Optional Unit Time Permitting

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: August 21-September 27 4th Grade: August 21-September 27 Reading Literary Texts RL Interpreting Characters: The Heart of The Arc of the Story: Writing Realistic Important Note: Word Study Reading Assessments RL.5.1 Ask and answer the Story (Heinemann published Unit Fiction (Heinemann published Unit of  Inflected endings (- Tiger Rising by Kate DiCamillo (main Reading: inferential questions to of Study 1) Study 1) ing, -ed, -s, -es) read aloud) Give Unit 1 pre-assessment analyze meaning beyond The poetry unit is  Unusual past tense Bridge to Terabithia by Katherine before starting unit the text; refer to details Bend I: Establishing a Reading Life Bend I: Creating and Developing Paterson Give Unit 1 post-assessment and examples within a text at the end of the words and plurals to support inferences and  Create a reading environment – Stories and Characters that Feel Real Fox by Margaret Wild after finishing the unit conclusions. procedures and routines  Live like writers, seeing ideas for map. Use your Reading Teaching Points Those Shoes by Maribeth Boelts **See www.heinemann.com for RL.6.1 Determine the  Retell to cement comprehension fiction stories everywhere and discretion to Independent Reading Fly Away Home assessments** development of a theme and use partners and checklists to collect those ideas Assessment Fiction within a text; summarize embed Running Records lift the level of envisionment  Collect a few true small moment Teaching Reading using key details.  stories to help launch into poetry throughout Engagement RL.8 Analyze characters, Writing Writing: Bend II: Thinking Deeply About fictionalizing these moments - Create Read-Aloud settings, events, and ideas your units. Three Billy Goats Gruffs or a familiar Give narrative on demand before Characters  Story-tell ideas to a partner Routines (p. T64) as they develop and fairy tale starting the unit interact within a particular  Develop ideas and grow theories  Characters  Choose an idea and develop their Fireflies by Julie Brinkloe Give same narrative on demand context. about characters using the story ideas, focusing on the main - Mine the Details (p. T35) RL.9 Interpret and analyze Pecan Pie Baby by Jacqueline Woodson after completing the unit arc to notice important details character – wants and needs, - Think About What a the author’s use of words, Excerpt from Pippi Goes on Board or a **See Writing Pathways** about characters believable characteristics Character Wants, to phrases, and conventions, text that shows a character through Help You Develop an and how their relationships  Notice author’s craft action Idea (p. T36) shape meaning and tone in  Find complications in characters Bend II: Drafting and Revising with Short video clip of a film or tv show that - Become the Character print and multimedia texts.  Use debates to prompt rich an Eye Toward Believability shows a variety of camera angles (p. T36) RL.13 Read independently conversations around books and  Use a story arc to plan, draft, “Eleven” by Sandra Cisneros and comprehend a variety ground evidence back in the text and revise  Theme of text for the purposes of An Angel for Solomon Singer  Focus on storytelling rather than - Watch for Character reading for enjoyment, Bend III: Building Interpretations summarizing Changes that Reveal acquiring new learning, and Lessons (p. T62)  Study other elements of the text building stamina; reflect - Use Prompts to and respond to increasingly Bend III: Preparing for Publication by looking at the whole story Articulate a Theme (p. complex text over time with an Audience in Mind  Connect thoughts to build T62) Writing  Prepare pieces for audiences interpretations  Plot and Setting W.3 Write narratives to through more focused drafting,  Find meaning in recurring images, - Think Outside – and develop real or imagined deep revision work, and editing experiences or events objects, and details Inside – the Box (p. T26)  Teach writers to consider the using effective techniques,  Author’s Craft importance of setting in a story well-chosen details, and - Be a Word Surgeon (p. well-structured event  Rethink the evolution of their T54) sequences. stories – the solutions are those - Relish the Wordplay (p. W.4 Demonstrate we make; not magic command of the T55) conventions of standard Bend IV: Embarking on Independent English grammar and The Reading Strategies usage when writing and Fiction Projects Book by Jennifer speaking.  Teach them how to conceive, Serravallo W.6 Write independently, develop, plan, and carry through  Teaching Reading legibly, and routinely for a their own independent fiction Engagement variety of tasks, purposes, projects 2. 16 Choose Books with and audiences over short - and extended time frames Your Identity in Mind (p. 63) Communications C.1 Interact with others to - 2. 17 Visualize to Focus explore ideas and concepts, (p. 64) communicate meaning, and - 2. 24 Read with a Focus develop logical to Focus (p.71) interpretations through  2. 27 Hear the Story (p. collaborative 74) Characters conversations; build upon - 6. 15 Out-of-Character the ideas of others to Character (p. 180) clearly express one’s on - 6. 21 Piling Together views while respecting Traits to Get Theories (p. diverse perspectives. 186  Theme - 7. 7 Mistakes Can Lead to Lessons - 7. 20 Respond to Issues that Repeat (p. 213)  Plot and Setting - 5. 6 Reactions Help You Find the Problem (p. 139) - 5. 8 What’s Your Problem (p. 141) - 5. 22 Vivid Setting Description and Impact on Character (p. 155)  Author’s Craft - 11. 12 Mood as a Clue to Meaning (p. 311) - 11. 15 Context + Clues = Clarity (p. 314) - 11. 23 Be Alert for Word Choice (p. 322)

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: September 28-November 7 4th Grade: September 28- November 7 Reading Informational Reading the Weather, Reading the Boxes and Bullets: Personal and Word Study Reading Assessments: Texts World Persuasive Essays (Heinemann  Syllable Juncture High interest NF books on Science Reading: RI.5.1 Ask and answer (Heinemann published Unit of Study 2) published Unit of Study 2) -VCV & VCCV patterns topics Give Unit 2 pre-assessment inferential questions to (super, supper) National Geographic Everything before starting unit analyze meaning beyond Bend I: Learning from Text Bend I: Writing to Learn Weather by Kathy Furgang (main read Give Unit 2 post-assessment the text; refer to the details -V/CV (long), V/CV (short) and examples within a text  Embrace the challenge of  Begin with a quick, intense and VVCV (long) patterns aloud) after finishing the unit to support inferences and nonfiction reading by making immersion into the whole (human, river, reason) DK Eyewitness: Hurricane and Tornado **See www.heinemann.com for conclusions. connections, activating prior process of this type of writing -VCC/CV, VC/CCV and VV by Jack Challoner assessments** RI.6 Summarize key details knowledge, and noticing text  Gather entries by writing long patterns (athlete, pilgrim, Exploring Weather by Wilmore and ideas to support structures about ideas about people, create) Hurricanes by Lauber Running Record analysis of central ideas.  Use authors’ signals to notice the objects, events, etc Hurricanes by Seymour Simon RI.7.1 Compare and Snow is Falling by Branley Writing: challenges posed by texts that are  Develop thesis statements and Reading Minilessons contrast how events, Blizzard: The Storm that Changed Give opinion on demand before structured as hybrids build plans for their essays The Reading Strategies topics, concepts, and ideas America by Murphy starting the unit are depicted in primary and  Tackle tricky vocabulary Book by Jennifer Give same opinion on demand secondary sources. Bend II: Raising the Level of Essay Serravallo “Phoenix Zoo: The Phoenix Zoo Saves after completing the unit RI.8 Interpret and analyze Bend II: Launching a Whole-Class Writing  Main Idea the Arabian Oryx” – YouTube Articles from newsela.com **See Writing Pathways** the author’s use of words, Research Project  Collect and write out evidence to - 8. 1 One Text, phrases, text features, What Do You Do with an Idea? – Kobi  Plan for a research project support the reasons for their Multiple Ideas (or conventions, and Topics) p. 222 Yamada structures, and how their  Read multiple texts on a subtopic opinions relationships shape to synthesize what has been  Decide on a system of organizing - 8. 3 Topic/Subtopic/Details The following come from the online meaning and tone in print learned evidence resources on and multimedia texts. p. 224  Write to grow research-based  Construct a draft using transition readingandwritingproject.com RI.11 Analyze and critique - 8. 5 Boxes and Bullets ideas, while remembering not to words and phrases to create A Sport how the author uses p. 226 skip the “hard stuff” (complex cohesion Video clips of extreme weather structures in print and - 8. 19 Consider multimedia texts to craft texts, technical passages)  Revise with goals in mind “Fire making with sticks – Andrew Structure p. 240-241 informational and Newton” argument writing. Bend III: Tackling a Second Research Bend III: Personal to Persuasive  Key Details US Drought Monitor website RI.12 Read independently Project with More Agency and Power  Transfer and raise the quality of - 9.2 Reading with a Calliope: Exploring World History (March and comprehend a variety  Compare and contrast while work from personal to persuasive Sense of “Wow” p. 2012 issue) of texts for the purposes of 251 reading and thinking across two  Develop persuasive opinions that reading for enjoyment, - 9.4 Check Yourself p. acquiring new learning, and topics are more generalized and building stamina; reflect  Seek out patterns and develop and plan for a 253 Writing and respond to increasingly relationships of new topics that persuasive essay - 9.6 Consistently Ask, Teacher exemplar writing complex text over time lead to new investigations  Include a greater variety of “How Do I Know?” p. See Lucy Calkins CD-rom for sample Writing  Evaluate credible sources evidence 255 student writing W.1 Write arguments to - 9. 18 Answering  Analyze author’s craft  Self-assess and reflect on growth support claims with clear Questions p. 267 reasons and relevant evidence.  Text Features Communications - 10. 2 Cover Up Then C.2 Articulate ideas, claims, Zoom In p.275 and perspectives in a - 10. 9 Diagrams Show logical sequence using and Tell p.282 information, findings, and - 10. 12 Don’t Skip It! credible evidence from sources. p. 285 C.3 Communicate - 10. 18 Cracking Open information through Headings p. 291 strategic use of multiple  Author’s Craft modalities and multimedia - 11. 4 Categorize to enrich understanding Context with when presenting ideas and information. Connectors p. 303 C.4 Critique how a speaker - 11. 6 Look to Text addresses content and uses Features p. 305 stylistic and structural craft - 11. 19 It’s Right There techniques to inform, in the Sentence! P. engage, and impact 318 audiences

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: November 8-December 20 4th Grade: November 8- December 20 Reading Literary Texts Interpretation Book Clubs (Curricular The Literary Essay: Writing About Word Study Reading Assessments RL.5.1 Ask and answer Calendar Fiction  Unaccented final Any previous read alouds Reading: inferential questions to Unit 5 /Spiral Units copied by District) ((Heinemann published Unit of Study syllables Love That Dog by Sharon Creech (main Running Records analyze meaning beyond 4) read aloud) the text; refer to details - /chur/, /zhur/, /yur/ Bend I: Interpretation: Discussing “ Writing: and examples within a text (catcher, measure, Stray” Every Living Thing by Cynthia to support inferences and Themes and Issues in the Company of Bend I: Writing about Reading: figure) Rylant (main read aloud) Give opinion on demand before conclusions. Clubs Literary Essays - en, on, ain, in Bridge to Terabithia by Katherine starting the unit  Revisit familiar texts and think  Remind students of work (broken, dragon, Paterson Give same opinion on demand RL.6.1 Determine the about the ideas these texts completed on previous essay mountain, cousin) Fox by Margaret Wild after completing the unit development of a theme suggest unit - et, it, ate (jacket, edit, The Other Side by Jacqueline Woodson **See Writing Pathways** within a text; summarize  Think about themes and lessons  Focus on arguing for ideas about Fly Away Home by Eve Bunting using key details. climate) learned characters Tiger Rising by Kate DiCamillo Because of Winn-Dixie by Kate RL.7.2 Compare and Reading Minilessons contrast the treatment of Bend II: Comparing Themes – and How Bend II: Raising the Quality of The Reading Strategies DiCamillo similar themes, topics, and Characters Relate to Them – Across Literary Essays Book by Jennifer Edward’s Eye by Patricia McLachan patterns of events in texts Texts  Apply all previous learning and Serravallo Those Shoes by Maribeth Boelt Bud, Not Buddy by Christopher Paul and diverse media.  Comparing and contrasting work to write more interpretively  Themes Curtis different texts with similar themes and analytically 7.7 Mistakes Can RL.9 Interpret and analyze - Number the Stars by Lois Lowry the author’s use of words,  Mine a text for evidence Lead to Lessons p. Bend III: Reading Closely to See How phrases, and conventions, 200 Writing Themes are Shaped by Authors Bend III: Writing Compare-and- and how their relationships - 7.8 Feelings Help Us Fox by Margaret Wild shape meaning and tone in Be alert to word and image choices Contrast Essays Learn p. 201 Resources from CD-ROM multimedia texts. and metaphors in the texts  Write compare and contrast - 7.9 Compare Lessons essays about texts with the same RL.11.1 Compare and Across Books in a contrast first and third theme or issue Series p. 202 person points of view;  Write to analyze the similarities - 7.11 Book-to-Book determine how an author’s and differences the two texts Connections p. 204 choice of point of view take - 7.16 Stories Teach Us influences the content and  Write more about the point of About Life Lessons p. meaning period. view, emphasis and 209 RL.12 Analyze and critique interpretation and be more - 7.18 Character how the author uses aware of the craft moves that Change Can Reveal structures in print and authors use Lessons p. 211 multimedia texts to shape  - 7.20 Respond to meaning and impact the Issues That Repeat p. reader. 213 Reading Informational - Texts RI.7 Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities. Writing W.1 Write arguments to support claims with clear reasons and relevant evidence. Communications C.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: January 4-February 14 4th Grade: January 4-February 14 Reading Informational Reading History: The American Bringing History to Life Word Study Reading Assessments: Texts Revolution (Heinemann published Unit of Study  Unaccented final Subtopics of the American Revolution Reading: RI.5.1 Ask and answer (Heinemann published Unit of Study 3) 3) syllables texts Give Unit 3 pre-assessment inferential questions to - le, el, il, al (cattle, Video clip of Patrick Henry’s “Give me before starting unit analyze meaning beyond Bend I: Researching History Bend I: Informational Books: Making liberty or give me death!” on YouTube at Give Unit 3 post-assessment the text; refer to details model, until, final) and examples within a text  Orient themselves to a text set a Conglomerate of Forms - er, ar, or (other, 5:07 after finishing the unit to support inferences and  Use text structures to organize  Class topic of the American collar, color) Video clip of Samuel Adams speech from **See www.heinemann.com for conclusions. information and notes Revolution, then students will Liberty’s Kids Episode #1 from YouTube assessments** at 5:57-6:54 RI.6 Summarize key details  Note-take on what’s important select a more focused topic that Reading Minilesson and ideas to support the class has already studied The Reading Strategies Liberty!: How the Revolutionary War Running Record analysis of central ideas. while synthesizing across texts  Rely on research already done Book by Jennifer Began by Penner RI.7.1 Compare and  Bring topic to life The Revolutionary War by Josh Gregory Writing: contrast how events,  Complete a small book in which Serravallo “No More King” video on Give opinion on demand before topics, concepts, and ideas Bend II: Preparing for Debate each chapter is written in a  Text Features www.schooltube, search terms: kings starting the unit are depicted in primary and different genre (how-to, essay, - 8.6 Survey the Text  Recognize different points of view schoolhouse Give opinion same narrative on secondary sources. stories, etc) p. 227  Analyze evidence to support claim King George: What Was His Problem? demand after completing the RI.8 Interpret and analyze - 10.13 Integrate the author’s use of words,  Rehearse and stage a debate The Split History of the American unit Bend II: Writing with Greater Features and phrases, text features, Revolution by Michael Burgan **See Writing Pathways** Independence Running Text p. 286 conventions, and Bend III: Engaging in a Second Cycle of “The Famous Ride of Paul Revere”  Narrow in on a subtopic - 10.14 Hop In and structures, and how their Research “ relationships shape  Choose a logical structure for Out Using the Table Paul Revere’s Ride” by Longfellow  Use easier texts to gain I meaning. the book to help readers of Contents p. 287 background knowledge on a topic Extra Texts RI.9 Apply a range of understand the most important - 10.15 Maps p. 288 strategies to determine and then use strategies to tackle Short Nonfiction for American History: The information in their pieces - 10.20 Primary deepen the meaning of harder texts American Revolution and Constitution by  Use sophisticated transition known, unknown, and  Study all parts of a text to Sources p. 293 Anne Goudvis and Stephanie Harvey words and phrases in a multiple-meaning words, determine main ideas - 10.21 Take your George Versus George: The American phrases, jargon; acquire purposeful way Time (Line) p. 294  Use strategies to develop a richer Revolution as Seen From Both Sides by and use general academic  Present important information conceptual knowledge of key  Main Ideas Schanzer and domain-specific though the use of historical - 8.10 What Does the vocabulary. vocabulary Give Me Liberty: The Story of the details, text features, and Author Say? What Declaration of Independence by Russell RI.10.1 Identify and  Draw upon knowledge of quotations describe the difference interpretation to ask questions Do I Say? p. 231 Freemand between a primary and - 8.11 Add Up Facts The Midnight Ride of Paul Revere by about history to learn about the Bend III: Building Ideas in secondary account of the past to Determine Main Longfellow same event or topic. Informational Writing Idea p. 232 RI.11 Analyze and critique  Develop own ideas about the - 8.13 Opinion- Writing how the author uses information Reasons-Evidence A list of trade books on the American structures in print and  Generate life lessons from their Revolution multimedia texts to craft p. 234 informational and topics - 8.19 Consider Liberty!: How the Revolutionary War argument writing.  Generate questions and then Structure p. 240- Began by Penner Writing hypothesize and research 241 The Eve of the Revolution by Barbara Burt W.2 Write answers to those questions - 8.20 Determining What’s the Big Idea, Ben Franklin? By Jean informative/explanatory Author’s Purpose, Fritz texts to examine and Point of View p. 242 Can’t You Make Them Behave , King convey complex ideas and George? By Jean Fritz information clearly and  Vocabulary accurately through the - 11.19 It’s Right effective selection, There in the organization, and analysis Sentence! P. 318 and content. - 11.22 Read Up a W.5 Demonstrate Ladder p. 321 command of the conventions of standard  Writing About English capitalization, Reading punctuation, and spelling - 13.5 Nonfiction when writing. Readers Stop and Communications Jot p. 359 C.2 Articulate ideas, claims, and perspectives in a - 13.10 Note Taking logical sequence using Helps to information, findings, and Understand credible evidence from Nonfiction p. 364 sources

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: February 15-March 23 4th Grade: February 15-March 23 Reading Literary Texts Historical Fiction Clubs (Heinemann Historical Fiction: Tackling Complex Word Study Reading Assessments: RL.7 Analyze the published Unit of Study 4) Texts  Ambiguous Vowels Historical fiction picture and chapter Reading: relationship among ideas, Curricular Calendar Unit 3/ (If… (oy/oi, ou/ow, au, books by SS topic for clubs Give Unit 4 pre-assessment themes, or topics in Bend I: Tackling Complex Texts Then…Curriculum) aw, al) (voyage, Number the Stars by Lois Lowry (main before starting unit multiple media, formats, read aloud) Give Unit 4 post-assessment and in visual, auditory, and  Focus on deep comprehension and moisture, county, kinesthetic modalities. synthesis of complex story Bend I: Collect, Select, and Develop drowsy, saucer, Rose Blanche by Roberto Innocenti after finishing the unit elements Story Ideas awful, also) “Things” by Eloise Greenfield **See www.heinemann.com for RL.8 Analyze characters,  Keep track of multiple plot lines,  Generate ideas for stories  r-Influenced a/o Out of the Dust assessments** settings, events, and ideas many characters, and shifts in through research (garden, airplane, Article from (online resources) as they develop and Running Record time and place  Generate ideas by thinking of compare, morning, www.gratefulnees.org/giftpeople/duckwitz interact within a particular one’s own desires and problems before) _danes.htm context. Writing: Bend II: Interpreting Complex Texts  Schwa + R spelled  Generate ideas by considering Give narrative on demand before  Focus on interpretation, especially er, ir, and ur The Witch of Blackbird Pond RL.10 Apply a range of historical contexts: examine starting the unit strategies to determine and to perspective and point of view (nervous, thirty, American Girl timelines and facts for possible Give same narrative on demand deepen the meaning of while carrying ideas across a text sturdy) Sarah, Plain and Tall conflicts, characters, and plots after completing the unit known, unknown, and  Notice and theorize about  Schwa + R  Test story ideas and characters Writing **See Writing Pathways** multiple-meaning words, significant details that help convey influenced e in phrases, and jargon; for historical accuracy and HF books from momentous, world- the larger messages of the story accented syllables acquire and use general consider other possibilities changing events, such as, The Boston Tea (er, ear, ere) academic and domain- Party, American Revolution, Civil War, a Bend III: The Intersection of Historical (mercy, early, specific vocabulary Bend II: Choose a First Seed Idea period already studied in SS Fiction and History severe) and Take it Through the Writing Freedom Summer by Deborah Wiles RL.11.1 Compare and  Read across fiction and nonfiction Process Pink and Say by Patricia Polacco contrast first and third Reading Minilessons texts more critically  Facilitate planning and The Other Side by Jacqueline Woodson person points of view; Lessons taken from The determine how an author’s  Notice power relationships and storytelling; create a cohesive, perspectives and consider focused plot Reading Strategies choice of point of view Book by Jennifer influences the content and implications that these historical  Develop believable, interesting Serravallo meaning. stories have for their present lives characters  HF Characters,  Draft and revise: craft a RL.12.1 Explain how a Plot, and Setting compelling historical fiction series of chapters, scenes, story - 5. 19 Tenses as a or stanzas fit together to Clue to Flashback provide the overall and Backstory p. structure, drama, or poem. Bend III: Take a Second Seed Idea 152 Reading Informational Text Through the Writing Process, With (RI) Greater Attention to Bringing Out - 5. 24 FQR Historical Accuracy and Meaning (Facts/Questions/Re  Revisit historical fiction sponses) Sheets for Writing elements with greater attention Filling in Gaps p. W.3 Write narratives to to historical detail and meaning 157 develop real or imagined - 5. 26 Historical  Pay attention to story scope experiences or events Notes Prime Prior using effective techniques, and believability Knowledge p.159 well-chosen details, and  Revise for historical accuracy well-structured event 6. 22 Consider sequences.  Craft satisfying endings Character in Context p. 187 W.5 Demonstrate Bend IV: Edit and Publish: Prepare - command of the the Historical Fiction Story for conventions of standard Readers English capitalization,  Edit and revise story based on punctuation, and spelling students’ needs when writing. Revisit editing checklists Communications C.2 Articulate ideas, claims,  and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Test Prep Components And Testing As A Genre April 16-27 4th Grade: April 4-13 / May 14-25 4th Grade: April 4-13 / May 14- 25 Reading Informational Nonfiction Book Clubs: Curricular Journalism: Curricular Calendar Unit Word Study Reading Resources Texts Calendar Unit 7Author Studies/ (If… 7/ (If…Then…Curriculum)  Prefixes: re, un, dis, **Choose parallel topics so your Reading: RI.7.1 Compare and Then…Curriculum) mis, pre, ex, non, in, students can compare and contrast (If…Then…Curriculum pgs. 20- contrast how events, Bend I: Creating and Developing fore, uni, bi, tri easily** 33) topics, concepts, and ideas Bend I: Investigating Nonfiction Stories that Bring Forth Meaning Texts by the same author: Writing: are depicted in primary and (rebuild, unable, secondary sources Identities and Setting Out to Make  Write concise, focused news disagree, misspell, Seymour Simon (If…Then…Curriculum pgs. 83- Those More Powerful reports preschool, exit, Gail Gibbons 93) RI.8.2 Apply knowledge of  Gather favorite nonfiction reads  Give details about an event nonsense, Jean Fritz Bobbi Kalman text features to gain and organize themselves as  Write with a sense of drama incomplete, forecast, meaning; describe the nonfiction readers unicycle, bicycle, Melissa Stewart relationship between these Texts by the same series: Assessments  Focus on series and authors they Bend II: Drafting and Revising with tricycle) features and the text. DK Readers Informal running records as enjoy an Emphasis on Bringing Out Our Reading Minilessons National Geographic Kids needed RI.9.5 Acquire and use Intended Meaning The Reading Strategies general academic and Bend II: Investigating Beloved Authors  Adopt the tone the style of an Book by Jennifer Main Read Alouds: (feel free to choose domain-specific words or and Deepening Understanding of investigative journalist phrases that signal precise Nonfiction Techniques Serravallo topics that you are studying in Science  Write about topics and events actions, emotions, and  Writing About or S.S.)  Notice the language authors use to that are important to me and states of being; Reading Hurricanes by Seymour Simon employ techniques my community demonstrate an - 13.12 What Hurricanes by Gail Gibbons understanding of nuances  Zoom in on a favorite author to Tornadoes by Seymour Simon and jargon. investigate style, comparing and Happened/What It Makes Me Think T- Planet Earth by Gail Gibbons contrasting, noticing patterns, and Tornadoes! By Gail Gibbons RI.10.1 Identify and analyzing how authors use certain Chart p. 366 describe the difference techniques to create compelling - 13.13 Lifting a Line p. between a primary and 367 nonfiction Writing secondary account of the - 13.17 Compare Books same event or topic. Local newspapers Bend III: Expanding Nonfiction for New Ideas p. 371 Interviews RI.11 Analyze and critique Experiences how the author uses  Expand their nonfiction tastes and structures in print and experiences by leading them to multimedia texts to craft read a variety of authors’ styles informational and and media argument writing.  Encourage readers to step outside Writing W.3 Write narratives to their comfort zone and try out develop real or imagined authors and/or series they weren’t experiences or events drawn to at first using effective techniques, well-chosen details, and well-structured event sequences. Communication

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: April 16-27 4th Grade: April 16-27 Reading Test Preparation Test Preparation Word Study Assessments: Literary Text (RL) TDA and TAG Practice TDA and TAG practice  Reading and writing Reading: Reading Informational Text testing words Running Records RI Writing Communication

Optional Unit Time Permitting

Standards Calkins Reading Workshop Calkins Writing Workshop Other Literacy Read Aloud Resources/Assessments (Bends) (Bends) Components And Testing As A Genre 4th Grade: Unit 8 – May/June 4th Grade: Unit 8 – May/June Reading Literary Texts Solving the Mystery Before the Poetry Anthologies: Writing, Word Study Reading - Series Resources RL.5 Determine meaning Detective: Inference, Close Reading, Thinking, and Seeing More -  Suffixes: y, ly, ily, er, The Boxcar Children Reading: and develop logical Synthesis, Prediction Curricular Curricular Calendar Unit 8/ (If… est, ness, ful, less Half Moon Investigations (If…Then…Curriculum pgs. 34- interpretations by making Calendar Unit 8/ (If…Then… Then…Curriculum) (sunny, slowly, Sebastian Barth 53) predictions, inferring, Curriculum) Herculeah Jones drawing conclusions, happily, braver, analyzing, synthesizing, bravest, darkness, Sammy Keyes Writing: providing evidence, and Bend I: Mystery Readers Read for Bend I: Create a Class Anthology graceful, homeless) Two Minute Mysteries Poetry - (If…Then…Curriculum investigating multiple Clues  Anthology has a common theme pgs. 57-68) interpretations  Use fiction reading skills to puzzle  Demonstrate ways to take on Reading Minilesons Revision: (If…Then…Curriculum over clues different perspectives and The Reading Strategies Writing pgs. 40-56) RL.6 Summarize key details  Make observations about approaches within the same Book by Jennifer This Place I Know: Poems of Comfort by and ideas to support characters’ traits and feelings, topic Serravallo Georgia Heard Assessments analysis of thematic Extra Innings: Baseball Poems by Lee Reading: development then grow ideas about the  Characters characters Bend II: Generate Ideas for - 6.11 Character Bennett Hopkins Running Records If You’re Not Here, Please Raise Your RL.7.2 Compare and  Grow ideas and theories based on Anthologies and Collect Poems Comparisons p. 176 Hand: Poems About School by Kalli contrast the treatment of observations  Continue gathering ideas for - 6.13 Yes, But Why? P. Dakos similar themes, topics, and anthologies 178 patterns of events in texts Fine Feathered Friends by Jane Yolen Bend II: Reading Across Mysteries 6.17 Talk and Actions and diverse media.  Revise poems towards a bigger - Roots and Blues: A Celebration by  Compare and contrast the actions theme as Windows p. 182 Arnold Adoff RL.8.1a Explain how of characters and the plots, sub-  Revise on the run and mimic the - 6.18 Complex conflicts cause the plots, and settings of stories within work of published authors Characters p. 183 characters to change or and across series - 6.19 More Than One revise plans while moving  Growing as readers to read more Bend III: Get Strong Drafts Going and Side p. 184 toward resolution complex mysteries Revise All Along - 6.20 Conflict Brings RL.12 Analyze and critique  Drafting and revising go hand in Complexity p. 185 how the author uses Bend III: Mystery Readers Learn Life hand - 6.21 Piling Together structures in print and Lessons from Books  Continue writing new poems Traits to Get Theories multimedia texts to shape  Focus on interpretations while revisiting and revising old p. 186 meaning and impact the  Take away life lessons by studying poems - 6.23 What’s in a reader. characters and plot lines Character’s Heart? p. Writing  Turn prose into poetry by 188 W.3 Write narratives to  Determine central messages by bringing out the intended develop real or imagined identifying how they are conveyed meaning of the poem  Plot experiences or events through key details - 5.6 Reactions Help using effective techniques,  Compare and contrast themes Bend IV: Edit Poems and Assemble You Find the Problem well-chosen details, well- across mysteries Anthologies for Publication p. 139 structured event  Teach children how to publish in - 5.7 Series Books Have sequences. meaningful ways Predictable Plots p.  Edit and publish to highlight the 140 important messages and themes - 5.8 What’s Your Problem? P. 141 -  Themes - 7.9 Compare Lessons Across Books in a Series p. 202 - 7.12 Dig Deeper to Find a Story’s Topics p. 205 - 7.20 Respond to Issues that Repeat p. 213