.) Day 1, Part II
- 2. I will be able to: Listen and respond to a story. Discuss reasons to select a book to read.
- 3. Today we will be reading (book title and author/illustrator). Take a look at the cover. What do you think this book will be about? Why do you think I selected this book to read to you today? (allow students to respond before explaining your decision to for choosing this book – use book that can be read in 20 minutes or less)
- 4. Remember, I chose (book title author/illustrator) because (reason). I would like to hear from you why you might choose a book. Before we start, I am going to create a chart called “Resons for Selecting a Book.” I will write down your reasons on the chart.
- 5. If you don’t have your independent reading book handy, please go get it. (wait for students) I would like to know why you selected the book that you did. You can use the following sentence frames to tell me or come up with your own reason.
- 6. I chose _____ by _____ because it has to do with _____, which is of interest to me. I chose _____ by _____ because the illustrations caught my eye. I chose _____ by _____ because I have read another book by the same author.
- 7. Now that we know why we chose our books, we are going to take a little break. When we return, we will read our book for 15 minutes. I will shake the West African gourd shaker when the break is finished.
Editor's Notes
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”