4Core Curriculum the SCHOOL DISTRICT of PHILADELPHIA

4Core Curriculum THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT A. Apply knowledge of purposes and types of text to establish the purpose before reading.

Performance LITERACY INSTRUCTIONAL MODEL: Content Descriptors COMPREHENSIVE LITERACY FRAMEWORK ■ READERS WORKSHOP ■ WRITERS WORKSHOP (PDE ACADEMIC OBJECTIVES AND TESTED ON PSSA) RECOMMENDED BEST PRACTICES AND MULTICULTURAL CONNECTIONS

There are three essential purposes for reading: • Reading for literary experience (to tell a story and for enjoyment) picture books, poems, fairy tales, short stories • Reading for information - magazines, newspapers and informational picture books • Reading to perform a task - directions for games, schedules, recipes

Previewing/Surveying is an effective strategy that supports students as they set a purpose for reading. It helps readers anticipate meaning. This strategy can be performed quickly to identify the general idea of what a selection is about or it can be a more thorough process to ascertain the major ideas and organizational structure of the material.

During Shared Reading explain and model the steps in previewing/surveying. Previewing/Surveying is most effectively used with informational text or narrative and procedural texts with illustrations.

Recommended steps in previewing/surveying: • Read the title • Read the headings and subheadings, if present • Examine any accompanying visual aids such as maps, charts, graphs, illustrations and photographs • Examine any words in italics and boldface print • Quickly read any introductory and concluding paragraphs or summaries

During Guided Reading have students apply previewing/surveying strategies by seeking answers to questions such as: • What does this text seem to be about? • What do I already know about this story/subject? • What does the subheading tell me about the topic? • What kind of text is this? • What do the highlighted words/phrases tell me? • What clues do the visual aids give me about the text?

18 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT A. Apply knowledge of purposes and types of text to establish the purpose before reading.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What is the most important thing Previewing text features, sen- Teacher’s Editions you learn in the introduction that tence structure, graphic features, helps you understand what hap- and vocabulary before reading Theme 1 T78-101 pens in this story? will support comprehension par- Theme 2 206G-H, 208-209, ticularly for ELL students. Have 210-217 A. Carol is 9 years old them set a purpose for reading: I Theme 3 T276-277 B. Carol has been on the want to know ______. Theme 4 T400I, 402-403 basketball team for two years Theme 5 24-539,542-543 C. Carol has been learning to Theme 6 T612J, 614-633, 637D sew since she was seven. Students with Disabilities D. The teacher thought Carol did All teachers working with identi- a good job on the project. fied students with disabilities must review the student's need Multicultural Literature for Specially Designed Instruction TerraNova (SDI) as described in the Esperanza Rising This passage is mostly about Individual Education Plan (IEP), by Pam Munoz Ryan A. Wynton Marsalis giving a jazz Evaluation Report (ER), and Baseball in April: And Other concert. teacher records. Teachers must Short Stories then select the appropriate by Gary Soto B. Josh Broder getting to meet accommodations and/or modifi- Wynton Marsalis. Molly’s Pilgrim cations necessary to enable the C. Josh Broder giving a special by Barbara Cohen child to appropriately progress in birthday performance. the general curriculum. The Hunter and the Crocodile: A [IDEA 300.121.9(d) (3) (i)] West African Folktale by Baba Wague Diakite Class-Based Assessments For more details on accommodations and modifications see Mud Pony • Teacher Observations Resources/References. by Caron Lee Cohen • Anecdotal Records Summer on Wheels • Student/teacher conferences • PSSA Format Performance by Gary Soto Home Connections Tests • Student use of graphic organ- Discuss the purposes for game izers, response logs,teacher- directions, application forms, made tests maps and table of contents. Use these different formats in real lilfe Intervention Resources situations. Read 180 For Students on the Chart a course on the map for a Small group instruction Advanced Level family trip and check it at Interactive Reader Provide opportunities for stu- www.mapquest.com. SIPPS (Systematic Instruction in dents to explain how and why Phoneme Awareness, Phonics, texts of all types were chosen. and Sight Words) Students should include and Community Connections Quick Reads explain the use of primary Visit the airport, train stations or Soar to Success source information. bus terminals. Plan a trip with your child. Read the schedule together and determine what time you have to leave home.

19 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT B. Compare and contrast text formats to select appropriate text for a particular purpose.

By the end of grade 4 It is essential to create a literature-rich environment that accurately reflects stu- students will be able to: dents’ cultural heritage and the contributions of various ethnic, racial, and cultural groups. Research suggests student self-esteem is strengthened when they see and read about the contributions made by their own cultural group to the history and ■ Compare and contrast culture of the United States. text formats to select appropriate text for a Text Format refers to the organizational and graphic features of text; the chapter particular purpose. titles, subtitles, and table of contents in a text. They help the reader locate information in the text and represent information in some specific way. Students need to understand organizational structures in order to determine important information when reading nonfiction. Because formats vary greatly, teachers need to Think Aloud, model and demonstrate how to identify and use the particular features of a text so the reader can decide whether the text will fit their purpose.

Graphic features are items such as charts, pictures, captions and maps that are found in a text. They summarize and condense the written information and communicate the meaning in a visual form. These graphic features are designed to enhance, explain and clarify concepts or ideas that are written in texts.

Model and demonstrate how to effectively skim (glance through the material quickly to get a general idea of what it is about) and scan (look through material to locate particular information) text for big ideas and relevant information prior to reading the text.

Provide opportunities for students to use skimming and scanning skills before, during and after reading.

Guide students to identify and use text structures and graphic features. Effective strategies are: • Table of Contents Predictions • Read the Preview section of textbooks • Preview/Survey (Headings, Boldface Terms, Illustrations)

Graphic organizers that are effective for comparing and contrasting text formats are: • T-chart • Venn diagram • Webs

20 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT B. Compare and contrast text formats to select appropriate text for a particular purpose.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which headline would most likely Creating graphic organizers will Teacher’s Editions be a story about someone who identify common organizational saved someone’s life? structures for the students. This Theme 1 T124I, 126-146-147 will facilitate comprehension. Theme 2 T252J, 254-265 A. Tiger escapes from the zoo Theme 3 T372J, 374-391 B. Local hero saves youth from Theme 4 T402-417 lake Students with Disabilities Theme 5 T544I, 546-561, C. President returns home from 563-564, 566 Summit Meeting All teachers working with identi- Theme 6 T692-709 D. Boy saves drowning dog fied students with disabilities must review the student's need for Specially Designed Instruction (SDI) as described in the TerraNova Individual Education Plan (IEP), Multicultural Literature If you had only seen the picture Evaluation Report (ER), and teacher records. Teachers must Looking at the Body and title you could still guess then select the appropriate by David Suzuki that the story is about accommodations and/or modifi- America Is Her Name A. how different animals move. cations necessary to enable the by Luis Rodriguez B. what animals like to eat. child to appropriately progress in The Magic Shell C. which animals make good the general curriculum. by Nicholasa Mohr pets. [IDEA 300.121.9(d) (3) (i)] D. how animals escape from Day of the Dead their enemies. For more details on accommo- by Tony Johnston/Jeannette dations and modifications see Winter Resources/References. Celebrate! In South Asia by Deborah Hopkinson Class-Based Assessments Home Connections • Teacher Observations The Little Weaver of Thai-Village Compare the same story in the by Tran Khanh-Tuyet/Nancy Hom • Anecdotal Records • Student/Teacher different media-newspapers, conferences magazines, TV or radio. Which is • PSSA /TerraNova Format more effective? Support your • Performance Tasks answer. • Student use of graphic Intervention Resources organizers, response logs, Read 180 teacher-made tests. Community Connections Small group instruction Visit the airport, train stations Interactive Reader or bus terminals. Decide upon SIPPS (Systematic Instruction in the mode of transportation for Phoneme Awareness, Phonics, For Students on the your trip depending upon your and Sight Words) Advanced Level length of stay, the cost, etc. Quick Reads Compare/contrast which is Provide opportunities for stu- Soar to Success more appropriate for your family. dents to use a wide variety of texts to gather information for a research topic.

21 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT C. Apply the knowledge of phonics, syllabication, word analysis (prefixes, suffixes, root words), context clues and dictionary use to decode and understand new words during reading.

By the end of grade 4 Word Study is learning how written language is organized, how written language students will be able to: “works.” The goal is to teach students how to recognize and access the meaning of words that are embedded in text.

■ Apply knowledge of Vocabulary development is a critical component of reading comprehension. phonics, syllabication, Vocabulary can be learned independently by extensive reading, through direct word analysis (prefixes, instruction and by employing various strategies for learning vocabulary. suffixes, root words), context clues and dic- During Shared Reading teachers model and demonstrate how to use phonics, syl- tionary use to decode labication, prefixes, suffixes, context clues, dictionaries and glossaries to decode and understand new and understand new words. Give explicit attention to words, word parts, letter clus- words during reading. ters and letters as the opportunity arises in the text.

During Shared Reading/Word Study provide focused lessons to teach the rules and principles of phonics, word analysis, syllabication, prefixes, suffixes, context clues.

Mini-Lessons are brief and clear demonstrations of a principle, pattern or rule that a student needs to learn in order to take words apart and understand word meaning. • Use prefixes, suffixes and syllables to break up words for analysis • Use known words, word parts and root words • Combine word-solving strategies in flexible ways • Use language and text meaning to gain individual word meaning • Use dictionary to identify roots of words, syllabification, word origins

Effective strategies for learning how words work are: • Word Family Tree • Word Games (Concentration) • Use the Word

Create, post and display charts that are helpful in solving unfamiliar words. • Roots • Suffixes • Prefixes • Test-taking Words Develop Word Study Charts which help students attend to aspects of words and ways that words are connected.

During Shared Reading and Shared Writing, use direct and explicit instruction of context clues to determine the meanings of unfamiliar words. Explain how writers provide clues to the meanings of words through linked synonyms and the comparison and/or contrast of antonyms or a phrase with the opposite meaning. Demonstrate the use of a dictionary to locate unknown words as they are encoun- tered in books.

Improve vocabulary and comprehension by preteaching various words that are important to the meaning of a text and by reinforcing the meaning after the text has been read. • Word Splash • Does It Belong?

Teachers observe and monitor students as they practice applying word recognition strategies while working with texts that are at their independent and instructional levels.

22 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and You read four different meanings Activities in which students use Teacher’s Editions of the word mail. Which one familiar word parts to figure out means “to send a letter”? unknown words are helpful to Theme 1 T50-77, 50I, 76-77 ELL students. This instruction Theme 2 T173C-D, 173K A. meaning 4 may be provided through the use Theme 3 T326L, 326-327, B. meaning 3 of word families such as -ock, 349A C. meaning 2 -unk, -ight, etc. Theme 4 T437A D. meaning 1 Theme 5 T522J Theme 6 T638L, 638-639 Students with Disabilities TerraNova All teachers working with identi- This passage says that Josh fied students with disabilities watched Wynton Marsalis and must review the student's need Multicultural Literature the rest of his ensemble for Specially Designed Instruction (SDI) as described in the Homeless Bird rehearse. Ensemble means the Individual Education Plan (IEP), by Gloria Whelan same as Evaluation Report (ER), and Jesse and Baseball in April A. acting teacher records. Teachers must by Gary Soto B. family then select the appropriate Alphabetical Order: How the C. friends accommodations and/or modifi- Alphabet Began D. group cations necessary to enable the by Tiphaine Samoyault child to appropriately progress in the general curriculum. The Disappearing Alphabet [IDEA 300.121.9(d) (3) (i)] by Richard Wilbur/David Diaz Class-Based Assessments For more details on accommo- • Teacher observations dations and modifications see • Anecdotal records Resources/References. • Student/teacher conferences; • PSSA format performance Intervention Resources tasks; Home Connections Read 180 • Student use of graphic Play word games on your Small group instruction organizers, response logs, computer with your child. Interactive Reader teacher-made tests. For example, you could play SIPPS (Systematic Instruction in • WRAP (Writing, Reading “Text Twist (3046) at Phoneme Awareness, Phonics, Assessment Profile) (www.games.yahoo.com). and Sight Words) Quick Reads Play scrabble or complete Soar to Success crossword puzzles. For Students on the Advanced Level Provide opportunities for stu- Community Connections dents to use new and unusual Visit places of interest with your words found in reading and their child like: a Cinco de Maya cele- writing. Students should use bration, a Kwanzaa celebration more sophisticated strategies to or a Chinese New Year celebra- decode big words. tion. Create a crossword puzzle and exchange.

23 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT D. Use prior knowledge and ideas presented in text (e.g., illustrations, titles, topic sentences and key words) to make predictions.

■ Use prior knowledge Prior knowledge is the knowledge that stems from previous experience. Activating and ideas presented in the prior knowledge that students bring to the reading selection may be the most text (e.g., illustrations, important factor affecting how well they comprehend. It is critical that teachers use titles, topic sentences a wide variety of strategies to actively help students access their prior knowledge and key words) to make and anticipate and predict in a way that makes processing information more predictions. efficient.

Activating prior knowledge is essential because it supports students as they: • Preview text • Set a purpose for reading • Anticipate meaning • Generate questions • Make predictions

Previewing text allows students to look at the illustrations, subtitles and headings and make predictions about the text. Teach, Think-Aloud and Model the use of illustrations and headings to make predictions about text.

Pre-reading strategies that activate prior knowledge orient students to a topic and facilitate comprehension. The following pre-reading strategies focus students’ attention on their prior knowledge: • Brainstorming • Graphic Organizers • KWL • Webbing • Mind Map • Anticipation Guides

Teach, think-aloud and model strategies that are used to activate prior knowledge.

Making predictions is a strategy that students use to draw a conclusion about what may happen. Good readers gather information as they read and combine new information with prior knowledge to predict upcoming events in a story.

While students are reading, they need to continue to make connections between the text and their prior knowledge through making text-to-self connections, text-to text connections and text-to-world connections. Students will learn to make these kinds of connections by observing teachers Thinking Aloud and modeling their own connections frequently when reading.

The gap between what students already understand about a given selection and what they need to know may be large. Students need ample opportunities to revise predictions as they become more familiar with ideas presented in the text. These revisions should be recorded on any graphic organizers, anticipation guides, mind maps or KWL charts that were used as pre-reading strategies.

24 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT D. Use prior knowledge and ideas presented in text (e.g., illustrations, titles, topic sentences and key words) to make predictions.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Suppose the machine made Teach, Think Aloud and model Teacher’s Editions pancakes for breakfast. What strategies to identify basic facts would you expect? in text. Make connections by Theme 1 T20-49, 20J,49A-B asking students to connect Theme 2 T230I-J, 232-243, A. It would make a terrible background knowledge to the 250-251 breakfast. text. Students should make text- Theme 3 T300I, 300J, B. It would use lots of milk. to-self, text-to-text, and text-to- 302-318, 324 C. The pancakes would not be world connections. Theme 4 T472I-J, 474-492, cooked enough. 498-499 D. The plates and utensils would Theme 5 T502I, 504-517, be dirty. Students with Disabilities 520-521 Theme 6 T670-671, 672-681 All teachers working with identi- TerraNova fied students with disabilities The photograph shows some- must review the student's need thing described in the passage. for Specially Designed Instruction Multicultural Literature What does this picture show? (SDI) as described in the Individual Education Plan (IEP), Faith and the Electric Dog A. Winton is demonstrating deep Evaluation Report (ER), and by Patricia Jennings breathing teacher records. Teachers must Mine Eyes Have Seen B. Josh is learning how to relax then select the appropriate by Ann Rinaldi while playing accommodations and/or modifi- Miracle Boys C. Josh is telling Winton not to cations necessary to enable the by Jaqueline Woodson play so loud child to appropriately progress in the general curriculum. Monster [IDEA 300.121.9(d) (3) (i)] by Walter Dean Myers Class-Based Assessments For more details on accommo- How My Parents Learned to Eat • Teacher observations dations and modifications see by Ina Friedman/Allen Sayr ad • Anecdotal records Resources/References. Family Pictures • Student/teacher conferences; by Carmen llomas Garcia • PSSA format performance tasks; Home Connections My Name Is Maria Isabelle • Student use of graphic by Alma Flor Ada/Dyble organizers, response logs, Select books, magazines, and Thompson teacher-made tests. Internet articles to read with your • WRAP (Writing, Reading child. Discuss the different types Assessment Profile) of books and their characteristics.

Intervention Resources Community Connections Read 180 For Students on the Small group instruction Advanced Level Visit a meeting of the City Council. Discuss with your child Interactive Reader Provide opportunities for stu- how our government functions SIPPS (Systematic Instruction in dents to link basic ideas and and research information to Phoneme Awareness, Phonics, facts in text with information make sure final understandings and Sight Words) from other sources to make pre- are accurate. Discuss how Quick Reads dictions as they read increasingly he/she feels he/she can make a Soar to Success complex text. contribution.

25 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT E. Identify and correctly use words (e.g., synonyms, antonyms, homophones, homographs, words with roots, suffixes, prefixes and categories of words) to acquire a reading vocabulary. Use a dictionary and thesaurus. Performance LITERACY INSTRUCTIONAL MODEL: Content Descriptors COMPREHENSIVE LITERACY FRAMEWORK ■ READERS WORKSHOP ■ WRITERS WORKSHOP (PDE ACADEMIC OBJECTIVES AND TESTED ON PSSA) RECOMMENDED BEST PRACTICES AND MULTICULTURAL CONNECTIONS

By the end of grade 4 Students acquire vocabulary knowledge through extensive reading from a variety students will be able to: of texts. To identify and use words correctly, students must learn words in a meaningful context (have a purpose and/or connected to content learning or theme), engage with meanings and build habits of attending to words and exploring their ■ Identify and correctly parts. use words (e.g., synonyms, antonyms, homo- Help students develop a sense of visual patterns and structure of words, including: phones, homographs, • Affixes (prefixes, suffixes) and inflectional endings (-ly, -ing, -s, etc.) words with roots, suffix- • Homonyms-words that have the same written or oral form (e.g., bear- animal, es, prefixes and cate- bear -support/carry, bare-exposed). gories of words) to They include homophones, words that sound the same but are spelled differently acquire a reading vocab- and have different meanings (suite, sweet) and homographs, words that sound ulary. Use a dictionary the same and are spelled the same but have different meanings (baseball bat, and thesaurus. vampire bat). • Roots-word bases that frequently come to us from Latin and Greek

It is important that students continue to build key vocabulary strategies in conjunction with strategies they already use for figuring out words. • Use a dictionary or thesaurus to understand meaning of unknown words • Learn about the relationship between words (synonyms, antonyms, how words relate to a particular topic) • Explore shades of meaning of words that are synonyms or near-synonyms • Use morphemic analysis by breaking down words into meaning-bearing components, such as prefixes, suffixes and roots (e.g., astro can be used to unlock the meanings of such words as astronaut, astronomy, astrology)

Contextual Redefinition is a good interactive strategy for introducing the key vocabulary for a subject area or topic. • Select words that will be unfamiliar, especially those that contain meaningful morphemes (e.g., prefixes such as tri or auto, roots such as bio or graph) • Students guess at meanings; teacher accepts all contributions • In order to facilitate students in refining their guesses, teacher presents increasingly rich context clues (starting with sentence level clues, increasing to paragraphs and passages as needed) inviting students to refine their guesses as this occurs • Students verify their guesses by looking up words in a dictionary or thesaurus

Empower children to acquire vocabulary through interactive vocabulary activities: • Semantic Feature Analysis -Focus the students’ attention on the relationship of words within categories, illustrating how words are both similar and different. • Word Sorting -A word study activity in which students compare and sort words according to specific features (e.g., structure, sound, meaning categories). • Word Splash -A compilation of words around a written topic where the students have to determine how each word relates to the topic. • Use Graphic Organizers to depict word relationships. For example, present on a transparency a paragraph with two or three target words that highlight a category. • Develop charts of helpful words and synonyms (e.g., other ways to say nice, like, etc.).

26 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which word would you be most ELLs will benefit from a T-chart Teacher’s Editions likely to find in a thesaurus as a where figurative language is synonym for nasty? compared to an example which Theme 1 T77A-B references their culture and lan- Theme 2 T205A-B A. great guage. In addition, interactive Theme 3 T299C B. powerful read alouds have been found to Theme 4 T437I C. weak be highly effective in supporting Theme 5 T543K D. mean comprehension and vocabulary Theme 6 T638I, 638L, 638-639, development in ELL students. By 640-661, 666-667 hearing literature read, ELL stu- TerraNova dents are supported in refining their reading and speaking skills. To brag means to A. drag Students with Disabilities Multicultural Literature B. hide All teachers working with identified Donavan’s Jar C. put away students with disabilities must by Monalisa DeGross D. show off review the student's need for Breathing Room Specially Designed Instruction by Barbara Elmore (SDI) as described in the Individual Education Plan (IEP), Hats Off to Hair Evaluation Report (ER), and by Virginia Kroll Class-Based Assessments • Teacher observations teacher records. Teachers must then select the appropriate Arroz con Leche: Popular Songs • Anecdotal records accommodations and/or modifica- and Rhymes from Latin America • Student/teacher conferences by Lulu Delacre tions necessary to enable the child • WRAP (Writing, Reading to appropriately progress in the Pacific Crossing Assessment Profile) general curriculum. by Gary Soto • Response journals with rubrics [IDEA 300.121.9(d) (3) (i)] • Teacher made tests For more details on accommoda- • Student use of graphic tions and modifications see organizers Resources/References. • Checklists Home Connections Intervention Resources • Build your child’s awareness of Read 180 vocabulary by sharing jokes Small group instruction and puns. Interactive Reader For Students on the • Listen to different radio sta- SIPPS (Systematic Instruction in Advanced Level tions, TV commercials, maga- Phoneme Awareness, Phonics, Provide opportunities for stu- zines and newspapers. and Sight Words) dents to acquire an extended Quick Reads reading vocabulary by analyzing Community Connections Soar to Success and using words independently • Participate in activities that use as they read texts of increasing community resources as complexity. places of learning. • Visit one of the cultural semi- nars at the Hispanic Educational Center, 2557 N. 5th Street. Share new words and meanings.

27 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT F. Determine meanings of unknown words from knowledge of vocabulary and context clues in various subject areas.

By the end of grade 4 The purpose of this standard statement is to develop strategies to help determine students will be able to: the meaning of new vocabulary in all subject areas using contextual and structural information. Students should be able to see how the context can change the meaning of words or convey subtle differences (e.g., use of the word shell to mean ■ Determine meanings of something found on the beach or an animal’s exterior), to learn new meanings for unknown words from words and concepts they already know (e.g., student might know large but not knowledge of vocabulary massive), use word parts that they know in new words, and use word relationships and context clues in to determine meaning. various subject areas. Preview text to create a list of words that are essential for understanding a reading selection yet are likely to be unfamiliar to students. Use this preselected list as the basis for vocabulary instruction using strategies: • Before reading, model and discuss how words are connected to content concepts. • Use a Concept Map highlighting key words that build meaning. • Create posters that illustrate key ideas and use specialized vocabulary about a particular event or place. • Complete a Word Splash to highlight new vocabulary for a selection by asking students to write/tell how the vocabulary words will relate to the topic.

Model, Think Aloud, and demonstrate various vocabulary building strategies to help students problem solve the meaning and monitor their understanding of new vocabulary words in a variety of subject areas. The students practice these strategies daily in whole class and small group instruction. These strategies include: • Using context clues to understand the meaning of new words • Understanding the concept of prefixes, suffixes and root words to unlock the meaning of new vocabulary • Using prefixes and suffixes to create new vocabulary words • Using a dictionary to unlock the meaning of new words • Teach words in clusters, such as synonyms, antonyms and roots • Make connections between known and unknown words using Semantic Mapping • Use a Word Map to provide a graphic representation of the definition • Create a chart using three questions to focus students’ attention on word meaning/definition (1) What is it? (2) What is it like? (3) What are some examples?

Provide daily opportunities throughout all content areas for vocabulary development. Research has shown that students need to encounter a word several times before it is known well enough to support comprehension. As words are encoun- tered in reading and discussion, develop ongoing Word Walls and content word charts to record words or phrases that will help students remember the word, its use and meaning. Indicate words that are specific to a particular subject (e.g., rhombus in math) and those that can be found in several subjects (e.g., division in math, social studies, science).

Use journals to encourage students to incorporate new vocabulary when writing in various content areas.

28 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT F. Determine meanings of unknown words from knowledge of vocabulary and context clues in various subject areas.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Cinderella’s dresses were all ELL students should be given Teacher’s Editions worn and tattered. What does the opportunity to discuss and tattered mean? use vocabulary in context by Theme 1 T50-77 using visuals and other aids. Theme 2 T252K-L A. gorgeous Using key vocabulary in a sen- Theme 3 T372K-L, 372-373 B. out of style tence is a strategy that will allow Theme 4 T400K-L, 400-401 C. too ugly to wear students to review words which Theme 5 T44K-L, 544-545 D. torn and ragged they may encounter in various Theme 6 T690K-L, 690-691 subject areas. Role playing gives students the opportunity to see TerraNova words used in context and to demonstrate several different Doug safely maneuvered his car contexts in which words can be Multicultural Literature around the pothole. What does used appropriately. Donavan’s Jar maneuvered mean? by Monalisa DeGross Students with Disabilities Green Corn Tamales/Tamales de A. drove badly All teachers working with identi- Elote B. moved happily fied students with disabilities by Gary Shepard C. moved skillfully must review the student's need D. speeded for Specially Designed Instruction Sounder (SDI) as described in the by William H. Armstrong Individual Education Plan (IEP), Evaluation Report (ER), and Class-Based Assessments teacher records. Teachers must • Teacher observations then select the appropriate • Anecdotal records accommodations and/or modifi- Intervention Resources • PSSA format performance cations necessary to enable the Read 180 tests child to appropriately progress in Small group instruction • PSSA reading rubric the general curriculum. Interactive Reader • Graphic organizers [IDEA 300.121.9(d) (3) (i)] SIPPS (Systematic Instruction in • WRAP (Writing, Reading For more details on accommo- Phoneme Awareness, Phonics, Assessment Profile) dations and modifications see and Sight Words) • Response journals with Resources/References. rubrics Quick Reads Home Connections Soar to Success • Teacher made tests • Student use of graphic Read material to your child that organizers is above his reading level. If your • Checklists child never hears more difficult words like “gargantuan” he will have trouble figuring them out later in his own reading. For Students on the Community Connections Advanced Level Visit the Philadelphia Tribune, Provide opportunities for stu- Philadelphia Inquirer, or the Daily dents to understand and correct- News. Talk with the editorial writ- ly use an expanded vocabulary ers about the methods they use from various subject areas in for vocabulary development. their reading and writing.

29 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT G. Demonstrate after reading an understanding and interpretation of both fiction and non-fiction text.

By the end of grade 4 The purpose of this Standard Statement is to ensure that students are able to: students will be able to: • Retell and discuss their own interpretation of texts • Summarize information relating to plot and characterization in narrative • Use main ideas and supporting detail to summarize informational text ■ Summarize the major • Make connections to themselves, other books and the real world ideas, themes or proce- • Justify their own interpretation of the text dures of the text. • Make connections between widely separated sections of the text or to other texts ■ Relate new information Summarizing involves putting together information while reading and bringing it or ideas from the text together in concise form. A good summary is brief, describes the main topic or to that learned from theme, includes only the important information, omits minor details, organizes the additional reading. information in a clear way and restates the meaning in the reader’s own words.

■ Clarify ideas and During shared reading, teachers explicitly teach students to distinguish between understandings through “retelling” a story (a simple recounting of many details) and “summarizing” which rereading and discussion. involves selecting information and creating a concise statement. ■ Give students opportunities to respond to teacher created summaries identifying Cite evidence from the in what ways they do or do not meet the criteria of a good summary. text to support responsi- ble assertions. During modeled and guided writing, model and demonstrate how to write a summary and analyze it to clarify characteristics of a good summary. ■ Extend ideas found in text. Use appropriate graphic organizers (that mesh with text structure) for students to record important events, details and/or other information as they read. Students then write summaries after reading based on information gathered. Some specific techniques for developing summarizing abilities are: • Newspaper Headlines: Remove headlines from three or four newspaper articles of varying length. Direct students to read each story and match to appropriate headline from a composite list. Students can also read articles and write their own headlines. • Probable Passage: Use narrative story frames with portions deleted to have students predict major elements in a story. After reading, students use the story frame to create a summary of the selection. Students need ample opportunities to cite evidence from the text to substantiate how they come to judgement, form opinions and answer questions, indicating quotes, lines and various sections of a text that form the basis for their positions. Strategic readers make meaning from a text by combining prior knowledge with evidence from the text. • Extend understanding by using a book like Circle of Gold by Candy Dawson Boyd. Have students extend their understandings by contrasting what they might have done to support the family in the story with the decisions made by main character (Mattie). • Provide opportunities for student discussions that allow them to develop understanding of the text. • Oral presentations, demonstrations, talks and interviews that allow students to clarify their own ideas of a text will encourage students’ appreciation of how the spoken word is used to clarify and develop ideas.

30 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT G. Demonstrate after reading an understanding and interpretation of both fiction and non-fiction text.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What does the selection mainly Enactments such as debates, Teacher’s Editions describe? panel discussions, dramatiza- tions, simulations, and role plays Theme 1 T102-123 A. the most popular movie give ELL students opportunities Theme 2 TT206I, 208-225, characters to deepen, extend, and demon- 228-229 B. why Sir Arthur Conan Doyle strate their understanding of Theme 3 T372I, 374-391, created the character of text. 394-395 Sherlock Holmes Theme 4 T438I, 440-449, C. how Sherlock Holmes solved Students with Disabilities 450-451, 452-453 crimes Theme 5 T568J, 570-583, 586 D. why Count Dracula became All teachers working with identi- Theme 6 T612I-J.614-633,637D a monster fied students with disabilities must review the student's need for Specially Designed Instruction TerraNova (SDI) as described in the The BEST summary of this pas- Individual Education Plan (IEP), Multicultural Literature sage is that Evaluation Report (ER), and teacher records. Teachers must The Legend of Jimmy Spoon A. fish make beeps, whistles, then select the appropriate by Kristiana Gregory and grunts. accommodations and/or modifi- Coming to America: A Muslim B. scientists have studied the cations necessary to enable the Family Story bottom of the sea. child to appropriately progress in by Bernard Wolf C. the bottom of the sea is noisy the general curriculum. Goldfish and Chrysanthemums because there are a lot of [IDEA 300.121.9(d) (3) (i)] fish. by Andrea Cheng For more details on accommo- Crazy Horse’s Vision dations and modifications see by Joseph Bruchac Class-Based Assessments Resources/References. Grandma and Me at the Flea/Los • Teacher observations Home Connections Meros Meros Remateros • Anecdotal records by Juan Filipe Herrera • Student/teacher conferences Read a book about a possible • PSSA format performance career in which you may be tasks interested. Interpret how the • PSSA reading rubric information in this book can • WRAP (writing, Reading assist you in fulfilling your dream. Intervention Resources Assessment Profile) • Student use of graphic organ- Read 180 Community Connections Small group instruction izers, response logs, teacher- made tests Visit the Korean War Veterans’ Interactive Reader Memorial in Washington, D.C. SIPPS (Systematic Instruction in Research the company owned Phoneme Awareness, Phonics, by Patricia Ghiglinois, who built and Sight Words) For Students on the Advanced Level the Memorial; interpret how her Quick Reads overcoming struggles can moti- Provide opportunities for stu- Soar to Success vate you to be successful. dents to make sophisticated assertions about the ideas from text by citing in-depth evidence and apply ideas beyond text.

31 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT H. Demonstrate fluency and comprehension in reading.

By the end of grade 4 The purpose of this standard statement is to ensure that fourth grade students students will be able to: read at least 25 books or book equivalents. The materials are drawn from a variety of genres and content areas. Students will read accurately, with appropriate pace, expression and comprehension. Fluency frees students to understand what they ■ Read familiar materials read. Students maintain a reading log of the books they read. aloud with accuracy. Fluency is important because it provides a bridge between word recognition and ■ Self-correct mistakes. comprehension. Fluent readers do not have to concentrate on decoding text and, ■ therefore, can focus their attention on what the text means, how it should sound, Determine the appropri- and how their interpretation might influence how it is read. Fluency is the clear, ate rhythm, flow, meter rapid, and easy expression of ideas in reading, writing, or speaking. Model fluency and pronunciation of by reading aloud from a variety of genres. familiar material. Provide opportunities to develop fluency by having students: ■ Read a variety of genres • Master word recognition to the point of over learning (automaticity with the code) and text. • Read effortlessly and with expression ■ Demonstrate • Develop reading rate, accuracy and comprehension comprehension. • Determine where to place emphasis or pause to make sense of a text • Read at a speech-like pace (make it sound like talking) ■ (Recommend: 25 • Listen to Read Alouds and Shared Reading where materials are read with expres- books/year) sion and meaningful phrasing

Promote fluency by providing texts containing many different structures such as: • Predictable books that contain a repetitive pattern • Poems with rhyme • Simple books with strong picture support • Text with rhythm like songs • Practice in oral reading with the help of audio tapes and Partner Reading • Oral rereading of familiar independent leveled texts until fluency is achieved • Opportunities for choral reading and echo reading

Echo Reading is used when reading a poem, folk tale or short story to promote fluency. The teacher reads a selection or passage with appropriate fluency, pacing and expression. The students respond by immediately rereading the same part, matching the fluency, pace and expression of the caller. This is similar to Call and Response. Echo Reading or Call and Response, can be applied to text such as: Follow the Drinking Gourd, The Story of John Henry. Reread for fluency. In cooperative learning groups, have students use a narrative nonfiction text that they have read as a read aloud. Students read as if they were reading for a film documentary. Students read slowly so that the audience can absorb all of the details.

Round Robin Reading does not promote fluency. This unrehearsed reading interferes with comprehension because the student is focused on his performance rather than on the content of the material.

32 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.1 Learning to Read Independently

STANDARD STATEMENT H. Demonstrate fluency and comprehension in reading.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and The main idea is For ELL students, readings Teacher’s Editions A. Fred falls down a lot should contain a limited number of new words. It is also impor- Theme 1 T20-49 (41) B. Carl is six years old tant to introduce the vocabulary Theme 2 T152-169 (167) C. Carl has a brother named before reading the text. Read Theme 3 T 326-345 (343) Fred aloud the selection or have the Theme 4 T454-467 (465) D. Carl is great at in-line skating students listen to it on audio- Theme 5 T 524-539 (535) tape. Then have students read Theme 6 T672-681 (679) aloud selected passages as a TerraNova group to develop oral fluency. The selection mainly describes Students with Disabilities A. how ocean catfish mothers Multicultural Literature All teachers working with identi- lay their eggs fied students with disabilities The Song of the Teeny Tiny B. why it takes several weeks for must review the student's need Mosquito the catfish eggs to hatch for Specially Designed Instruction by Alma Flor Ada C. how well the catfish father (SDI) as described in the Vejigante Masquerader cares for his eggs Individual Education Plan (IEP), by Lulu Delacre D. why catfish fathers eat so Evaluation Report (ER), and Family Pictures/Cuadros de much teacher records. Teachers must Familia then select the appropriate by Carment Lomas Garza accommodations and/or modifications necessary to enable the Duke Ellington: The Piano Class-Based Assessments child to appropriately progress in Prince and His Orchestra • Teacher observations the general curriculum. by Andrea Davis Pinkney, illus- • Anecdotal records [IDEA 300.121.9(d) (3) (i)] trated by Brian Pinkney • Student/teacher conferences For more details on accommo- Redwall • PSSA format performance dations and modifications see by Brian Jacques tasks Resources/References. • PSSA reading rubric • WRAP (writing, Reading Home Connections Assessment Profile) • Student use of graphic organ- • Read regularly to a younger brother, sister, or grandparent. Intervention Resources izers, response logs, teacher- made tests • Tape record your reading of a Read 180 selection. Listen to the record- Small group instruction ing and discuss with your child Interactive Reader how he/she can improve and SIPPS (Systematic Instruction in read with more expression. Phoneme Awareness, Phonics, For Students on the and Sight Words) Advanced Level Quick Reads Provide opportunities for stu- Community Connections Soar to Success dents to practice fluent reading Visit senior citizen homes, recre- of texts of increasing complexity ation or day care centers. Read and to demonstrate a sophisti- to children and senior cated and in-depth understanding. citizens.

33 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT A. Read and understand essential content of informational texts and documents in all academic areas.

By the end of grade 4 Reading Critically means understanding and evaluating the point the author is try- students will be able to: ing to make. The reader: • Knows to look deeper while differentiating between facts and opinions and essential and nonessential information ■ Differentiate fact from • Makes inferences and draws conclusions based on the presenting evidence opinion between two • Determines the accuracy of the writer by identifying exaggerations texts. • Evaluates the author’s point of view and asks if there is another side Students must become adept at detecting the relationships among the main ideas ■ Identify essential and and their supporting details in order to read informational materials effectively. nonessential information between texts; identify Informational texts exaggerations where • Include real world topics which children find interesting and accessible present. • Feature real places, things and events • Are often easier to relate to and understand than fantasy topics ■ Make inferences about • Allow children to draw on their prior knowledge and experience to make meaning similar concepts in two • Build a foundation for reading in the content area texts and draw conclu- A Fact is something you know to be true. An Opinion is how you think or feel. sions. Before reading strategies prepare students for reading information. They help stu- ■ Relate and apply text dents activate prior knowledge, make connections, form predictions and establish a organization and content purpose for reading. Students learn best when they have adequate background to determine author’s knowledge about a topic. The more the teacher can do to help students understand purpose. concepts prior to reading, the better the student will comprehend. Some effective strategies used before reading are: • Preview Text • Word Splash • KWL • Make Connections During reading strategies help students make inferences, differentiate fact from opinion and distinguish between essential and nonessential information. Some effective strategies during reading are: • Structured Note taking • It Says...I Say...And So • Predicting • Most Important Word • Say Something • Questioning After reading strategies help students to discuss the content of the text. These strategies help readers determine the author’s purpose and effectiveness. Some effective strategies to use after reading are: • Problem/Solution • Summaries • Cause/Effect • Outlining • Making Connections • 3-2-1 • Compare and Contrast Use cooperative learning strategies to encourage discussion of the content of the text. Dialogue with other readers encourages construction of knowledge, the generation of questions and reflection on the progress of their reading. Some strategies are: • Think-Pair-Share • Numbered Heads Together • Roundtable Discussion • Turn to your neighbor Use Graphic Organizers to help students identify and describe: essential information, fact and opinion within text and organizational structures of text. Some effective graphic organizers are: • Webbing • Story Maps • Ideas/Details Chart • T-chart

34 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT A. Read and understand essential content of informational texts and documents in all academic areas.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and In your opinion, why did Jeff Linguistic modifications such as Teacher’s Editions really learn to play the piano? simplified speech and controlled Theme 1 T124I, 126-139, A. Jeff wanted to be like his big vocabulary that are necessary 142-145, 146-147 brother who played in the for comprehensible input should Theme 2 T252J, 254-267 school orchestra. be used to make content mean- Theme 3 T350I, 352-367,370-371 B. Jeff’s mother insisted that he ingful for ELL students. Use a Theme 4 402-417 play the piano. word web to organize key terms Theme 5 T502I, 504-517,520-521 C. Jeff’s best friend began taking in the text. Use a T-chart to help Theme 6 T612I-J, 614-633, 637D piano lessons. students sort fact and opinion, D. Jeff saw a documentary on essential and nonessential infor- TV about a jazz artist who mation. made a lot of money playing the piano. Students with Disabilities Multicultural Literature All teachers working with identi- Friends fied students with disabilities by Alma Flor Ada TerraNova must review the student's need Most diamonds are for Specially Designed Instruction El Reino de la Geometria (SDI) as described in the by Alma Flor Ada A. small. Individual Education Plan (IEP), Hiroshima: A Novella B. used in rings. Evaluation Report (ER), and by Laurence Yep C. shiny. teacher records. Teachers must D. worth a lot of money. Navajo Long Walk then select the appropriate by Nancy M. Armstrong accommodations and/or modifications necessary to enable the Sadako and the Thousand Cranes Class-Based Assessments child to appropriately progress in by Eleanor Coerr • Teacher observations the general curriculum. Black Diamond: The Story of the • Anecdotal records [IDEA 300.121.9(d) (3) (i)] Negro Baseball League • Student/teacher conferences For more details on accommo- by Patricia C. and Fredrick L. • Student use of graphic organ- dations and modifications see McKissack izers, response logs, teacher- Resources/References. made tests • PSSA format performance Home Connections tasks • PSSA reading rubric • Read an editorial from the • WRAP (Writing, Reading newspaper with your family. Intervention Resources Assessment Profile) Identify bias and propaganda Read 180 where present. Small group instruction • View a documentary to evalu- Interactive Reader For Students on the ate the content to determine SIPPS (Systematic Instruction in Advanced Level the author’s purpose. Phoneme Awareness, Phonics, and Provide opportunities for stu- Sight Words) dents to analyze the difference Quick Reads Community Connections between fact and opinion across Soar to Success Write a letter to the editor of the texts, evaluate author’s refer- neighborhood newspaper stating ences and propaganda tech- your opinion about a topic of niques in increasingly complex importance in the neighborhood. text.

35 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT B. Use and understand a variety of media and evaluate the quality of material produced.

By the end of grade 4 Using electronic and written media is critical for students in the 21st century. We students will be able to: must help students understand and analyze how they are informed and influenced by these information sources.

■ Use multiple types of Introduce various types of media: video, tape recorder, computer, television, media for research. radio, newspapers, commercial messages. Analyze purpose, quality and techniques present to convey information. ■ Identify the differences • Use videos or filmstrips to accompany a social studies or science lesson between entertainment • Compare a video to a book of the same title and information in • Listen to stories on tape, CD or computer media. • Use the computer to convey a message or response

■ Compare/contrast the Model how to gain information from each source of media. Demonstrate how to quality of media projects gather, analyze, compare and evaluate information from these sources. and identify the criteria needed to design them. Select and view appropriate television segments or programs to help students discuss and distinguish between facts and make believe. Explore the role of characters, sound, music and props in conveying fact, providing entertainment and conveying messages.

Have students locate a variety of advertisements that: • Are meant to inform only • Provide information as well as opinions • Are entertaining as well as informative • Use entertainment as a way to persuade • Can be compared for different techniques to sell a product or make a point

Introduce tools that help students assess the quality of their own media projects including quality of information, depth of coverage and methods of delivery. Use: • Checklists and Rubrics • Charts and graphic organizers that collect observations and judgments • Compare/contrast techniques

Assign projects to help students locate information that represent multiple perspectives and develop students’ ability to view media critically. • List ways that women are presented in advertising. Is it different on TV? In different magazines? • Use a video camera to record students’ sales pitches for a product they design. • Use commercial and public television programming, along with text, to gather information for an oral presentation. • Model search techniques on the Internet and how to incorporate information into research that makes it their own.

36 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT B. Use and understand a variety of media and evaluate the quality of material produced.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which paragraph gives the least Provide opportunities for ELL Teacher’s Editions evidence for young people not to students to create media proj- smoke? ects which are culturally relevant Theme 1 T129 to their backgrounds. Allow stu- Theme 2 T170-171 A. Paragraph 4 dents in a class to use media to Theme 3 T326F B. Paragraph 3 celebrate their diversity. Theme 4 T421D C. Paragraph 2 Theme 5 T521A-B D. Paragraph 1 Theme 6 T668E Students with Disabilities All teachers working with identified students with disabilities TerraNova Multicultural Literature must review the student's need Which ad slogan will prompt you for Specially Designed Instruction When Jaguars Ate the Moon to buy the product and why? (SDI) as described in the and Other Stories About Individual Education Plan (IEP), Animals and Plants of the Evaluation Report (ER), and Americas teacher records. Teachers must by Maria Cristina Brusca then select the appropriate The Story of Kwanzaa Class-Based Assessments accommodations and/or modifi- by Safisha Madhubuti • Teacher observations cations necessary to enable the Juneteenth Jamboree • Anecdotal records child to appropriately progress in by Valerie Wesley • Student/teacher conferences the general curriculum. • Student use of graphic organ- [IDEA 300.121.9(d) (3) (i)] izers, response logs, teacher- For more details on accommo- made tests dations and modifications see Resources/References. Intervention Resources Read 180 Small group instruction For Students on the Interactive Reader Home Connections SIPPS (Systematic Instruction in Advanced Level Discuss the subtle messages Phoneme Awareness, Phonics, Provide opportunities for stu- presented in both written text and Sight Words) dents to write and produce a and visual media. For example, Quick Reads power point or overhead trans- you may want to examine the Soar to Success parency presentation on a effect cigarette advertisements research project. have on young people.

Community Connections Visit some electronic stores. Discuss the effects of these devices. Discuss the newest developments in media and media combinations.

37 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT C. Produce work in at least one literary genre that follows the conventions of the genre.

By the end of grade 4 Read a variety of genre to help students understand the characteristics and struc- students will be able to: tures of specific genres. A genre is one of the types or categories into which literary and informational works are divided. Some common genres include: • Biography-an account of the life of a person ■ Produce work in at least • Autobiography - a person’s account of his/her life one literary genre that • Plays - a story that is written for actors to present follows the conventions of the genre. • Expository Nonfiction - tells about people, things, events or places that are real • Informational Narrative - a story that presents information and facts • Folktale - a story that is passed down orally in a particular culture • Historical Fiction - stories drawn from imagination but true to life in some past period • Realistic Fiction - stories drawn from imagination but true to life • Tall Tale - story, often lighthearted or humorous, that contains highly exaggerated, unrealistic elements

Activate prior knowledge by previewing text and making predictions to identify the characteristics of the story and how they relate to a specific genre.

Model, Think-Aloud and have students apply knowledge of genre to produce work in various genre that enables them to build understanding of themselves and their culture. Students can: • Create an innovation on a particular text as it would apply to their own life • Develop a persuasive article based on studies in science or social studies (e.g., why it is important to provide resources for recent immigrants) • Write articles for the school newspaper describing recent school or classroom events • Use oral histories from family members to write a folk tale or play

During all forms of classroom reading and reading conferences, have students identify the conventions of the genre to assess their understanding.

Involve students in writing activities requiring imaginative recreation of texts. Students can explore and interpret text by recreating all or parts of them in different forms of media, through different viewpoints, etc. This requires mastery of the original text style and creates greater control of the genre. • Writing newspaper or magazine reports of events in novels and stories • Creating contemporary African-American legends • Writing stories, poems, drama sketches from newspaper or magazine reports

38 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.2 Reading Critically in All Content Areas

STANDARD STATEMENT C. Produce work in at least one literary genre that follows the conventions of the genre.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and This story is a: ELL students will produce work Teacher’s Editions A. a biography in a genre that reflects their cultural heritage. Theme 1 T102-103, 120-121 B. a play Theme 2 T150F C. an autobiography Theme 3 T369 D. a folk tale Theme 4 T454E Students with Disabilities Theme 5 T606 Theme 6 T667E-F All teachers working with identified students with disabilities TerraNova must review the student's need “A Uniform Decision” by Jasmine for Specially Designed Instruction Taylor is an example of: (SDI) as described in the Multicultural Literature Individual Education Plan (IEP), A. letter to the editor Evaluation Report (ER), and Abraham’s Battle :A Novel of B. newspaper article teacher records. Teachers must Gettysburg C. personal narrative then select the appropriate by Sara Harrell Banks D. biography accommodations and/or modifi- Belle Teal cations necessary to enable the by Ann M. Martin child to appropriately progress in Stay True: Short Stories for the general curriculum. Strong Girls [IDEA 300.121.9(d) (3) (i)] Class-Based Assessments by Marilyn Singer For more details on accommo- • Teacher observations M.C. Higgins, the Great dations and modifications see • Anecdotal records Resources/References. by Virginia Hamilton • Student/teacher conferences The Song of El Coqui and Other • Student use of graphic Tales of Puerto Rico organizers • PSSA format performance Home Connections tasks • PSSA writing rubrics • Discuss an oral history of your • Presentations with appropriate family. Intervention Resources rubrics • Write a descriptive essay on a member of your family or a Read 180 friend. Small group instruction Interactive Reader SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, For Students on the and Sight Words) Advanced Level Community Connections Quick Reads Students keep a log of each Visit a the local library. Read Soar to Success example of a genre and read and poetry from In the Trail of the explain how the author defined Wind: American Indian Poems... the genre characteristics in the by John Bierhorst. Produce a text. Students should imitate poem that expresses how you each genre in their own writing. feel about the influence of your culture upon you.

39 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT A. Read and understand works of literature.

By the end of grade 4 The purpose of this standard is for readers to engage in a response based students will be able to: approach to literature in order to negotiate their own meaning and come to a deeper interpretation about what they read. Introduce multicultural literature across a variety of genres with positive portrayal of characters to help students develop mul- ■ Read and understand tiple perspectives and to get a better sense of their own culture as well as that of works of literature. others.

Effective reading involves the use of a variety of strategies - before, during and after reading - that enable students to construct meaning from works of literature.

Provide focused lessons on how to use before, during and after reading strategies.

Before Reading strategies help students preview/survey the text, identify the type of material to be read, set a purpose for reading, activate prior knowledge and make global predictions. Before reading strategies cause speculation, raise curiosi- ty and interest, introduce content vocabulary and support comprehension. Some strategies that are effective for previewing works of literature are: • Preview Text • Make Predictions • Visualize

During Reading strategies help students monitor their comprehension by assess- ing and revising their predictions, asking themselves questions, making associa- tions and retaining important points, clarifying confusions and employing fix-up strategies. Effective strategies that help students monitor comprehension and promote active reading and critical thinking are: • Response Logs • Marking Text • Structured Note taking • Clarify, Review, Reread, Read On

After Reading strategies help students to retell and summarize the material they have read and make critical evaluations of the material. Strategies for summariza- tion and retelling include: • Magnet summaries • Cubing • Anticipation Guides • Performance Tasks • Readers Theater • Creative Debates

Graphic organizers give students a framework to visually organize the connections among major concepts from a text. Demonstrate and have students use a variety of graphic organizers that will support and reinforce comprehension. Graphic organizers that are especially useful for supporting comprehension are: • Story Web • Outlining • Maps • Pyramids

Cooperative learning strategies provide opportunities for students to analyze and synthesize information through discussion. Cooperative learning activities that promote discussion are (explanations in appendix): • Think-Pair-Share • Book Talks • Round Table Discussions

40 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT A. Read and understand works of literature.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What time of day did the story Modeling is particularly benefi- Teacher’s Editions take place? cial for ELL students when teaching strategies that support Theme 1 T50-77 A. early in the morning comprehension and promote Theme 2 T176-195, 198-203 B. midday active reading and critical think- Theme 3 T326-345 C. late in the afternoon ing, especially when the exam- Theme 4 T438-449 D. early in the evening ples reference their culture and Theme 5 T568J, 570-583,586 language. Theme 6 T672-681

TerraNova Students with Disabilities Alligators reach a length of Multicultural Literature All teachers working with identi- A. one foot fied students with disabilities Adaline Falling Star B. 12 feet must review the student's need by Mary Pope Osborne C. 50 feet for Specially Designed Instruction Steal Away D. 60 feet (SDI) as described in the by Jennifer Armstrong Individual Education Plan (IEP), Sees Behind Trees Evaluation Report (ER), and by Michael Dorris teacher records. Teachers must then select the appropriate The Year of the Boar and Jackie Class-Based Assessments accommodations and/or modifi- Robinson • Teacher observations cations necessary to enable the by Betty Bao Lord • Anecdotal records child to appropriately progress in M.C. Higgins, the Great • Student/teacher conferences the general curriculum. by Virginia Hamilton • PSSA format performance [IDEA 300.121.9(d) (3) (i)] tasks For more details on accommo- • PSSA reading rubric dations and modifications see • Student writing which includes Resources/References. responses to literature Intervention Resources • Student use of graphic organ- Read 180 izers, response logs, teacher Small group instruction made tests Home Connections Interactive Reader Share with family members SIPPS (Systematic Instruction in some thoughts and information Phoneme Awareness, Phonics, about the book or story being and Sight Words) read. Quick Reads For Students on the Soar to Success Advanced Level Provide opportunities for students to read a few texts by the Community Connections same author, evaluating each for Interview someone who owns a its ability to entertain, interest, successful minority business. and/or excite the reader. Ask questions about how he became interested and involved in his business.

41 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT B. Explain the use of literary elements within and among texts (e.g., character, setting, and plot). Identify literary elements in stories including theme and point of view.

By the end of grade 4 Literary elements in narrative text refer to characters, setting, plot, theme and students will be able to: point of view. Model, demonstrate and teach students how to identify and explain literary ele- ■ Explain the use of liter- ments during Shared Reading and Interactive Read-Aloud. Identifying and explain- ary elements within and ing literary elements strengthens students’ recall of story events. among texts (e.g., char- Characters are the people or animals portrayed in a story. Students: acter, setting, and plot). • Learn to identify major and minor characters Identify literary elements • Learn to recognize how and why characters change or develop throughout a story in stories including Activities to help students identify characters include: theme and point of view. • Drawing characters and writing captions • Writing dialogue for characters • Writing speech bubbles for characters • Making and using puppets Setting is the time and place in which the story takes place and usually has an effect on the characters, plot and the overall feeling or mood. Activities to help students identify and focus on setting include: • Drawing the setting and writing an explanation (e.g., scenery on craft paper) • Changing the setting and explaining the effects of the change • Pantomime or reenactment Plot is the series of related events that make up the story. Most plots are a series of events that lead to a conflict. This conflict then reaches a climax before the story is resolved and the problem is solved. Theme is the general idea or insight about life that a work of literature reveals. It is usually not stated directly and the reader makes an inference to determine the theme. Point of view is the vantage point from which the story is told. Stories may be told in the first person (using I) or the third person (he or she). To help students identify and focus on point of view, skim text with focus on pronouns. • I, me, my, etc - the point of view is first person • He, she - indicates third person During Shared Reading, discuss and gather details to help students identify, organize and describe characters, setting and plot by using the following: • Character Webs • Story Maps • Partner Prediction • Dialogue Journals • Plot Chart • Story Boards • Think-Pair-Share After reading, book talks and written responses provide opportunities for students to describe their understanding of characters, setting and plot. These graphic organizers can be used to help students demonstrate their understanding and support their writing: • Retelling • Pocket Character • Follow the character • Readers Theater • Guided Imagery • Dialogue Journal Expressive arts (visual arts, dance, music, rap and poetry) are a rich part of many cultures and provide a valuable vehicle for demonstrating comprehension and generating interest and enthusiasm. Students enjoy and need opportunities to respond to reading through the expressive arts.

42 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT B. Explain the use of literary elements within and among texts (e.g., character, setting, and plot). Identify literary elements in stories including theme and point of view.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which adjective best describes ELLs must be guided in the use Teacher’s Editions this character? of literary elements. Provide ELL students with background infor- Theme 1 T20-49, 20I, 48-49 A. ambitious mation on characterization, set- Theme 2 T174I, 176-195, B. silly ting, plot, theme, point of view, 204-205 C. easygoing tone and style. Model using liter- Theme 3 T302-319 D. nervous ature which highlights the literary Theme 4 T424-435 element being taught. Theme 5 T522I, 524-537 Theme 6 T714I, 716-729 TerraNova Students with Disabilities What lesson can the reader learn from this story? All teachers working with identified students with disabilities A. Don’t put off doing things until Multicultural Literature must review the student's need it is too late. for Specially Designed Instruction Going Home and Felita B. It’s better not to buy wooden (SDI) as described in the by Nicholasa Mohr chairs or tables. Individual Education Plan (IEP), The Great Kapok Tree: Tales of C. Some furniture doesn’t last Evaluation Report (ER), and the American Amazon very long. teacher records. Teachers must by Lynne Cherry D. Chairs are hard to paint then select the appropriate Finding Buck McHenry accommodations and/or modifi- by Alfred Stone cations necessary to enable the child to appropriately progress in Freedom Crossing Class-Based Assessments the general curriculum. by Margaret Goff Clark • Teacher observations [IDEA 300.121.9(d) (3) (i)] Justin and the Best Biscuits in • Anecdotal records For more details on accommo- the World • Student/teacher conferences dations and modifications see by Mildred Pitts Walter • PSSA format performance Resources/References. tasks • PSSA reading rubric • Student writing which includes Home Connections responses to literature • Student use of graphic organ- With your child, make individual Intervention Resources cards that have one character, Read 180 izers, response logs, teacher made tests situation, setting or prop written Small group instruction on each card. Have your child Interactive Reader select one from each category SIPPS (Systematic Instruction in and act them out. Phoneme Awareness, Phonics, and Sight Words) For Students on the Advanced Level Quick Reads Community Connections Provide opportunities for stu- Soar to Success Go to the library with your child. dents to read many texts by the Look at the variety of newspa- same author (author study) and pers and magazines available. compare the author’s use of liter- Talk about the differences in pic- ary elements, including style and ture and text. For example, talk point of view. about comic strips as a medium for portraying a message.

43 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT C. Examine the use of literary devices in stories.

By the end of grade 4 Literary devices refer to the various sound techniques and figurative language students will be able to: used by the author to convey meaning. Literary devices can best be taught through a rich variety of literature that provides examples of simile, metaphor, rhyme, rhythm, alliteration, meter, personification, hyperbole and allusion. ■ Sound techniques (e.g., rhyme, rhythm, Figurative Language is language that uses words or phrases called figures of alliteration) speech. A figure of speech is not meant to be understood literally. It is often used Figurative language to create vivid impressions by setting up comparisons between dissimilar things. (e.g., personification, Simile, metaphor, symbols and personification are common figures of speech. simile, metaphor, hyperbole). Sound Techniques refer to ways authors use the rhythmic, musical qualities of the language to create mood or reinforce a message. Authors use sound techniques such as: • Alliteration - repetition of the same consonant sounds in words that are close together • Meter - a pattern of stressed and unstressed syllables • Rhythm - musical quality produced by the repetition of stressed and unstressed syllables or by the repetition of other sound patterns • Rhyme - repetition of accented vowel sounds and sounds following them in words that are close together (Types of rhymes include: end, internal, approximate and visual) • Onomatopoeia - words with sounds that echo their meanings (crash, bang, hiss, etc.)

Find examples of figurative language and sound techniques in poems such as: Honey I Love by Eloise Greenfield, Soul Looks Back in Wonder by Tom Feelings, Sing To The Sun by Ashley Bryan.

Provide opportunities to read texts that contain sound techniques and figurative language. Think Aloud/Model genres which are especially effective for teaching literary devices: poetry, plays, novels, fairy tales and songs.

Use a variety of instructional strategies and graphic organizers that will enable students to visualize the figurative language used in text: • Guided Imagery • Reciprocal Teaching • Literature Study Circles • Sketch-to-stretch • Vertical Category Chart

Invite students to describe how rhyme, rhythm and repetition are used in their favorite popular songs and dances to create an effective composition. Listen to and describe the sound techniques of songs from various cultures (e.g., Jazz, Blues, Hip-Hop, Salsa). Have students describe print, television and radio advertising noting the use of figurative language and its effect on the listener. Consider how rhyme, rhythm and repetition are used to hook the listener, and evaluate its effectiveness.

44 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT C. Examine the use of literary devices in stories.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Why would you guess the writer Figurative language can be diffi- Teacher’s Editions describes the rain as “ugly?” cult for ELL students. Literary devices can best be taught to Theme 1 T61 A. to show that she felt the rain ELLs by giving them opportuni- Theme 2 T173A-B was becoming dangerous ties to create original examples. Theme 3 T325I B. to suggest that the sky had Theme 4 T443 become very dark Theme 5 T589D C. to describe the appearance of Theme 6 T640-664 the raindrops D. to suggest that the rain made Students with Disabilities everything dull and dreary All teachers working with identified students with disabilities must review the student's need Multicultural Literature TerraNova for Specially Designed Instruction (SDI) as described in the In Daddy’s Arms I Am Tall: When you read that the rain Individual Education Plan (IEP), African Americans Celebrating “sounded like nails being pound- Evaluation Report (ER), and Fathers ed into metal,” you can guess teacher records. Teachers must illustrated by Javaka Steptoe that the rain then select the appropriate Arroz Con Leche: Popular Songs A. was very quiet accommodations and/or modifi- and Rhymes from Latin America B. was loud cations necessary to enable the by Lulu Delacre C. made everyone happy child to appropriately progress in “Honey I Love” D. was like a lullaby the general curriculum. by Eliose Greenfield [IDEA 300.121.9(d) (3) (i)] Coconut Kind of Day: Island Class-Based Assessments For more details on accommo- Poems dations and modifications see • Teacher observations Resources/References. by L. Joseph • Anecdotal records • Student/teacher conferences • PSSA format performance tasks Home Connections • PSSA reading rubric Intervention Resources • Student writing which includes Read a variety of literature from authors of different cultural her- Read 180 responses to literature itages. Describe the techniques Small group instruction • Student use of graphic organ- each author uses to convey his Interactive Reader izers, response logs, teacher meaning. SIPPS (Systematic Instruction in made tests Phoneme Awareness, Phonics, and Sight Words) Quick Reads For Students on the Community Connections Soar to Success Advanced Level After you have seen a movie Students read and keep a record together, talk about how the of many examples of stories that music and lighting help to create include literary devices and imi- a happy, sad, or scary mood. tate the craft in a story they write and present to the class.

45 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT D. Identify the effects of sound and structure in poetry (e.g., alliteration, rhyme, verse form).

By the end of grade 4 This standard requires students to identify and understand the effects of the poetic students will be able to: structures of alliteration, rhyme and verse form.

Alliteration repeats consonant sounds. In Hoops, Burleigh describes “the smooth ■ Identify the effects of skaterly glide and sudden swerve.” sound and structure in poetry (e.g., alliteration, Verse is part of the poem which can also be considered a stanza. rhyme, verse form). Rhyme is the similarity or identity of sound between accented syllables occupying corresponding positions within two or more lines of verse. This correspondence of sound is based upon the vowels and succeeding consonants of the accented syllables.

Through read alouds and shared reading, teachers will model and demonstrate various types of poetic forms (e.g., alliteration, rhyme, verse). Some effective graphic organizers that lend themselves to mini lessons are: • T-chart (e.g., looks like/sounds like) • Analogy Chart

Poetry is one vehicle for learning. Through the precise, concise language of poetry, students learn much about reading and writing. Poetry is a kind of rhythmic, compressed language that uses figures of speech and imagery designed to appeal to emotion and imagination. When students read a poem they respond to it just the way they respond to fiction and nonfiction. Students make connections with their own memories, feelings and experiences as they interpret and shape their own meanings. Use poems from African American poets: Eloise Greenfield, Langston Hughes, Sonia Sanchez, Nikki Giovanni, Gwendolyn Brooks.

After Reading Found Poem: As a creative response to a piece of prose that students are reading, they can choose a passage in which the language or images particularly strikes them. They then rewrite that passage as their “Found Poem” by deleting words and playing with line breaks. Students finding poetry in passages from novels or the everyday language of newspapers or advertising have new insight into the power of words and the genres in which they can be used.

Recasting found poems into their own parallel texts helps students “become transactive, discerning readers and thoughtful, perceptive writers” (refer to 1.4.8 G).

46 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT D. Identify the effects of sound and structure in poetry (e.g., alliteration, rhyme, verse form).

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which of the following would you Provide many opportunities for Teacher’s Editions guess is a line of poetry? ELL students to identify the effects of sound and structure in Trophies Teacher’s Editions A. Dancing is an ideal way to have fun and still get exercise. culturally and linguistically relevant poetry. Theme 1 T78G While you dance you stretch Theme 2 T174G-H your muscles, but you don’t Theme 3 T274G-H get bored. Theme 5 T544G-H B. Up, over the fields, the moon, Students with Disabilities Theme 6 T638G-H so high, illumines this night so deep. Oh nature, you provide All teachers working with identi- the beauty in all you do! fied students with disabilities must review the student's need for Specially Designed Instruction Multicultural Literature (SDI) as described in the Individual Education Plan (IEP), The Best Poems Ever: A TerraNova Evaluation Report (ER), and Collection of Poetry’s Greatest Which sound technique is not teacher records. Teachers must Voices included in the poem? then select the appropriate edited by Edric S. Mesmer A. Rhyme accommodations and/or modifi- Sidewalk Chalk: Poems of the B. Rhythm cations necessary to enable the City C. Meter child to appropriately progress in by Carole Boston Weatherford D. Alliteration the general curriculum. Meet Danitra Brown [IDEA 300.121.9(d) (3) (i)] by Nikki Grimes For more details on accommo- New and Selected Poems Class-Based Assessments dations and modifications see Resources/References. by Gary Soto • Teacher observations The Ballad of the Civil War • Anecdotal records by Maty Stolz • Student/teacher conferences • Response journals using Home Connections checklists and rubrics • PSSA format performance Read Palm of My Heart: Poetry tasks by African American Children by Davida Aedejouma with your Intervention Resources • PSSA reading rubric • Teacher made tests child. Discuss how rhyme or the Read 180 repetition of a single letter con- Small group instruction veys meaning. Interactive Reader SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, For Students on the Advanced Level and Sight Words) Community Connections Provide opportunities for stu- Quick Reads Attend a poetry reading on one dents to evaluate the effects of Soar to Success of the college campuses. sound and structure in poetry Discuss the different structures (e.g., alliteration, rhyme, verse and forms the poets used to form). Write an evaluation and reach your emotions. review for the school newspaper.

47 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT E. Identify the structures of drama (e.g., dialogue, story enactment, acts, and scenes) and purposes of drama as a source of information and entertainment.

By the end of grade 4 It is essential to create a literature rich environment that accurately reflects the his- students will be able to: tory and cultural heritage of the students in the classrooms. Students should read and be read to from a rich array of fiction/narratives that include drama, that reflect multicultural characters and variety of settings. ■ Identify the structures of drama (e.g., dialogue, Drama is literature that is meant to be acted out in front of an audience by people story enactment, acts, who play the parts of the characters. Drama is "literature in action” and brings sto- and scenes) and purpos- ries to life. The story is developed through dialogue or conversations of the charac- es of drama as a source ters. Plays can be read and enjoyed as literature, but many people think true drama of information and enter- exists only in performances, the form of literature known as plays. It is a highly tainment. dynamic artistic response that brings together reading, writing and oral language.

The structures of drama are dialogue, story enactment, acts and scenes. Using the structures of drama as a framework, teachers Think Aloud, Model, and Demonstrate how dramas provide information and entertain.

Teachers model and demonstrate how to dig for details about the story setting and investigate the tools and resources the characters used.

During Interactive Read Alouds and Shared Reading of dramas: • Teachers demonstrate ways to help students recognize dialogue and help them understand how dialogue helps drive the story action • Teachers demonstrate an exaggerated use of voice change for characters and narrator • Teachers demonstrate how to recognize dialogue in text (e.g., quotation marks, speech bubbles or placement on page) • Students participate by rereading familiar dramas in the voice of the character • Students participate by using puppets, role playing and Readers Theater

Use creative expression to demonstrate an understanding of dialogue, story action, acts and scenes in dramas. Consider using: • Readers Theater • Speech Bubbles - students add the words they think characters would say

During Modeled and Shared Writing, model, Think Aloud and demonstrate how to construct a drama that includes story, acts and scenes as well as play format. Students participate by performing the finished product as part of learning Readers Theater.

Drama as information source might include historical drama, biographical drama, plays that describe social issues such as family conflicts.

Drama as entertainment includes a wide range of literature that is in drama form including mysteries, comedies, adventure, musicals and folk tales.

48 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT E. Identify the structures of drama (e.g., dialogue, story enactment, acts, and scenes) and purposes of drama as a source of information and entertainment.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and In the story, the musician said, ELLs need extensive exposure to Teacher’s Editions “Let’s raise the roof.” What did a variety of structures of drama he mean? in order to understand the pur- Theme 1 T126-139,142-145 pose of drama as a source of Theme 2 T152-169 A. The roof on the music theater information and entertainment. Theme 3 T374-391 needed to be repaired Theme 4 T454-467 B. The old roof on the music Theme 5 T568J, 570-583, 586 theater would be lifted so the Students with Disabilities Theme 6 T714I, 716-729, new roof could be put on. 730-734,736-737 C. The band was going to play All teachers working with identi- its best so everyone would fied students with disabilities have a good time. must review the student's need D. The band would play the new for Specially Designed Instruction song they recorded well. (SDI) as described in the Multicultural Literature Individual Education Plan (IEP), Evaluation Report (ER), and Taking Sides teacher records. Teachers must by Gary Soto TerraNova The purpose of the play is to then select the appropriate Tree of Hope accommodations and/or modifi- by Amy Littlesugar A. perform an ancient folk tale cations necessary to enable the Mufaro’s Beautiful Daughters about a dog. child to appropriately progress in by John Steptoe B. persuade the audience to the general curriculum. adopt a dog. [IDEA 300.121.9(d) (3) (i)] Phoebe the Spy C. give the audience information by Judith Berry Griffin about dogs. For more details on accommodations and modifications see Friends from the Other Side D. entertain the audience with a Resources/References. by Gloria Anzaldua funny dog story. Passage to Freedom: The Sugihara Story Home Connections by Ken Mochizuki/Dom Lee Class-Based Assessments • Teacher observations View plays and dramas that are • Anecdotal records made for television, specifically • Student/teacher conferences to determine the interaction of • Teacher made tests the main characters’ actions, • Student use of graphic problems, and choices. As a Intervention Resources organizers family, discuss opinions about Read 180 • Checklists and rubrics the character analysis. Small group instruction Interactive Reader SIPPS (Systematic Instruction in For Students on the Community Connections Phoneme Awareness, Phonics, Advanced Level Attend local theater productions. and Sight Words) Keep a journal discussing char- Provide opportunities for stu- Quick Reads acter action and motivation. dents to write an evaluation of a Soar to Success Examples of theater venues: dramatic presentation. Identify local school productions; ama- how the author used the various teur theater groups; local reper- structures of drama. toire (Arden, Freedom, Lantern, Prince).

49 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT F. Read and respond to a variety of nonfiction and fiction including poetry and drama.

By the end of grade 4 It is essential to create a literature-rich environment that accurately reflects stu- students will be able to: dents' cultural heritage and the contributions of various ethnic, racial and cultural groups.

■ Read and respond to a To respond proficiently to nonfiction, fiction, poetry and drama, students must use vareity of nonfiction and effective strategies before, during and after reading to support and maximize com- fiction including poetry prehension. and drama. Before reading strategies help students activate prior knowledge to aid comprehension. Some strategies to help student activate prior knowledge are: • Word Splash • KWL

During reading strategies aid students in comprehending text as they read. Teachers should teach, Think Aloud and model the following strategies during Shared Reading to help students monitor their understanding as they read. • Clarifying Text • Reread, Read On • Asking Questions • Inferencing • Marking Text • Note taking • Making connections

After reading strategies help students to summarize, evaluate and analyze.

Summarizing helps students check understanding by writing a short restatement of the important ideas and details in a work. There are many ways to summarize. Choose the way that works best for the kind of text you use. • ABC Summaries, all types • Story map, short stories • Magnet Summaries, text chapters

Evaluation requires questioning the text and making judgments about what you read. Readers need to move beyond the facts and details on the page and consider meaning, think about what is not stated and what was left out. • Critical Reading Charts help students evaluate their thoughts by posing critical questions that students answer

Analyzing can help students understand how a text “works” and can boost comprehension. Students break texts apart to discover how texts are organized. • RAFT • Point of View Study Guide • Character Profile

Cooperative learning strategies are useful because they allow students to engage in discussions that help them to process the text they have read. • Literature Study Circles • Creative Debate • Four Corners

Provide opportunities for students to respond to literature in a variety of ways. • Role Play • Art, Music, Drama • Dialogue Journals • Readers Theater • Writing • Character Analysis

50 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.3 Reading, Analyzing and Interpreting Literature

STANDARD STATEMENT F. Read and respond to a variety of nonfiction and fiction including poetry and drama.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Teacher’s Editions The purpose of this play is to ELL students benefit most from Theme 1 T102-121 A. perform an ancient folk tale both oral and written response Theme 2 T230-249 about dog to nonfiction and fiction. Theme 3 T274-297 B. persuade the audience to Theme 4 T472-496 adopt a dog Theme 5 T592-605 C. give the audience information Theme 6 T640-664 about dogs Students with Disabilities D. entertain the audience with a All teachers working with identi- funny dog story fied students with disabilities must review the student's need for Specially Designed Instruction Multicultural Literature (SDI) as described in the Snow Treasures TerraNova Individual Education Plan (IEP), by Marie McSwigan The tone of this poem could best Evaluation Report (ER), and The Best Poems Ever: A be described as teacher records. Teachers must Collection of Poetry’s Greatest then select the appropriate A. admiring accommodations and/or modifi- Voices B. humorous edited by Edric S. Mesmer cations necessary to enable the C. mocking child to appropriately progress in Molasses Man D. serious the general curriculum. by Kathy L. May [IDEA 300.121.9(d) (3) (i)] Canto Familar For more details on accommo- by Gary Soto Class-Based Assessments dations and modifications see In the Eyes of the Cat Resources/References. • Teacher observations by Demi/Tze-si Huang • Anecdotal records • Student/teacher conferences • PSSA performance task Home Connections • PSSA reading rubric • Response journals with rubrics Follow up with a piece of litera- Intervention Resources • Teacher made tests ture that your child has read in Read 180 • Student use of graphic their school classroom. Small group instruction organizers Encourage them to respond in a Interactive Reader • Checklists very different way. SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) Quick Reads For Students on the Community Connections Soar to Success Advanced Level Visit the local library. Read poetry from In the Trail of the Wind: Provide opportunities for stu- American Indian Poems... by dents to prepare an in-depth John Bierhorst Produce a poem response to non-fiction and fic- that expresses how you feel tion including a written evaluation. about the influence of your culture upon you.

51 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT A. Write poems, plays, and multi-paragraph stories.

By the end of grade 4 Narration is the main tool of writers of fiction. Narrative writing tells a story and is students will be able to: organized into a sequential pattern that includes a beginning, middle and end. In poems, students try to capture the essence of a person, memory, belief, feeling or dream. A play script explores a conflict in the lives of two or more characters and ■ Include detailed descrip- uses dialogue to advance the plot and reveal setting. tions of people, places, and things. Use the steps in the Writing Process: prewriting, drafting, peer and self-evaluation, revising, proofreading/editing, publishing and presenting, and reflecting. ■ Use relevant illustrations. Read and discuss multi-paragraph narrative items, poems and plays during Readers Workshop to help students understand how authors use dialogue, literary ■ Compose dialogue. elements, literary devices and create conflict in their writing so that students can use them as models for their own writing. This gives students the opportunity to ■ Apply literary conflict. delve into author’s craft and to explore opportunities for their own writing.

Brainstorming refers to the thinking and talking that takes place before students ■ Include literary start writing their piece. Some strategies for brainstorming are: elements. • Graphic Organizers • Journals • Quick Write • Link • Think-Pair-Share • Discussion Web ■ Use literary devices. Provide “How to” Frameworks for writing poems, plays and multi-paragraph narratives. Frameworks are especially useful for students because they provide them with a structure to use to organize their writing.

During Writers Workshop, Model and Teach the process of writing poems, plays and multi-paragraph stories. • Include details in descriptions, visualize clear features of what you are describing using sensory details - sights, sounds, smells • Use relevant illustrations incorporating experience to make a point or clarify an idea. • Use dialogue (how characters speak reveals much about their identity; use dialogue as speakers actually speak; to make it realistic, include interruptions) • Use literary devices (e.g., repetition, figurative language, informal language) • Use literary elements (plot, character, setting, theme, mood) • Apply literary conflict (e.g., external, person against person, person against nature and internal, within a character’s mind such as opposing needs, desires or emotions) • In plays, build conflict around a believable situation or problem.

Provide opportunities for students to write poems, plays and multi-paragraph stories that demonstrate their ability to apply these techniques. Solicit student input for teacher-made rubrics and use this rubric or the Pennsylvania Domain Scoring Guide to guide and assess student writing. Guide students to publish pieces and provide a forum for sharing.

52 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT A. Write poems, plays, and multi-paragraph stories.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Read the poem. The poet takes Brainstorming , graphic organiz- Teacher’s Editions something ordinary and writes ers, and visual cues give ELLs about in a different way. Write concrete images which they can Theme 1 T123C-D about something ordinary and use to guide their writing. Ask Theme 2 T150F describe it in an unusual way. ELL students to write a personal Theme 3 T274E narrative about coming to live in Theme 4 T422E Philadelphia. Theme 5 T606 Theme 6 T667E-F TerraNova Have you ever been in over your head? Write about a situation Students with Disabilities you have experienced where All teachers working with identi- Multicultural Literature you promised to do something fied students with disabilities you weren’t sure you could do. must review the student's need Tree of Hope What went wrong and how did for Specially Designed Instruction by Amy Littlesugar you fix it? (SDI) as described in the Harlem Individual Education Plan (IEP), by Walter Dean Myers Evaluation Report (ER), and teacher records. Teachers must Storms: Facts, Stories, Activities Class-Based Assessments then select the appropriate by Jenny Wood • Teacher observations accommodations and/or modifi- Reach for the Moon: Stories • Anecdotal records cations necessary to enable the and Poems of Samantha Abeel • Student/teacher conferences; child to appropriately progress in the general curriculum. by Samantha Abeel • Student use of graphic organizers, response logs, [IDEA 300.121.9(d) (3) (i)] Neighborhood Odes teacher-made tests. For more details on accommo- by Gary Soto • PSSA format performance dations and modifications see tasks Resources/References.

For Students on the Intervention Resources Home Connections Advanced Level Read 180 Write a short story or play about Provide opportunities for stu- Small group instruction a personal experience. Share it dents to apply varying organiza- Interactive Reader with the family. Try to get it pub- tional methods, use relevant SIPPS (Systematic Instruction in lished in a local paper. illustrations, and apply literary Phoneme Awareness, Phonics, conflict; utilize dialogue, include and Sight Words) literary elements and use literary Quick Reads devices in writing. Soar to Success Community Connections Invite local authors or winners of the Young Playwrights award to share their work and creative process with students.

53 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT B. Write multi-paragraph informational pieces (e.g., descriptions, letters, reports, instructions).

By the end of grade 4 Informational writing is used to share knowledge and convey messages, instruc- students will be able to: tions or ideas by making connections between the familiar and unfamiliar. This type of writing has many functions: to present information through reporting, explaining, directing, summarizing and defining; to organize and analyze information through ■ Include cause and effect explaining, comparing and contrasting and relaying cause and effect, or to evaluate when appropriate. information through judging, ranking or deciding.

■ Include compare and Use the steps in the Writing Process; prewriting, drafting, peer and self-evalua- contrast when tion, revising, proofreading, publishing and presenting, and reflecting. appropriate. During Readers Workshop, read and discuss multi-paragraph informational pieces ■ Use relevant illustrations to help students identify and discuss the elements of various forms (e.g., descrip- (e.g., maps, charts, tions, letters, reports, instructions) of informational text. graphs, tables, illustrations, photographs). During Writers Workshop, teach the process of writing multi-paragraph informational pieces. Teach the use of various text structures, formats and graphics. ■ Use primary and • Cause/Effect • Compare/Contrast • Problem/Solution secondary sources. • Five W’s (who, what, when, where, why)

Provide “How to Frameworks” for writing multi-paragraph informational pieces. How to Frameworks are especially useful because they provide students with a structure to use to organize their writing.

Students select topic and mode, then draft writing pieces during Writers Workshop. Some examples of interesting activities are: • Write a descriptive piece about the community in which they live. • Correspond with someone in another country via email and discuss an international current event in order to gain and communicate global perspectives on this issue. • Interview an elder in their community who has a skill (cooking, gardening, quilting) and write an instructional booklet for the skill. • Conduct and write about a scientific project comparing how a change in a vari- able affects the results. Include relevant illustrations.

Use primary and secondary sources to obtain information to be included in writing. Primary sources include original documents (deeds, diaries, letters) and interviews. Secondary sources include encyclopedias, textbooks, informational books and references.

Graphic Organizers help students gather their ideas and organize their work. Some examples are: • Webs • Concept Definition Map

Solicit student input for teacher-made rubrics and use this rubric or the Pennsylvania Domain Scoring Guide to guide and assess student writing. Guide students to publish pieces and provide a forum for sharing.

54 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT B. Write multi-paragraph informational pieces (e.g., descriptions, letters, reports, instructions).

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Teacher’s Editions Identify a particular food that you Read and discuss multi-para- Theme 1 T49E-F and your family like to eat at graph informational pieces to Theme 2 T205C-D home. Describe the food, how it help ELL students identify and Theme 3 T349C-D is prepared and why you all discuss the elements of each Theme 4 T421E-F enjoy eating it. form before asking them to write Theme 5 T586-587 one. Theme 6 T713C-D Students with Disabilities TerraNova All teachers working with identi- Choose a topic for the school fied students with disabilities Multicultural Literature newspaper. Be sure your article must review the student's need Riding Freedom: Sweet addresses who, what, when, for Specially Designed Instruction Freedom where and why? (SDI) as described in the by Pam Munoz Ryan Individual Education Plan (IEP), Nettie’s Trip South Evaluation Report (ER), and by Ann Turner teacher records. Teachers must Class-Based Assessments then select the appropriate Navajo Long Walk • Teacher observations accommodations and/or modifi- by Nanvy M. Armstrong • Anecdotal records cations necessary to enable the Letters From... • Student/teacher conferences child to appropriately progress in by Elvira Woodruff • Student use of graphic the general curriculum. Dear Austin: Letters From the organizers [IDEA 300.121.9(d) (3) (i)] Underground Railroad • PSSA format performance For more details on accommo- by Elvira Woodruff tasks dations and modifications see • PSSA writing rubrics Resources/References. • Presentations with appropriate rubrics Home Connections Intervention Resources • Write letters or emails that pro- Read 180 vide information to relatives or Small group instruction friends about recent events, Interactive Reader For Students on the observations, feelings. SIPPS (Systematic Instruction in Advanced Level • Observe everyday tasks and Phoneme Awareness, Phonics, Provide opportunities for stu- write instructions for it (e.g., and Sight Words) dents to include cause and walking the dog). Quick Reads effect, develop a problem and Soar to Success solution when appropriate to the Community Connections topic, use relevant graphics and • Write articles about your use primary and secondary school for the local community sources in writing. newspaper. • Visit www.phillynews.com and click on community voices; or read a copy of the Inquirer. They are always looking for stories, interesting ideas or responses to stories.

55 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT C. Write persuasive pieces with a clearly stated opinion supported with facts.

By the end of grade 4 Persuasive writing moves the reader to take action or to formulate an opinion students will be able to: and/or defend a position, opinion or issue. Ways to persuade include: telling a story, describing something, comparing/contrasting items, defining a concept, clas- sifying items and evaluating people, situations and objects. ■ Write persuasive pieces with a clearly stated Persuasive writers think critically and take positions on issues of importance in opinion supported with school, work or the community. facts. Some examples of persuasive writing include: editorial, speech, essay, adver- tisement, letter.

Activities for persuasive writing include: • Write letters to a newspaper stating an opinion on a story in the news • Write to a school official stating an opinion about a topic affecting your school • Write to a state legislator to persuade him/her to introduce a bill that your classmates feel strongly about

Read, think-aloud, model and discuss persuasive pieces to help students identify and discuss the elements of this form. These include: • Define and state your position clearly • Provide supporting arguments • Use language and details that are likely to influence your audience • Elaborate your arguments effectively using supportive facts (e.g., statistics, research, observations, expert testimony)

Provide “How to Frameworks” for writing persuasive pieces. How to Frameworks are especially useful for students because they provide students with a structure to use to organize their writing.

Graphic Organizers help students gather their ideas and organize their work. Some examples are: • Webs • Maps • T-charts

Engage students in discussion groups to explore the “burning issues” (hot topics) of the day. Hot topics are topics about which people hold strong opinions, such as regulating lyrics on music CD’s, watching television after ten o’clock or imposing salary cap limits for sports stars.

Provide opportunities for students to write persuasive pieces for authentic purposes clearly stating their opinion with supporting details and/or sources.

Use the Pennsylvania Domain Scoring Guide to ensure that the five characteristics of effective writing are addressed.

56 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.4 Types of Writing

STANDARD STATEMENT C. Write persuasive pieces with a clearly stated opinion supported with facts.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Your parent has told you that Ask ELL students to write an Teacher’s Editions you may not go to see a new opinion on a book read to them movie. Write to persuade your by the teacher. Theme 1 T46-47 parent to allow you to see this Theme 2 T206D movie. Theme 3 T349C-D Theme 4 T437C-D Your older sister/brother is going Students with Disabilities Theme 5 T564-565 to the mall. Write to persuade Theme 6 T689C-D, 689J All teachers working with identi- her/him to take you along. fied students with disabilities must review the student's need for Specially Designed Instruction (SDI) as described in the Multicultural Literature Individual Education Plan (IEP), TerraNova Evaluation Report (ER), and Mister and Me Your school has taken pizza off teacher records. Teachers must by Kimberly Willis Holt the menu for lunch. Write the then select the appropriate Eagle Song principal and cafeteria staff to accommodations and/or modifi- by Joseph Bruchac persuade them to put pizza back cations necessary to enable the Forty Acres and Maybe a Mule on the lunch menu? child to appropriately progress in by Harriette Gillem Robinet the general curriculum. [IDEA 300.121.9(d) (3) (i)] My Freedom Trip: A Child’s Escape from North Korea For more details on accommo- by Francis Park/Debra Reid dations and modifications see Class-Based Assessments Jenkins Resources/References. • Teacher observations Circle of Gold • Anecdotal records by Candy Dawson Boyd • Student/teacher conferences • Student use of graphic Home Connections organizers Students often try to persuade • PSSA format performance their parents to let them do or tasks have something. Write a com- Intervention Resources • PSSA writing rubrics pelling piece that is convincing, Read 180 • Presentations with appropriate citing reasons and evidence, Small group instruction rubrics anticipating concerns or argu- Interactive Reader ments. See how it works. SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) Quick Reads For Students on the Community Connections Advanced Level Soar to Success Visit the Philadelphia Tribune. Provide opportunities for stu- Interview the editor, editorial dents to include a clearly stated writers, or reporters. From your position or opinion, and properly understanding of their jobs, write cite sources when needed. a persuasive piece about the importance of a free press in the African American community.

57 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT A. Write with a sharp, distinct focus identifying topic, task and audience.

By the end of grade 4 Focus refers to a central subject, a specific aspect of the subject, a feeling about students will be able to: that aspect or a single idea. Students need to learn how to “zoom in” on a topic that is too general or too broad in order to maintain a point of view which is relevant to the task and audience. ■ Write with a sharp, distinct focus identifying During Read Alouds and Shared Reading use multicultural literature (fiction and topic, task and audience. nonfiction) to show students how authors maintain a sharp, distinct focus (craft) in order to show them possibilities for their own writing.

Use the steps of the writing process: prewriting, drafting, peer and self-evaluation, revising, proofreading/editing, publishing and presenting, and reflecting.

During the prewriting phase, students develop a plan for their writing. Students identify topic, task and audience. Some prewriting strategies are: • Listing • Brainstorming • Categorizing • Organizing • Webs • Charting ideas

During lessons use anchor papers to model and demonstrate how to narrow a topic and to determine if it was effective for its audience. Some strategies to narrow a topic include: • Using Authors as Mentors • Peer/Self Questioning • Break the Topic into Parts

Students may incorporate the use of writers’ notebooks to collect and organize their ideas for future writing projects in a systematic manner.

Allow students the opportunity to select topics or ideas that are meaningful to them. Some interesting ways to generate topics are: • Creating a timeline of events in your life • Making a list of people who have stories to tell about your history and culture

Develop with students and post charts with a variety of graphic organizers tied to narrowing focus.

Cooperative learning strategies promote student sharing and discussion of writing. Students need to be engaged in reflection and seek advice from others to help determine if their writing addressed the task and audience. Some strategies to try are: • Teacher/Peer Conferencing • Roundtable discussion • Think-Pair-Share

Students should apply teacher-made rubrics and the PSSA scoring guide to their work in order to self-assess and reflect on their writing. Rubrics should also be used during peer and teacher conferencing to direct students to the criteria for a strong focus.

58 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT A. Write with a sharp, distinct focus identifying topic, task and audience.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Identify something that you enjoy Using models of good writing is Teacher’s Editions doing for fun. Describe this particularly important for ELL activity and tell why you enjoy it. students in order to help them Theme 1 T77E-F write with a sharp, distinct focus. Theme 2 T205C-D Theme 3 T371C-D Theme 4 T421E-F Students with Disabilities Theme 5 T518, 521E TerraNova Theme 6 T667E-F All teachers working with identi- Read the selection The Sun and fied students with disabilities the Wind. Compare and contrast must review the student's need Brother Wind and Sister Sun. for Specially Designed Instruction Describe how they are different (SDI) as described in the Multicultural Literature and how they are alike. Individual Education Plan (IEP), Evaluation Report (ER), and Thank You, Mr. Falker teacher records. Teachers must by Patricia Polacco then select the appropriate The Star Fisher accommodations and/or modifi- by Laurence Yep Class-Based Assessments cations necessary to enable the The Summer My Father Was Ten • Teacher observations child to appropriately progress in by Pat Brisson • Anecdotal records the general curriculum. [IDEA 300.121.9(d) (3) (i)] Hiroshima: A Novella • Student/teacher conferences by Laurence Yep • Student use of graphic For more details on accommo- organizers dations and modifications see Uncle Rain Cloud • PSSA format performance Resources/References. by Tony Johnston tasks Big Moon Tortilla • PSSA writing rubrics by Joy Cowley • Presentations with appropriate Home Connections rubrics • Research famous Philadelphians who are members of the movie/song industry. Intervention Resources For Students on the • How did diligence/persever- Read 180 Advanced Level ance contribute to success? Small group instruction Interactive Reader Provide opportunities for students to write multi-paragraph SIPPS (Systematic Instruction in Community Connections informational texts and submit Phoneme Awareness, Phonics, Observe a court case. There and Sight Words) them to a local newspaper for publication. have been numerous multicultur- Quick Reads al judges in Philadelphia. Select Soar to Success one like Raymond Pace Alexander or Leon Higgonbottom. Write how he overcame obstacles in his child- hood to become successful.

59 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT B. Write using well-developed content appropriate for the topic.

By the end of grade 4 Content refers to the development of ideas through the use of facts, examples, students will be able to: anecdotes, opinions, statistics, reasons and explanations. Once students have made their writing plan and identified their focus, they select and organize the information. ■ Select effective information. During Read Alouds and Shared Reading, use multicultural literature (fiction and nonfiction) to show students how authors write paragraphs that have details and ■ Write a paragraph that information specific to the topic and relevant to a focus in order to show them pos- has a topic sentence and sibilities for their own writing. supporting details. Use the writing process during Writers Workshop - prewriting, drafting, peer and self-evaluation, revising, proofreading, publishing and presenting, and reflecting.

Teach, model and demonstrate ways to organize the information. Some ways to organize content are: • Chronological (events in the order they occur) • Spatial (describe the location of the objects) • Importance (give details from least to most or most to least) • Logical (group related details together)

Graphic organizers can help students gather and organize details and information for writing. Teachers should display a variety of graphic organizers and reinforce their use with students. • 5 W’s Chart • Sensory Chart • Cause/Effect Organizer • Problem/Solution Web • Time Line • Evaluation Collection Grid • Venn diagram • Line Diagram • Process (Cycle) Diagram • Definition Diagram

Students maintain a writer’s notebook to collect and organize their ideas for future writing projects in a systematic way.

Use anchor papers of exemplary student work that demonstrates well developed content.

During conferencing students exchange drafts with their peers/teacher to solicit ideas and comments. Students clarify thinking and develop strong content when they discuss their writing with teachers and peers. Cooperative learning strategies that promote sharing and discussion of writing are: • Teacher/Peer Conferencing •Think-Pair-Share • Round Table Discussion

Students should apply teacher-made rubrics and PSSA scoring guides to their work in order to self-assess and reflect on their writing. Rubrics should also be used during peer and teacher conferencing to direct students to the criteria for well developed content.

60 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT B. Write using well-developed content appropriate for the topic.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and You did not receive the grade It is necessary to connect ELL’s Teacher’s Editions you thought you should have on classroom experiences to their your last test. Write about one lives in order to motivate them to Theme 1 101C-D thing you will do to ensure to get write. Have students use a Theme 2 T173E-F a better grade on the next test. graphic organizer to record their Theme 3 T299E-F topic. Theme 4 T437C-D Theme 5 T567C-D Theme 6 T689C-D Students with Disabilities TerraNova All teachers working with identi- Write about a promise you made fied students with disabilities to someone. Did you follow must review the student's need Multicultural Literature through? What did you have to for Specially Designed Instruction do to keep your promise? (SDI) as described in the Just the Two of Us Individual Education Plan (IEP), by Will Smith Evaluation Report (ER), and Big Moon Tortilla teacher records. Teachers must by Joy Cowley then select the appropriate Two Tickets to Freedom: The Class-Based Assessments accommodations and/or modifi- True Story of William and Ellen • Teacher observations cations necessary to enable the Craft, Fugitive Slaves • Anecdotal records child to appropriately progress in by Florence B. Freedman • Student/teacher conferences the general curriculum. [IDEA 300.121.9(d) (3) (i)] Pedro’s Journal • Student use of graphic by Pam Conrad organizers For more details on accommo- • PSSA format performance dations and modifications see The Spray-Paint Mystery tasks Resources/References. by Angela Shelf Medearis • PSSA writing rubrics • Presentations with appropriate rubrics Home Connections A memoir from a family member can be a good topic for focused Intervention Resources writing. Develop a writing plan Read 180 after interviewing a family mem- Small group instruction For Students on the ber about an important event in Interactive Reader Advanced Level their life. Get lots of rich details. SIPPS (Systematic Instruction in Provide opportunities for stu- Phoneme Awareness, Phonics, dents to gather, organize and and Sight Words) select the most effective infor- Community Connections Quick Reads mation appropriate for the topic Interview former and current Soar to Success and to write paragraphs that members of the U.S. Post Office have topic sentences and sup- in the community. From inter- porting details. views develop a focus on specific information. Write a paper based on the attitudes and descriptions presented. Share with others.

61 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT C. Write with controlled and/or subtle organization.

By the end of grade 4 Organization refers to the order developed and sustained within and across students will be able to: paragraphs. It also refers to the smooth transitions within and between paragraphs.

Student writing should contain a recognizable beginning, middle and end. ■ Sustain a logical order within sentences and During Read Alouds and Shared Reading, use multicultural literature (fiction and paragraphs using mean- nonfiction) to show students how authors write paragraphs that have details and ingful transitions. information specific to the topic and relevant to a focus in order to show them possibilities for their own writing. ■ Include a recognizable beginning, middle and • The beginning should include the main idea (topic) or position that will be end. taken, a lead sentence to “hook” the reader’s interest and should end with a tran- sitional statement to the next paragraph.

• The middle of the writing piece supports the main idea. Each paragraph should contain one idea which supports the main idea and connects to the next paragraph.

• The end summarizes the ideas/points of support and restates the main idea.

Model and demonstrate how to sustain a logical order within sentences and between paragraphs using meaningful transitions. Begin by demonstrating how to organize your own work by thinking aloud and how organization supports focus and content.

To enable ideas to flow smoothly from one paragraph to the next, students need to learn how to use transition words appropriate for the type of writing. Create and post a chart of transition words (e.g., afterward, because, later, yet, finally, therefore).

Encourage students to refer to previously created organizers to determine the order of the presentation of ideas and information.

Use anchor papers of exemplary student work that demonstrates well developed and sustained logical order.

Provide opportunities for students to exchange drafts with their peers/teacher to solicit ideas and comments. Students need to be engaged in reflection and seek advice from others. Cooperative Learning strategies that promote sharing and discussion of writing are: • Think-Pair-Share • Roundtable Discussion

62 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT C. Write with controlled and/or subtle organization.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Teacher’s Editions Write an outline for a report. Cooperative learning strategies Theme 1 101C-D Choose a topic that interests you promote student sharing and Theme 2 T229E-F to research. Take careful notes, discussion of writing. ELL stu- Theme 3 T325C-D then organize your notes and dents need to be engaged in Theme 4 T453E-F use them to create a detailed reflection and encouraged to Theme 5 T543E-F outline. seek advice from others. Theme 6 T713C-D Teacher/peer conferencing and Think-Pair-Share are particularly effective.

TerraNova Multicultural Literature There are many concerns facing Students with Disabilities Riding Freedom: Sweet Freedom the student council in your All teachers working with identi- by Pam Munoz Ryan school. As a member of the fied students with disabilities Run Away Home council, write an editorial for the must review the student's need by Patricia C. McKissack school newspaper about one for Specially Designed Instruction concern and what you think can (SDI) as described in the Sadako and the Thousand be done to solve the situation. Individual Education Plan (IEP), Paper Cranes Evaluation Report (ER), and by Eleanor Coerr teacher records. Teachers must The Sign of the Beaver then select the appropriate by Elizabeth George Speare accommodations and/or modifi- The Star Fisher Class-Based Assessments cations necessary to enable the by Laurence Yep • Teacher observations child to appropriately progress in • Anecdotal records the general curriculum. Steal Away • Student/teacher conferences [IDEA 300.121.9(d) (3) (i)] by Jennifer Armstrong • Student use of graphic For more details on accommo- organizers dations and modifications see • PSSA format performance Resources/References. tasks • PSSA writing rubrics Intervention Resources • Presentations with appropriate Home Connections Read 180 rubrics Look for book reviews in maga- Small group instruction zines, the Sunday paper, etc. Interactive Reader Notice elements of control that SIPPS (Systematic Instruction in writers use in evaluating and Phoneme Awareness, Phonics, explaining other people’s work. and Sight Words) For Students on the Quick Reads Advanced Level Soar to Success Provide opportunities for stu- Community Connections dents to sustain logical order Visit a place of interest in the within sentences and between community. Focusing on a spe- paragraphs using meaningful cific topic (e.g. How to open a transitions, and include identifi- restaurant), interview, take notes, able introduction, body and organize ideas, and write an conclusion. essay with details supporting your focus.

63 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT D. Write with an understanding of the stylistic aspects of composition.

By the end of grade 4 Style refers to the effective choice, use and arrangement of words and students will be able to: sentence structures that create tone and voice. The style of the piece must match the focus, content and organization while maintaining an awareness of the audience for whom the piece is intended. ■ Use sentences of differing lengths and Voice in writing gives the reader a sense of the author’s personality. Writing with complexities. voice sounds honest and authentic.

■ Use precise language Students need opportunities to explore and develop style in their writing. This can including adjectives, be supported as students listen to, recognize and appreciate the distinct style of action verbs and details noted authors and classmates. that convey the writer’s meaning. During Read Alouds and Shared Reading use a variety of multicultural literature in conjunction with authors study to highlight for students an author‘s style. Reading several books by the same author helps them hear and understand the author’s voice. Reading several books by many different authors but all on the same topic shows students how voices differ. Discuss the author’s word choice, placement of words, length of sentences, voice and tone and the different ways they breathe a consistent voice into their writing.

Teach how to establish a style by using different types and lengths of sentences. Teach students how to vary sentence length by combining sentences or by using more precise language.

Students should be encouraged to exchange drafts with their peers/teacher to solicit ideas, reactions and comments. Students are supported in the development of tone and style when they discuss their writing with teachers and peers.

Guide students to rework a piece of their writing to improve their choice of words by using more precise verbs, giving more specific details and using more descriptive adverbs and adjectives. Develop and post charts that support precise language terms (e.g., ways to say said, ways to say good).

Use anchor papers of exemplary student work that demonstrates an awareness of style.

The best way for students to develop tone in their writing is for them to write often. The more they write, the more their voice and style will become apparent.

64 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT D. Write with an understanding of the stylistic aspects of composition.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What is the mood of this selec- To reduce anxiety for ELL stu- Teacher’s Editions tion? dents, the use of models of good writing is recommended to Theme 1 T77E-F A. excitement demonstrate varied types and Theme 2 T251C-D B. anger lengths of sentences. Theme 3 T371C-D C. sadness Theme 4 T471C-D D. boredom Theme 5 T589D, 589K Theme 6 T637E-F Students with Disabilities All teachers working with identi- TerraNova fied students with disabilities The tone of this selection could must review the student's need Multicultural Literature best be described as for Specially Designed Instruction (SDI) as described in the Dragonwings and Star Fisher A. admiring Individual Education Plan (IEP), by Laurence Yep B. humorous Evaluation Report (ER), and The Cat’s Meow and Chato’s C. mocking teacher records. Teachers must Kitchen D. serious then select the appropriate by Gary Soto accommodations and/or modifi- Molly Banaky and Miles Song cations necessary to enable the by Alice McGill child to appropriately progress in M.C. Higgins, The Great and The the general curriculum. People Could Fly Class-Based Assessments [IDEA 300.121.9(d) (3) (i)] by Virginia Hamilton • Teacher observations For more details on accommo- • Anecdotal records Flossie and the Fox and dations and modifications see • Student/teacher conferences Resources/References. Sojourner Truth: Ain’t I A Woman • Student use of graphic by Patricia C. McKissack organizers • PSSA format performance tasks Home Connections • PSSA writing rubrics • Presentations with appropriate Keep a personal journal for a Intervention Resources rubrics week. Explain experiences from different voices. Explain the Read 180 experience as seen through the Small group instruction eyes of different participants. Interactive Reader SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, For Students on the and Sight Words) Advanced Level Community Connections Quick Reads Provide opportunities for stu- Visit the Hershey Chocolate Soar to Success dents to use different types and Factory with your family. Write lengths of sentences and devel- about the experience. op and maintain a consistent voice through the use of precise language in their writing.

65 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT E. Revise writing to improve detail and order by identifying missing and irrelevant information and determining whether ideas flow logically; consider word choice and precision of vocabulary. Performance LITERACY INSTRUCTIONAL MODEL: Content Descriptors COMPREHENSIVE LITERACY FRAMEWORK ■ READERS WORKSHOP ■ WRITERS WORKSHOP (PDE ACADEMIC OBJECTIVES AND TESTED ON PSSA) RECOMMENDED BEST PRACTICES AND MULTICULTURAL CONNECTIONS

By the end of grade 4 Revision means to “see again.” It is the process of improving the thoughts and students will be able to: details that carry the message in your writing.

Students become aware of the need for revision when they reread and reflect on ■ Revise writing to their writing and assess its effect on the reader. They need to ask themselves: improve detail and order • Will the reader understand this? by identifying missing • Will this make sense to the reader? and irrelevant informa- • What do I need to add or remove to help the reader make sense? tion and determining • Can I think of better vocabulary to use? whether ideas flow logically; consider word Teachers model how to revise by thinking aloud with their own writing, or by choice and precision of sharing their writing with the class and asking the students if they have any ques- vocabulary. tions or ideas on how to enhance the piece.

There are many ways to improve meaning and content. Some examples are: • Adding or expanding writing by adding details, examples or transition, or important information you left out • Replacing “weak” vocabulary with stronger vocabulary that is more precise, concrete or vivid • Moving parts of the writing to ensure that the ideas flow logically • Revising your voice - making it funnier or more formal depending on the genre • Changing the point of view - making it first person (I) instead of third person (he, she)

Students should be encouraged to exchange drafts with their peer/teachers to solicit reactions, ideas, and comments. Students sometimes become aware of the need for revision when they discuss their writing with teachers and peers. Cooperative learning strategies that promote sharing and reflection: • Teacher/Peer Conferencing • Think-Pair-Share • Roundtable Discussions

During Writers Workshop, teach the following strategies to help students revise their writing: • “Pruning the Bushes” - Cutting What You Don’t Need • Using Cut and Paste • Using Stronger Verbs

Students should apply teacher-made rubrics or the PSSA scoring guides to their work in order to self-assess and reflect on their writing. Rubrics should also be used during peer and teacher conferencing to direct students to the criteria for revision.

66 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Revise a performance task Peer conferencing is effective for Teacher’s Editions rethinking improving the organi- ELL students because of the zation and word choice; check opportunities for interaction and Theme 1 T123C-D logic, order of ideas, precision of support in the revision process. Theme 2 T251 vocabulary, content and para- Student writing improves when Theme 3 T325-D graph development. they receive immediate feedback Theme 4 T437C-D on their work. Theme 5 T589E-F Theme 6 T637E-F Students with Disabilities TerraNova All teachers working with identi- Read the passage and write an fied students with disabilities Multicultural Literature objective evaluation of the must review the student's need organization and word choice, for Specially Designed Instruction To Live and to Write check logic, order of ideas, pre- (SDI) as described in the by Tanaka Yikkio cision of vocabulary, content and Individual Education Plan (IEP), Toni Morrison paragraph development. Evaluation Report (ER), and by James Haskins Morrison teacher records. Teachers must In My Own Words then select the appropriate by Nicholosa Mohr accommodations and/or modifications necessary to enable the The Etcher’s Studio Class-Based Assessments child to appropriately progress in by Arthur Geiset • Teacher observations the general curriculum. What Do Authors Do? • Anecdotal records [IDEA 300.121.9(d) (3) (i)] by Eileen Christelow • Student/teacher conferences For more details on accommo- Author Talk • Student use of graphic dations and modifications see by Leonard S. Marcus organizers Resources/References. • PSSA format performance tasks • PSSA writing rubrics Home Connections • Presentations with appropriate Visit a writing website on the Intervention Resources rubrics Internet. Using suggestions and Read 180 symbols for revision and editing, Small group instruction make a chart for your room to Interactive Reader check your own writing. SIPPS (Systematic Instruction in For Students on the Phoneme Awareness, Phonics, Advanced Level and Sight Words) Community Connections Quick Reads Provide opportunities for Volunteer to help younger writers Soar to Success advanced students to peer edit at after-school or summer pro- and revise the work of others to grams in schools, community assist with organization, word centers, and communities of choice, logic, and vocabulary. faith. Help develop a checklist of strategies and ideas for revising written work.

67 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT F. Edit writing using the conventions of language.

By the end of grade 4 Editing or proofreading becomes important when you go from private to public students will be able to: writing. Reread for correctness of the conventions of writing (grammar, mechanics, spelling, usage and sentence formation) as you prepare the work for publication. At this point, work must be edited and proofread to ensure that it reads clearly, ■ Spell common, frequent- smoothly and accurately. ly used words correctly. Use of checklists can help students stay focused. There are many types of check- ■ Use capital letters cor- lists students can use to edit. One idea is to have students use different color mark- rectly (first word in sen- ers as they proofread/edit the following: tences, proper nouns, • Ending punctuation pronoun “I”). • Capital letters ■ • Paragraphing - Is the writing divided into appropriate paragraphs? Punctuate correctly • Spelling (periods, exclamation • Grammar - Students need to ask themselves the following: Do the verbs agree points, question marks, with the subject? Are verb tenses consistent and correct? Are there any sen- commas in a series, tences which run-on or are fragments? apostrophes). • Word Choice and Vocabulary - Are familiar and new words used properly?

■ Use nouns, pronouns, Provide enough time and ongoing support for students to edit their papers in verbs, adjectives, order to make the “line by line” changes. This will improve the readability and accu- adverbs, conjunctions, racy of their work. Before students make their final copy, have them give their writ- and interjections ing to someone else for one last careful proofreading. properly. The teacher gathers ideas for lessons based on an ongoing review of student. ■ Use complete sentences Whole group lessons should be based on the needs of the majority of students. (simple, compound, Mini lessons can also be done in small groups or on an individual basis as needed. declarative, interroga- tive, exclamatory and Teach the targeted editing/proofreading skills using the teacher’s or student’s imperative). work.

Peer editing provides opportunities to get feedback from a partner to improve and make corrections.

68 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT F. Edit writing using the conventions of language.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Have students edit and improve By discussing when, how, and Teacher’s Editions a PSSA Released Item or a sam- why conventions of writing are ple of student work using the PA used, students gain confidence Theme 1 T123C-D Writing Rubric. in their ability to transcribe their Theme 2 T229F thoughts into readable English Theme 3 T349D text. Theme 4 T453E-F Theme 5 T589E-F TerraNova Theme 6 T737C-D Choose the best way to write this sentence. Students with Disabilities A. In the past, firing a cannon All teachers working with identi- Multicultural Literature was another way of alerting fied students with disabilities ships to danger. must review the student's need Side by Side: Five Picture- B. In the past, firing a cannon for Specially Designed Instruction Books Teams Go to Work will be another way of alerting (SDI) as described in the by Leonard S. Marcus ships to danger. Individual Education Plan (IEP), Speaking of Journals: Children’s C. Best as it is Evaluation Report (ER), and Writers Talk about Their Diaries, teacher records. Teachers must Notebooks and Sketchbooks then select the appropriate by Paula Graham accommodations and/or modifi- A Writer’s Story: From Life to Class-Based Assessments cations necessary to enable the Fiction • Teacher observations child to appropriately progress in by Marion Danr Bauer • Anecdotal records the general curriculum. • Student/teacher conferences [IDEA 300.121.9(d) (3) (i)] • Student use of graphic For more details on accommo- organizers dations and modifications see Intervention Resources • PSSA format performance Resources/References. tasks Read 180 • PSSA writing rubrics Small group instruction • Presentations with appropriate Interactive Reader rubrics SIPPS (Systematic Instruction in Home Connections Phoneme Awareness, Phonics, Use word processing to type a and Sight Words) writing assignment. Print it out Quick Reads and make corrections before For Students on the Soar to Success using spell check. Advanced Level Provide opportunities for students to demonstrate accurate control of punctuation and Community Connections strategic control of sentence Visit the Philadelphia Tribune’s types and structures. Students or El Sol’s editing room. Talk should use sophisticated choice with the editors about the of words including vivid verbs various techniques they use in and specific adjectives and editing. adverbs.

69 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT G. Present and/or defend written work for publication when appropriate.

By the end of grade 4 The driving force of Writers Workshop is publishing because most writing is students will be able to: meant to be shared with others. Students need to publish and present their work for audiences outside the writing workshop as well as for their peers.

■ Present and/or defend Not every piece of writing needs to be taken to publication. Some writing is done written work for publica- just for one’s self. Journal writing usually falls into this category. Many pieces will tion when appropriate. remain in the student’s writing portfolio at the various stages of the process as students learn to become better writers. Teachers select with student input which piece/pieces will get published.

For some units of study, students will need to defend their work as well as publish it. This defense will require students to verbally support the ideas in their work. Students learn to improve their writing by seeing its effect on others.

Provide various opportunities for students to verbally defend their work.

Teachers support the publication of student’s work by using informal/formal opportunities: • Author’s Chair (small group or whole group) • Newspaper/Anthologies/Literacy Magazines • Science Fair/Contests • Culminating literature circle projects • Author celebrations/A reading performance • Publication celebration for school community, parents, etc.

Use teacher-made rubrics and the PSSA scoring guide to ensure that students have clear expectations of the finished written work, the presentation and the public defense of it. Provide a detailed checklist to guide students through the process and preparation.

70 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.5 Quality of Writing

STANDARD STATEMENT G. Present and/or defend written work for publication when appropriate.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and You have been asked to help ELL students will be encouraged Teacher’s Editions your classmates make decisions to present a finished piece of about meals they would like writing for publication in their Theme 1 101D,J added to the cafeteria menu community newspaper. Theme 2 T205J choices. As a nutrition expert, Theme 3 T371J write your recommendations and Theme 4 T437J defend your choices. Theme 5 T609C-D Students with Disabilities Theme 6 T737J All teachers working with identified students with disabilities must review the student's need TerraNova for Specially Designed Instruction Multicultural Literature Students write a persuasive (SDI) as described in the essay (e.g. Select one invention Individual Education Plan (IEP), Taking Sides and write to explain why this Evaluation Report (ER), and by Gary Soto invention has been good or bad teacher records. Teachers must True North for society) and defend their then select the appropriate by Kathryn Lasky ideas and reasons. accommodations and/or modifi- I Am an American: A True Story cations necessary to enable the of Japanese Internment child to appropriately progress in by Jerry Stanley the general curriculum. [IDEA 300.121.9(d) (3) (i)] Class-Based Assessments For more details on accommo- • Teacher observations dations and modifications see • Anecdotal records Resources/References. Intervention Resources • Student/teacher conferences • Student use of graphic Read 180 organizers Small group instruction • PSSA format performance Interactive Reader Home Connections tasks SIPPS (Systematic Instruction in Read and learn about a current • Presentations with appropriate Phoneme Awareness, Phonics, event of interest. Take a personal rubrics and Sight Words) stand about the topic. Support Quick Reads your opinion in discussions with Soar to Success others.

For Students on the Advanced Level Community Connections Provide opportunities for stu- Investigate a neighborhood dents to create short stories and problem. Think about how it can poems and submit them to local be solved. Develop a plan and newspapers for publication. activate it to help correct the situation.

71 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT A. Listen to others.

By the end of grade 4 Active listeners listen carefully and with purpose. Effective listening requires skill students will be able to: and concentration.

Listening and speaking are interactive processes . Students must be involved in a ■ Ask pertinent questions variety of situations that call for different types of listening. as an aid to understand- • Listening for comprehension - listening for ideas and information communicated ing. by others ■ The listener assumes that the information is true. Distinguish relevant • Listening critically - listening to a message in order to comprehend and evaluate it information, ideas, and critical listening includes comprehending and judging the arguments and appeals opinions from those that in a message in order to decide whether to accept or reject them. are irrelevant. • Listening to learn vocabulary - listening to learn new words and how to use them • Listening for appreciation - listening purely for enjoyment and entertainment ■ Formulate notes as an aid to recall information. Active listening and questioning skills can be learned, reinforced and practiced using these strategies within Readers and Writers Workshop or at other times throughout the day: • Literature Circles • Readers Theater (Readers Theater is an important strategy that encourages speaking, reading and writing) • Read Aloud • Paraphrasing • Structured Note Taking (Structured Note Taking involves creating graphic outlines that serve as organized study guides) • Three Step Interview

Students must learn to ask and answer a variety of questions to get information they need. Three types of questions are open-ended, closed and factual. An interview includes a series of such questions.

Asking pertinent questions as an aid to understanding can spark discussions for further inquiry. Learning to ask questions is essential in helping students facilitate comprehension, make connections and summarize information while and after listening.

Listen to speeches given by noted orators to analyze the information, the purpose, the style, and their effect on the audience. Examples: • Martin Luther King, Jr. ( I Have a Dream) • Frederick Douglass (What to the Slave is the Fourth of July) • Chief Joseph (I Will Fight No More)

72 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT A. Listen to others.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Listen to a classmate’s report. For instruction in listening com- Teacher’s Editions prehension to be effective, and Pose questions to the speaker for learners to recall or retain Theme 1 T20G-H that will clarify understanding of information presented, it must be Theme 2 T206G-H the information. anticipated that ELL’s receptive Theme 3 T326G capabilities may require simpli- Theme 4 T438G-H fied input. Theme 5 T544G Theme 6 T612G TerraNova Take notes while listening to a Students with Disabilities reading or oral presentation. All teachers working with identi- Multicultural Literature Develop questions about the rel- fied students with disabilities evancy of information included. must review the student's need Children of the West for Specially Designed Instruction by Russell Freedman (SDI) as described in the Dare to Dream Individual Education Plan (IEP), by Angela Shelf Medearis Evaluation Report (ER), and The Defenders Class-Based Assessments teacher records. Teachers must by Ann McGovern • Teacher observations then select the appropriate accommodations and/or modifi- The Magic Shell • Anecdotal records cations necessary to enable the by Nicholasa Mohr • Student/teacher conferences • Checklists child to appropriately progress in Tea With Milk • Student use of graphic the general curriculum. by Allen Say organizers [IDEA 300.121.9(d) (3) (i)] For more details on accommodations and modifications see Resources/References.

Intervention Resources For Students on the Read 180 Advanced Level Small group instruction Provide opportunities for stu- Home Connections Interactive Reader dents to listen to speeches and Listen to a famous speech on SIPPS (Systematic Instruction in identify relevant and irrelevant the History channel. Discuss the Phoneme Awareness, Phonics, information, ask questions and influence this speech had/has on and Sight Words) take notes. others. Quick Reads Soar to Success

Community Connections Visit the African American History Museum, Chinese Cultural Museum, Mummers Museum and take part in the tour. Share with family and friends.

73 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT B. Listen to a selection of literature (fiction and/or nonfiction).

By the end of grade 4 Teachers Think Aloud, model and demonstrate active listening during read alouds students will be able to: and shared readings of literature in fiction and nonfiction. Demonstrate how to actively listen to a text and then retell the story in sequence, including the theme, character and setting. ■ Relate it to similar experiences. Listen to examples of poems, speeches, sermons, essays and popular raps to identify new words and concepts and summarize the selections. ■ Predict the story • Patrick Henry’s “Give Me Liberty or Give Me Death” actions. • Abraham Lincoln’s “Gettysburg Address” ■ Retell actions of the Listen to examples rich in the oral traditions of storytelling from many cultures. story in sequence and Compare similarities among topics, styles and purposes. describe the characters and setting. Involve students as active listeners during interactive read alouds by providing opportunities for students to demonstrate comprehension by making ■ Identify and define new personal connections, answering questions and responding to texts through oral words and concepts. communication. Include opportunities to make predictions, retell, identify and organize key elements into a summary, and learn new vocabulary and concepts ■ Identify and organize from context. Use these strategies during Readers Workshop and in other content key elements into a areas: summary. • Posing questions • Think-Pair-Share • Table Top Discussions • Orally critique selection in pairs and small groups • Say Something strategy (comment, predict, connect, question) • Marking texts

74 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT B. Listen to a selection of literature (fiction and/or nonfiction).

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and After reading a nonfiction text or Listening guides provide a struc- Teacher’s Editions article summarize the main idea tured format which allow ELLs to using supporting details. focus on particular concepts or Theme 1 T124G-H information in the order and rela- Theme 2 T150G Ask questions about new words tionship in which they are set out Theme 3 T392-393 or concepts heard. in the passage.Tape recording a Theme 4 T438G-H passage allows the ELL student Theme 5 T590G-H to hear the passage again to Theme 6 T668G-H ensure comprehension. TerraNova Listen to a reading or presenta- Students with Disabilities tion of information. Develop a list All teachers working with identi- Multicultural Literature of unusual, interesting or new fied students with disabilities words used. must review the student's need Hoang Anh: A Vietnamese for Specially Designed Instruction American Boy (SDI) as described in the by Diane Hoyt-Goldsmith Individual Education Plan (IEP), and Lawrence Migdale Class-Based Assessments Evaluation Report (ER), and Baseball Saved Us • Teacher observations teacher records. Teachers must by Ken Mochizuki/Dom Lee • Anecdotal records then select the appropriate Crazy Weekend • Student/teacher conferences accommodations and/or modifi- by Gary Soto • Checklists cations necessary to enable the child to appropriately progress in Richard Wright and the • Student use of graphic the general curriculum. Library Card organizers [IDEA 300.121.9(d) (3) (i)] by William Miller For more details on accommo- Pink and Say dations and modifications see by Paticia Polacco For Students on the Resources/References. Advanced Level Provide opportunities for stu- Home Connections dents to listen to a book on tape Read a variety of fiction and or CD. Students will write a cri- nonfiction texts with your child. Intervention Resources tique of the reader’s presentation Stop at various points and Read 180 of the literature noting pace, discuss. Small group instruction tone, emotion, and interpretation Interactive Reader of the literature. Community Connections SIPPS (Systematic Instruction in Visit various places of interest Phoneme Awareness, Phonics, with your child. Go to the library and Sight Words) and obtain literature that sup- Quick Reads ports your visit. Read to your Soar to Success child.

75 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT C. Speak using skills appropriate to formal speech situations.

By the end of grade 4 It is essential to create a literature-rich environment that accurately reflects stu- students will be able to: dents’ cultural heritage and the contributions of various ethnic, racial, and cultural groups. Research suggests student self-esteem is strengthened when they see and read about the contributions made by their own cultural group to the history and ■ Use appropriate volume. culture of the United States. ■ Use complete sentences. In the African tradition there is a concept called nommo, which means the power of the spoken word. It stresses the importance of oral traditions. ■ Pronounce words correctly. Good communicators do more than just talk. They use specific techniques to present their ideas effectively and they are attentive and critical listeners. ■ Pace speech so that it is understandable. Provide students with the opportunity to speak for different purposes, especially ■ on topics related to their culture and heritage. Encourage them to use complete Demonstrate an aware- sentences and to pronounce words correctly. ness of audience. Have students begin to demonstrate an awareness of audience. Different ways of speaking (changing volume, pace) are utilized depending on the audience. How one speaks to friends, families, classmates or a room of strangers may be altered to suit the situation.

Teachers model, Think Aloud and demonstrate how to make everyday speaking more formal for a variety of situations.

Have students practice presenting using a speech rubric/checklist for feedback and self checking by using a tape recorder, video or with a peer or adult mentor. Encourage them to adapt their rate of speaking, pitch, and tone of voice to the audience. The style of performance should express the purpose of the speech. • To persuade - the pace should be fast but clear, the pitch should be even and the tone should be urgent. • To inform - the pace should have plenty of pauses, the pitch should be even and the tone should be authoritative. • To entertain - the pace usually builds to a “punch,” the pitch varies to create characters or drama, and the tone is funny or dramatic.

Provide opportunities for students to make oral presentations in all content areas and for a variety of audiences: • Book talks/Book commercials • Group discussions • Informal Debates • Oral reports • Skits, shows, performances, reenactments • Readers Theater

76 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT C. Speak using skills appropriate to formal speech situations.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Give an oral presentation to the Listening guides provide a struc- Teacher’s Editions class using correct pronuncia- tured format which allow ELLs to tion. Speak with a voice that can focus on particular concepts or Theme 1 T77L be heard by everyone and with a information in the order and rela- Theme 2 T229L steady pace. tionship in which they are set out Theme 3 T349J in the passage. Tape recording a Theme 4 T421L passage allows the ELL student Theme 5 T567J to hear the passage again to Theme 6 T637L ensure comprehension. TerraNova Give an oral explanation of a Students with Disabilities topic about which you have All teachers working with identi- Multicultural Literature become an expert. fied students with disabilities must review the student's need Tree of Hope for Specially Designed Instruction by Amy Littlesugar (SDI) as described in the The Star Fisher Individual Education Plan (IEP), by Laurence Yep Class-Based Assessments Evaluation Report (ER), and Heaven • Teacher observations teacher records. Teachers must by Angela Johnson • Anecdotal records then select the appropriate accommodations and/or modifi- The Singing Man • Student/teacher conferences cations necessary to enable the by Angela Shelf Medearis • Checklists • Student use of graphic organ- child to appropriately progress in Shizuko’s Daughter izers the general curriculum. by Mori Kyoko [IDEA 300.121.9(d) (3) (i)] For more details on accommodations and modifications see Resources/References. For Students on the Intervention Resources Advanced Level Home Connections Read 180 Provide opportunities for stu- Keep an ongoing index file. Write Small group instruction dents to listen to famous the title of the piece of literature Interactive Reader speeches delivered by noted at the top and write a short SIPPS (Systematic Instruction in orators. Students can write and response to the literature. Phoneme Awareness, Phonics, deliver a speech in which they Prepare a presentation and pres- and Sight Words) imitate a style they found ent it to your family. Quick Reads impressive. Soar to Success Community Connections Visit various sites in your community. Research the topic. Keep special folders where your child can keep pieces of writing in different stages. It might take two days to write a letter to a grandparent. Encourage revision.

77 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT D. Contribute to discussions.

By the end of grade 4 Good communicators do more than just talk. They use specific techniques to students will be able to: present their ideas effectively, and they are attentive and critical listeners.

In the African American culture, rich examples of their respect and high regard for ■ Ask relevant questions. good communication skills are reflected in the oral rituals found in African American churches, fraternities and social organizations. ■ Respond with appropriate information or opinions to Think Aloud, model and demonstrate ways to contribute to discussions. questions asked. Provide opportunities for students to participate in discussions for a variety of ■ Listen to and acknowl- purposes: edge the contributions • To arrive at a solution for a problem • To brainstorm ideas of others. • To learn cooperatively • To make a decision • To make plans • To resolve conflicts ■ Display appropriate • To strengthen the bonds among people • To share information turn-taking behaviors. • To stimulate thought and action

■ Develop opinions. Develop with students a set of norms to guide discussions. Norms should be established so that students know what is expected of them as both speakers and listeners. Have students discuss and practice turn-taking behaviors.

Provide opportunities for small group discussions in response to content area learning. • Literature Circles • Group Discussions • Round Table Discussions

Guide students to gather their thoughts for discussion by using an Opinion/Evidence organizer.

Students must learn to ask and answer a variety of questions to get information they need. Three types of questions are open-ended, closed and factual.

Asking relevant questions helps clarify understanding and sparks discussions for further inquiry. Learning to ask questions is essential in helping students facilitate comprehension, make connections, develop opinions, and will support their contributions to discussions.

78 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT D. Contribute to discussions.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Give students the topic for Listening guides provide a struc- Teacher’s Editions tomorrow’s discussion. Have tured format which allow ELLs to students prepare questions that focus on particular concepts or Theme 1 T20H will contribute to the discussion. information in the order and rela- Theme 2 T150H tionship in which they are set out Theme 3 T372H in the passage. Tape recording a Theme 4 T400H passage allows the ELL student Theme 5 T502H to hear the passage again to Theme 6 T612H TerraNova ensure comprehension. After participating in a discussion, write a conclusion statement that is supported by infor- Students with Disabilities Multicultural Literature mation in the discussion. All teachers working with identified students with disabilities The Real McCoy: The Life of an must review the student's need African-American Inventor for Specially Designed Instruction by Wendy Towle (SDI) as described in the Arilla Sun Down Class-Based Assessments Individual Education Plan (IEP), by Virginia Hamilton • Teacher observations Evaluation Report (ER), and Bud, Not Buddy • Anecdotal records teacher records. Teachers must by Christopher Paul Curtis • Student/teacher conferences then select the appropriate accommodations and/or modifi- Daniel’s Story • Checklists cations necessary to enable the by Carol Matas • Student use of graphic organizers child to appropriately progress in Felita the general curriculum. by Nicholas Mohr [IDEA 300.121.9(d) (3) (i)] For more details on accommodations and modifications see For Students on the Resources/References. Advanced Level Intervention Resources Provide opportunities for stu- Read 180 dents to work in small groups as Home Connections Small group instruction they develop topics, evidence, Look at a TV program on the Interactive Reader and speaking style in preparation History Channel with your child. SIPPS (Systematic Instruction in for a debate on a topic of inter- Discuss and stimulate interest by Phoneme Awareness, Phonics, est to the group. asking questions or clarify and Sight Words) understanding. Quick Reads Soar to Success Community Connections Visit City Council and listen to various Council members make presentations. Discuss why each presentation was effective. Support your answer.

79 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT E. Participate in small and large group discussions and presentations.

By the end of grade 4 There is no substitution for dynamic classroom conversation. Reading and writing students will be able to: are language based. Extending and refining students’ ability to use language is the primary goal of all literacy instruction. Through language experiences, students become proficient readers and writers who can use language to represent the world ■ Participate in everyday to themselves and to others. Using language orally - discussing, giving detailed conversation. directions and explanations, sharing, delivering reports, interviewing, questioning, describing and performing - is the precursor to sharing their thinking in writing. ■ Present an oral reading. Students are more active, ■ self-directed and expressive when working in coopera- Deliver reports on an tive teams. Students take direct responsibility for teaching each other and receiving assigned topic. help from each other. ■ Conduct interviews. Provide opportunities to participate in cooperative learning activities that promote ■ conversation and discussion. Give detailed directions • Think-Pair-Share and explanations. • Talking Chips ■ • Turn to Your Neighbor Plan and participate in • Creative Debate group presentations.

Provide opportunities in other content areas for students to select a topic, plan and participate in group presentations and oral reading. • Dramatic oral reading of poems or speeches • Role playing • Presentation of information learned from a science experiment, class visit to a museum, historic landmark or musical performance

Require interviews as a way to gain specific information when conducting research projects. Interviewing is an effective strategy from which students gain valuable insights and information. When planning an interview, students should do some research on their subject and think carefully about questions they would like to ask. Have them develop a list of questions, including some about the person’s background and beliefs.

80 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT E. Participate in small and large group discussions and presentations.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Have students generate a list of Working in cooperative groups Teacher’s Editions questions to ask a guest speaker increases learner responsibility, (staff member, principal, police provides problem-solving oppor- Theme 1 T41 officer, parent, etc.). Have stu- tunities, and offers a less stress- Theme 2 T173L dents record responses to share ful environment for ELL students. Theme 3 T285 during a follow-up discussion. Theme 4 T465 Theme 5 T521J Theme 6 T679 Students with Disabilities All teachers working with identi- TerraNova fied students with disabilities Imagine your group has been must review the student's need Multicultural Literature awarded a Grammy. What would for Specially Designed Instruction you say in your acceptance (SDI) as described in the Phoebe the Spy speech? Individual Education Plan (IEP), by Judith Berry Griffin Evaluation Report (ER), and Pink and Say teacher records. Teachers must by Patricia Polacco then select the appropriate The Story of Ruby Bridges accommodations and/or modifi- by Robert Coles Class-Based Assessments cations necessary to enable the child to appropriately progress in Molly Bannaky • Teacher observations the general curriculum. by Alice McGill • Anecdotal records • Student/teacher conferences [IDEA 300.121.9(d) (3) (i)] The Other Side • Checklists For more details on accommo- by Jacqueline Woodson • Student use of graphic dations and modifications see The Making of My Special Hand: organizers Resources/References. Madison’s Story by Jamee R. Heelan

Home Connections For Students on the Share things you are learning Advanced Level about in school with family Intervention Resources Provide opportunities for stu- members and listen to hear if Read 180 dents to prepare for formal they had similar experiences. Small group instruction debates on a topic of impor- Interactive Reader tance to the student, school or SIPPS (Systematic Instruction in community. Preparation should Phoneme Awareness, Phonics, include interviews. Debate the Community Connections and Sight Words) issue in the classroom. Ask for Visit a senior citizen community. Quick Reads feedback from observers. Develop a friendship with seniors Soar to Success with similar work backgrounds. Write a brief documentary of their vocation through the things you learn in conversations. Present it to your family.

81 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT F. Use media for learning purposes.

By the end of grade 4 Select and use various media and a variety of images and sounds to create effec- students will be able to: tive presentations on a topic.

Enable students to discuss different films depicting the same event (e.g., “Glory” ■ Read information and “Gettysburg”). Provide opportunities for students to compare and contrast received via television, these films so that they can recognize how films may offer fictional or accurate ver- radio, film or Internet. sions of the same events. Students could include a comparison to the book from which the films were drawn or an informational text on the film’s subject. ■ Know how to access information from the Provide opportunities for students to examine the role of advertisements on televi- Internet. sion, radio and the Internet. Have students compare and contrast the information received from various sources in order to determine its reliability. ■ Recognize that films can represent both accurate Create a presentation that demonstrates and uses media in support of information and fictional versions of learned and researched by the student. the same event. Media education is critical for students of the 21st century. Provide students with ■ Examine the role of opportunities to explore print and electronic media, noting examples of fact, inac- advertisers in the media. curacies, opinion, bias and stereotyping. ■ Select and use an image or sound for a presentation on a topic.

82 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.6 Speaking and Listening

STANDARD STATEMENT F. Use media for learning purposes.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and You are doing a report on Colin Have students compare the Teacher’s Editions Powell, the first African American media in the United States to the Secretary of State. Which key- media in their native country. Theme 1 T129 word or words would be best to Theme 2 T252F use for an Internet search? Theme 3 T347 A. Secretaries of State Theme 4 T437J Students with Disabilities Theme 5 T519 B. African Americans All teachers working with identi- Theme 6 T689J C. Colin Powell D. government fied students with disabilities must review the student's need for Specially Designed Instruction (SDI) as described in the Individual Education Plan (IEP), Multicultural Literature Evaluation Report (ER), and A Movie on My Pillow: Una TerraNova Write an account of a story in teacher records. Teachers must Pelicula En Mi Almohada then select the appropriate by Jorge Argueta the news. Include accurate statements. State your point of accommodations and/or modifi- Connie Chung: Broadcast view and cite evidence from the cations necessary to enable the Journalist text. child to appropriately progress in by Mary Malone the general curriculum. Diane Sawyer [IDEA 300.121.9(d) (3) (i)] by Gerde Gallop-Goodman For more details on accommo- Black Filmmakers dations and modifications see by Cookie Lommal Class-Based Assessments Resources/References. • Teacher observations Spike Lee - Filmmaker • Anecdotal records by Charles Shields • Student/teacher conferences • Checklists Home Connections • Student use of graphic Use TV references, newspapers, organizers magazines, computers, cameras to make a presentation about a Intervention Resources field trip. Read 180 Small group instruction Interactive Reader For Students on the SIPPS (Systematic Instruction in Advanced Level Community Connections Phoneme Awareness, Phonics, Provide opportunities for stu- Contact a city service depart- and Sight Words) dents to identify the targeted ment like recycling. Find out how Quick Reads audience and selling method of the department uses sources of Soar to Success different commercials for the media to promote its purpose. same product (e.g., breakfast cereals). Cite evidence.

83 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT A. Know how to use dictionary’s explanatory notes to find the origin of English words.

By the end of grade 4 Knowing a word’s origin can help students determine the word’s meaning as well students will be able to: as the meaning of other words in the same family.

Students learn vocabulary constantly as they read and derive word meanings ■ Know how to use dictio- from content. Many foreign words are now common to the English language. When nary’s explanatory notes students study a word’s history and origin, they find out when, where, and how the to find the origin of word came to be. Most dictionaries contain notes that tell what language a word English words. comes from.

Teachers Think Aloud and model how to identify and determine word meaning and origin from dictionaries. Graphic organizers that are especially useful for helping students with this topic are: • How to Own a Word • Word Journal

Teachers Think Aloud, model and demonstrate the use of word origins to determine the meanings of words and phrases during lessons conducted during shared reading (e.g., aqua, from Latin means water - related words are aquaduct, aquarium).

Use knowledge of word origins to determine meanings of words throughout the comprehensive literacy block. • During Read Aloud, read books that contain a variety of words from other languages. • During Readers Workshop and independent reading students read and respond to stories that contain words from other languages. • During Writers Workshop have students use words from other languages in their writing. • Use cooperative learning strategies that allow students to incorporate words from other languages in discussions and role plays. • Round Table Discussions • Three Step Interview • Readers Theater

Use a dictionary to find the origin of English words as they are met in reading and writing. Create and display a chart of these newly learned words, their origin, meaning and related words. • port - Latin - carry - portable, import • graph - Greek - write - autograph, biography

Using a word or phrase journal enables students to track unfamiliar words as they read, link to their background knowledge, create new sentences for their words and develop a final project that displays their new vocabulary.

84 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT A. Know how to use dictionary’s explanatory notes to find the origin of English words.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and The word sled comes from the ELL students will benefit when Teacher’s Editions Old English slidan, meaning to “borrowed” words from their own languages are highlighted. Theme 1 T78-101, 101I A. ski Use a dictionary to compare the Theme 2 T 251I B. slip meanings in the two languages. Theme 3 T306 C. slide Theme 4 T471I D. slump Theme 5 T592-601 Theme 6 T713I Students with Disabilities All teachers working with identi- TerraNova fied students with disabilities The word hockey comes from must review the student's need Multicultural Literature the Old English hoc meaning for Specially Designed Instruction (SDI) as described in the Look What Came from Mexico A. hick Individual Education Plan (IEP), by Miles Harvey B. hook Evaluation Report (ER), and Say Hola to Spanish! C. hock teacher records. Teachers must by Susan Middleton Elya and D. hack then select the appropriate Loretta Lopez accommodations and/or modifi- D Is for Doufu: An Alphabet of cations necessary to enable the Chinese Culture child to appropriately progress in by May ShenKrach/Hongbin the general curriculum. Zhang Class-Based Assessments [IDEA 300.121.9(d) (3) (i)] • Teacher Observations For more details on accommo- • Anecdotal Records dations and modifications see • Student/teacher conferences Resources/References. • Student Use ofGraphic Organizers Intervention Resources • PSSA Format Performance Read 180 Tasks Home Connections Small group instruction • Presentations with Appropriate Interactive Reader Rubrics Locate words in magazines and SIPPS (Systematic Instruction in newspapers that have foreign Phoneme Awareness, Phonics, origins. Use these words in your and Sight Words) compositions and presentations Quick Reads if applicable. Soar to Success For Students on the Advanced Level Students create an illustrated Community Connections class dictionary of words from Visit the Italian Market, other languages that are com- Chinatown and other cultural monly used in English. communities. Learn new words and research how these words became a part of words used frequently in the English Language.

85 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT B. Know how to identify types of formal and informal speech (e.g., dialect, slang, electronic messaging).

By the end of grade 4 The purpose of this standard statement is to ensure that students understand and students will be able to: use appropriate language for speaking in formal and academic situations.

Read examples of literature that highlight the distinction between formal and ■ Know how to identify informal speech. Discuss the author’s reasoning for having the characters use one types of formal and type of language over another. informal speech (e.g., dialect, slang, electronic Dialect is a form of language that is spoken in a particular place or by a particular messaging). group of people.

Slang refers to informal words or phrases used by particular groups of people when they talk to each other.

Electronic Messaging refers to informal words or phrases used in electronic media, text messages.

During Shared Reading, teachers will Think Aloud how the language is used in a story in different situations. Point out and then have students identify when the author uses dialect or slang for characters.

During Independent Reading, students will read and record in logs, notebooks or response journals the various ways authors use language in different settings and the effect on the reader.

Use cooperative learning strategies to engage students in discussion that entail the use of language for different situations. • Talking Chips • Carousel • Round Table Discussion

Teachers Think Aloud, model and demonstrate appropriate uses of language in a variety of situations such as: job interview, ordering merchandise by phone, social situations.

Students Role Play similar situations and may explore through Readers Theater the impact of using different language forms in various situations (e.g., mock parent/teacher conference or story reenactment).

Students write in response to literature during Writers Workshop and select the language appropriate to use in a variety of situations.

Students communicate with writing buddies via e-mail.

86 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT B. Know how to identify types of formal and informal speech (e.g., dialect, slang, electronic messaging)

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Translated to standard American ELL students will need back- Teacher’s Editions English, ag’in is ground information about dialects and how they compare Theme 1 T20G A. again. to Standard English. Theme 2 T232-243 B. aging. Theme 3 T302-318 C. against. Theme 4 T472-499 D. agreeing. Theme 5 T521K Students with Disabilities Theme 6 T637K, 667K All teachers working with identi- TerraNova fied students with disabilities In the dialect of the passage, the must review the student's need apostrophe is used to indicate for Specially Designed Instruction Multicultural Literature (SDI) as described in the A. the use of slang. Individual Education Plan (IEP), “Losing Face” B. a possessive pronoun. Evaluation Report (ER), and by Janet Wong C. a missing letter or letters. teacher records. Teachers must Flossie and the Fox and D. the use of formal English. then select the appropriate Sojourner Truth: Ain’t I A accommodations and/or modifi- Woman cations necessary to enable the by Patricia McKissack child to appropriately progress in Pink and Say Class-Based Assessments the general curriculum. by Patricia Polacco • Teacher observations [IDEA 300.121.9(d) (3) (i)] • Anecdotal records For more details on accommo- • Student/teacher conferences dations and modifications see • Student use of graphic Resources/References. organizers • PSSA format performance Intervention Resources tasks Read 180 • Presentations with appropriate Home Connections Small group instruction rubrics Interactive Reader • Read the book Pink and Say SIPPS (Systematic Instruction in by Patricia Polacco. Discuss Phoneme Awareness, Phonics, how each boy would speak to and Sight Words) For Students on the his commanding officer. Quick Reads Advanced Level • Rewrite a Rap into Standard Soar to Success Students work in pairs to pre- English. pare and present a speech. One student presents in formal speech and the other student presents the same topic in infor- Community Connections mal speech. Students critique Participate in Fraternity, the effect of the style on the lis- Sorority, and business oratory tener and on the message. competitions.

87 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT C. Know that word meanings can change over time (e.g., cool, mouse).

Teachers should model the comparison between vocabulary in writings, speeches, and primary sources from earlier time periods to present day. Graphic organizers that are especially useful for helping students with this topic are: • T-chart • Venn diagram

Engage students in investigating recent language changes by listening to record- ings, viewing films, and reading newspapers and magazines from a targeted earlier time to appreciate that language change is ongoing (e.g., mouse, weave, dog).

Enabling students to participate in a variety of authentic and interesting language investigations will give them a clear perspective on the history and development of the English language.

Students may look at words that have evolved in recent developments. In some cases, they investigate how the word choices reflect certain biases or serve specific purposes. Examples: • Slang - informal speech composed of newly coined words or expressions (e.g., Coming at my neck means attacking me; My bad means excuse me, my fault ) • Jargon - specialized vocabulary for a social group (e.g., cuz, homey, crib, pad) • Abbreviations - shortened versions of words (e.g., dis for disrespect, rep for reputation, fax for facsimile, limo for limousine, vet for veterinary)

Students should use a word journal Using a word journal enables students to track unfamiliar words as they read, link to their background knowledge, create new sentences for their words and develop a final project that displays their new vocabulary.

88 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.7 Characteristics and Functions of the English Language

STANDARD STATEMENT C. Know that word meanings can change over time (e.g., cool, mouse).

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and What is the changed meaning for Have ELL students point out Teacher’s Editions the word cool? words that come from their own languages that have been added Theme 1 T112 A. somewhat cold to English and their meanings. Theme 2 T262 B. interesting C. not warm D. type on a computer keyboard Students with Disabilities Multicultural Literature All teachers working with identified students with disabilities The True Story of the Three must review the student's need Little Pigs TerraNova for Specially Designed Instruction by Alexander T. Wolf/Jon Which of the following words (SDI) as described in the Scieszka means “to observe or follow” as a newer meaning? Individual Education Plan (IEP), Lon Po Po: A Red Riding Hood Evaluation Report (ER), and Story From Chilna teacher records. Teachers must by Ed Young A. view B. sight then select the appropriate Cinderella (Oryx Multicultural C. perceive accommodations and/or modifi- Folktale Series) D. monitor cations necessary to enable the by Judy Sierra/Joann Caroselli child to appropriately progress in the general curriculum. [IDEA 300.121.9(d) (3) (i)] For more details on accommo- Class-Based Assessments dations and modifications see Intervention Resources • Teacher observations Resources/References. Read 180 • Anecdotal records Small group instruction • Student/teacher conferences Interactive Reader • Student use of graphic SIPPS (Systematic Instruction in organizers Home Connections Phoneme Awareness, Phonics, • PSSA format performance Use Internet to research new and Sight Words) tasks words added and words no Quick Reads • Presentations with appropriate longer used. Use search engine Soar to Success rubrics to find dictionary resources. www.askjeeveskids.com

For Students on the Community Connections Advanced Level Students interview senior citi- Create an illustrated book about zens in their families and com- words with meanings that have munity about popular sayings or changed over time. Share the phrases that changed or disap- book with classmates. peared in recent years.

89 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT A. Narrow a topic from general to specific.

By the end of grade 4 Students tend to be highly motivated when they have an opportunity to explore students will be able to: research topics that have personal relevance. For example, students may select topics that explore their rich history. Examples of topic selection are: • African American, Asian American, and Latino American inventors and how their ■ Narrow a topic from inventions affected the world general to specific. • Research why Philadelphia is called “The City of Neighborhoods” • The contributions of African American Generals who served in the Civil and Revolutionary War • What is the impact of different cultures on Philadelphia’s neighborhoods?

Provide opportunities for students to explore research topics that reflect both the cultural heritage of the students in their classes and our global society.

Teachers should Think Aloud and model how they narrow topics from general to specific and the strategies they use to narrow that topic. Strategies are: • Pizza Slice • Grids • Simple Webs • Identifying Key Words • Triangle • Self-Reflective Questioning • Semantic Maps • Charts • Venn diagrams

Brainstorming how to narrow topics of interest gives students a variety of ideas to spark their thinking. Some useful strategies for brainstorming are: • KWL • Lists • List-Group-Label

This standard is part of the pre-writing/planning process which students need to engage in before researching a topic and producing a written record of their research.

90 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT A. Narrow a topic from general to specific.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Which of the following related Brainstorming topics of interest Teacher’s Editions topics is the narrowest? gives students a variety of ideas to spark their thinking. Teachers Theme 1 T20F A. Lancaster County tourism should Think Aloud and model Theme 2 T206F B. How bridges are built? how they select a topic and the Theme 3 T274F C. Truss Style Inventors strategies they use to narrow or Theme 4 T400F D. The Longest Covered Bridge refine that topic. Theme 5 T521E-F Theme 6 T638E-F

TerraNova Students with Disabilities Under which general topic would All teachers working with identi- an article about covered bridges fied students with disabilities Multicultural Literature appear? must review the student's need for Specially Designed Instruction Against All Odds A. inventing the Kingpost Trust (SDI) as described in the by Joe Layden B. the history of bridges Individual Education Plan (IEP), The Book of Black Heroes C. biography of Theodore Burr Evaluation Report (ER), and from A to Z D. saving our covered bridges teacher records. Teachers must by Wade Hudson and Valerie then select the appropriate Wilson Wesley accommodations and/or modifi- The Defenders cations necessary to enable the by Ann McGovern Class-Based Assessments child to appropriately progress in • Teacher observations the general curriculum. Four Against the Odds: • Anecdotal records [IDEA 300.121.9(d) (3) (i)] The Struggle to Save Our • Student/teacher conferences For more details on accommo- Environment • Student use of graphic by Stephen Krensky dations and modifications see organizers Resources/References. • PSSA format performance tasks • PSSA writing rubrics Home Connections • Presentations with appropriate Intervention Resources rubrics Select a famous Philadelphia icon. Research his/her accom- Read 180 plishments. Develop a research Small group instruction statement and support it by Interactive Reader including why you chose this SIPPS (Systematic Instruction in For Students on the person. Phoneme Awareness, Phonics, Advanced Level and Sight Words) Provide opportunities for stu- Quick Reads dents to generate a list of possi- Community Connections Soar to Success ble research topics. Select one Select a famous African and do an I-Search on it. Explain American, Hispanic or Asian who reasons for choosing it. has contributed to the educational development of your cultural community. Develop a research statement.

91 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT B. Locate information related to a specific topic.

By the end of grade 4 Once students have determined their research topic they need to be able to students will be able to: locate appropriate sources of information for research and evaluate the usefulness of these resources as determined by this particular task. Students may select topics that are reflective of their culture and others. ■ Evaluate the usefulness of resources for a partic- Teachers Think Aloud and model strategies for locating information and how to ular task. evaluate the usefulness of the resources as determined by the particular task. Model how to use the table of contents, indices, headings and subheadings in ■ Select sources for infor- order to locate key words. Some strategies that help students to locate information mation (e.g., dictionar- and select appropriate sources are: ies, encyclopedias, other • Interviews • Chapter Tours reference material, inter- • Text Evaluation Checklist • Internet Searches views, observations, • Previewing/Surveying Text • Three Column Chart Internet). • Research Guideline Chart

■ Use tables of contents, During whole group instruction review strategies for locating useful sources of index, headings and sub- information. Teachers should provide support during small group activities in order headings to locate key to give students time to practice these strategies. After multiple opportunities to words. practice, students should be able to use them independently. Teachers can model a Three Column Chart headed Topic/Experts/Reading which ■ Choose information from lists the topic, experts who have written about the topic and multiple resources that the source that pertains relate to the topic to locate possible sources of information. to the topic. Students need to reflect on the following questions, while determining valid ■ Use traditional and elec- resources for their research: tronic search tools. 1. What types of resources may have the information I need? 2. Where will I find these resources and what is the best way to search for them? 3. Should I search the index or table of contents or read for general information? 4. What is the best way to use electronic resources? Should I search by key word, topic, etc. 5. Whom should I interview?

Reference Books are a special kind of nonfiction book. Students use these books to find specific facts and information. Reference books can include an encyclopedia, a dictionary, a thesaurus, an atlas, a geographical dictionary, an almanac, a biographical anthology, or a book of facts.

Electronic Sources include the Internet and computer data bases. The Internet is a huge worldwide computer network. It is the world’s largest library of information, pictures and sounds. The World Wide Web is one part of the Internet. On-line Encyclopedias, Electronic Libraries and Search Engines are tools students use to find information about a research topic. A CD-ROM is a compact disk filled with thousands of pages of information, pictures, videos and sounds. Reference CD-ROM’s include: • Encyclopedias • National and international telephone directories • Atlases • Guides to magazine and newspaper articles

92 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT B. Locate information related to a specific topic.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and If you wanted to learn more ELL students will benefit from Teacher’s Editions about the history of golf, which working in pairs which will reference would you use? increase learner responsibility, Theme 1 T20F,78F provide problem-solving oppor- Theme 2 T229A-B, 229D A. a dictionary tunities, and offer a less stressful Theme 3 T299D B. an encyclopedia environment. Theme 4 T421D C. a thesaurus Theme 5 T521A-B D. an atlas Theme 6 T690E Students with Disabilities All teachers working with identi- TerraNova fied students with disabilities Multicultural Literature To find the rules of hockey in a must review the student's need for Specially Designed Instruction What Every American Should book, the best place to look (SDI) as described in the Know About American History would be the Individual Education Plan (IEP), by Dr. Alan Axelrod A. table of contents Evaluation Report (ER), and Mummies,Tombs and Treasure: B. glossary teacher records. Teachers must Secret of Ancient Egypt C. index then select the appropriate by Lila Perl D. appendix accommodations and/or modifi- The New African Americans cations necessary to enable the by Brent Ashabranner child to appropriately progress in the general curriculum. Arriving at Ellis Island [IDEA 300.121.9(d) (3) (i)] by Mary Knowlton Class-Based Assessments For more details on accommo- Africans in America 1619-1865 • Teacher observations dations and modifications see by Kay M. Olsen • Anecdotal records Resources/References. • Student/teacher conferences • Student use of graphic organizers • Checklists Home Connections Intervention Resources • PSSA format performance tasks Research a topic of interest. Read 180 Select a variety of resources, Small group instruction interviews, magazines, books Interactive Reader and Internet. Evaluate the SIPPS (Systematic Instruction in resources to determine which Phoneme Awareness, Phonics, offers the most validity. and Sight Words) For Students on the Quick Reads Advanced Level Soar to Success Provide opportunities for students to rank and evaluate the Community Connections usefulness and quality of Use the Internet to find informa- sources and search tools used tion and learn about events hap- for a research project. pening in your community. If you do not have a computer, go to a community center.

93 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT C. Reorganize information from sources into a new format for sharing with others.

By the end of grade 4 Think Aloud and model organizational strategies. Some effective organizational students will be able to: strategies are: • Chart • Basic Web ■ Take notes from sources • Grids using a structured for- • Timeline mat. • Venn diagram • Semantic Maps ■ State, orally or in writing, the main points Think Aloud and model how to take notes using a structured format. Some effec- related to the topic of tive note taking strategies are: research. • Structured Note Taking • Power Notes • Two-Column Notes

■ List sources Teachers should model and directly instruct students about the processes and alphabetically. strategies students can use in order to reorganize the ideas from their research into new formats and how to share their ideas with others.

Gathering Strategies include: • Listing - list things known about the research subject. • Clustering - the research subject is the key word in the center • Reading - learn facts and details by reading about the subject, use nonfiction books, encyclopedias, magazines • Viewing and Listening - watch television programs and videos, listen to tapes about the subject • Surfing - explore the Internet for information about your subject • Experiencing - visit or watch the research subject in action to learn about it

Planning how to use details and ideas gathered for a research topic helps the student prepare to write. Planning strategies include: • Reviewing the ideas and details collected • Thinking of an interesting way to write about the subject (focus) • Underlining or marking the details that support the focus • Organizing the details in the best order for the writing

During whole group instruction, review organizational strategies. Provide support during small group activities in order to give students time to practice these strategies. After multiple opportunities to practice, students should be able to use them independently. • Have resource books available for student reference • Teach students how to reorganize information from a variety of sources including the use of on-line information sources • Teach students how to list their source alphabetically • Teach students how to share their ideas

Some strategies which can be used to complete a research project are: • The Research Cycle • Six Step Inquiry Process

94 THE SCHOOL DISTRICT OF PHILADELPHIA

GRADE 4: LITERACY

PENNSYLVANIA STATE STANDARD 1.8 Research

STANDARD STATEMENT C. Reorganize information from sources into a new format for sharing with others.

EXTENDED LEARNING CONTENT RESOURCES ASSESSMENT ALIGNMENT OPPORTUNITIES

Shared Reading PSSA English Language Learners Trophies Pupil Anthology and Read the selection about the his- Multiple opportunities to practice Teacher’s Editions tory of candles. To record impor- their spoken and written English tant dates in the history of can- will give ELLs the confidence Theme 1 T102F dle making, which of the follow- they need to make presenta- Theme 2 T252F ing would be most useful? tions. Students should first work Theme 3 T300E in small cooperative learning Theme 4 T400E A. checklist groups to practice organizing Theme 5 T521E-F B. timeline and presenting research. Theme 6 T637A-B C. Venn diagram D. idea web Students with Disabilities All teachers working with identi- Multicultural Literature TerraNova fied students with disabilities must review the student's need Black Eagles: African Which of the following topics is for Specially Designed Instruction Americans in Aviation least important to the report? (SDI) as described in the by Jim Haskins A. What is Groundhog Day? Individual Education Plan (IEP), Scientists from Archimedes B. Tradition of Candlemas Evaluation Report (ER), and to Einstein C. Where groundhogs live teacher records. Teachers must by Struan Reid and Patricia Fata D. Why Phil is famous then select the appropriate Boricuas: Influential Puerto accommodations and/or modifi- Rican Writings cations necessary to enable the by Roberto Santiago child to appropriately progress in Class-Based Assessments the general curriculum. Resistance in Paradise: • Teacher observations [IDEA 300.121.9(d) (3) (i)] Rethinking 100 Years of U.S. • Anecdotal records by Deborah Wei For more details on accommo- • Student/teacher conferences dations and modifications see Voices from Viet Nam • Student use of graphic Resources/References. by Barry Denenberg organizers • PSSA format performance tasks Home Connections • Presentations with appropriate rubrics Research a famous scientist from African American, Asian, Intervention Resources Hispanic or Indian origin. Share Read 180 the information your learned with Small group instruction For Students on the a first or second grader. Be sure Interactive Reader to simplify the information. SIPPS (Systematic Instruction in Advanced Level Phoneme Awareness, Phonics, Provide opportunities for stu- and Sight Words) dents to select an appropirate Community Connections media vehicle to create an inter- Quick Reads Go to a variety of movies with esting presentation for a Soar to Success your child. Create a family news- research project (e.g., Slide paper to share your reviews of show, PowerPoint presentation). the movies.