Grade Level/Course: 4Th Grade Reading

Unit:Reading 7 Grade Level/Course: 4th grade reading Teacher: Culberson/Ramirez Learning Goals (Question 1) Complex SWBAT respond to literature in various ways SWBAT make connections to text (schema); SWBAT visualize action from a text (visualization); SWBAT use Simple text to make logical conclusions (inferring)

Planning for Question 3 Planning for Planning for Question 2 Question 4 Critical Input Continued practice with Class swap activity: Preview Actively Process Chunk artful setting, character, Mrs. R’s class reads Read text to Visualization is the “Artful … summary and connections a book and each students without process of creating “activities: S will student completes showing mental images from draw 3 specific an artful setting illustrations; ask written text (seeing pictures to setting, S will Compare and reflection; Mr. C’s student to think the pictures in your character, or Contrast his/her class reads a about what they head); this will be summary; S will visualization from a text different book and see, hear, feel, etc. discussed in a whole describe the with a partner’s each student also from the text group setting after thinking that went visualizations from the fills out an artful completing the into each picture same text (Analysis: setting reflection; “preview” activity and why they chose matching) teachers will choose and will be to draw that specific 3 representative reinforced in small picture samples from the Look at cover and group activities Artful setting class to share with S will sort a group of first page of a new Sketch to stretch reflection the other class; S in visualizations from several text; S will share a activity TSW draw a Artful character large groups will different texts into connection he/she sketch related to reflection select 5 criteria for categories (analysis: has made their reading; it is a Artful summary judging each classifying) general image rather reflection sample; classes will Read new text; than focusing on Drawing then choose the teacher will “think- small details; focus connections reflection which aloud” the making is on collecting activity TSW S will analyze a group of provides them with of text-to-self thoughts of the make visualizations; S will infer the most connections while entire story nonlinguistic from the visualizations information about reading Story Pyramid representation what the group felt was the story without GO TSW of most important (analysis: having read the Review definition of complete a connections generalizing) story(KU: decision schema story pyramid h/s made to making) (1 word about other texts character, 2 S will use the words visualizations from describing T will read a the problem solving setting, 3 short story, KWL on inferring activity to words telling Fill in “What it is, omitting all Unit:Reading 7 Grade Level/Course: 4th grade reading Teacher: Culberson/Ramirez Brainstorm: Why the problem, what it is not” GO compare/contrast description of don’t authors always etc); s will then Non-linguistic with a partner or a character; T tell us everything? illustrate their representations: small group (analysis: will then ask S thoughts sketch image of matching) to draw a identified connection being picture of the through the sure to include how character; S story pyramid it relates to the text will articulate Have pairs of the strategy Repeated practice with students read the he/she used to GOs depict the same text and fill physical out a “What I read, Read new text; characteristics what it reminds me teacher will “think- of the of” GO; students Read a passage; provide a aloud” the making of character in will exchange GOs connection with a text-to-text the absence of and discuss each misconception; ask connections while any description other’s connections students to clear up the reading (modeling) in the story S will make a text- misconception; ask student Teacher will model (KU problem to-text connection; to explain the thinking the completion of solving) S will construct used to clear up the the GO “What I read, support for their misconception (analyzing what it reminds me connection by errors) of” finding evidence in Safari each text S will read a text; S Montage: will make a Reading S will read 2 different connection to the Comprehensio texts; S will write text; S will use the n connections made connection as the between the 2 texts; in a basis for a short Read a familiar small group, S will place narrative he/she will text; ask a list the group’s connections write; s will then list of questions into categories of the several reasons how Introduce designed to group’s choosing (analysis: the personal Facts / elicit inferring matching) inferences GO (ex: narrative is related from Sylvester& to the initial text Comprehensio Magic Pebble n Toolkit; – What do you ACE: Choose 2 characters (constructing making think Sylvester from 2 different stories. support) inferences GO will wish for Compare and contrast the from 4th grade next? What characters using a Venn Bal. Lit. will the lion do diagram (analysis: Read a text; provide notebook now? Do you matching) S with 3 connections think the wolf Unit:Reading 7 Grade Level/Course: 4th grade reading Teacher: Culberson/Ramirez Define inferring found to the text; S will anything to choose the Teacher think- eat? Etc.); connection s/he aloud and fill in feels is the most GOs Summarize the complete; s will process of Practice using justify h/h selection model how to inferring provided GOs fill in facts/ (KU: decision inferences GO Teach inferring S will use a rubric to making) to a partner evaluate a completed inference S will write GO; student will then short personal make narratives corrections/additions which omit to the GO as important determined by the Constructing details; S will rubric (analysis: Support trade analyzing errors) (example: give narratives with S short text peers to see if (excerpt from peers can Two Bad Ants- make correct description of inferences sugar bowl; provide 2 Use context possible clues to inferences for determine the the passage; meaning of ask S to select unknown the “best” words inference; ask S to explain his/her choice using the text)

Problem Solving give S short text which is unknown with phrases that are covered; students must use context Unit:Reading 7 Grade Level/Course: 4th grade reading Teacher: Culberson/Ramirez clues and prior knowledge to fill in the missing phrases; s must also explain and justify their inferences) ***Karla- by definition, according to Candy, this is a cloze activity; not being familiar with the cloze concept, I still think that this activity qualifies as problem solving: the problem is the student cannot comprehend the text without the missing phrase, particularly if there is more than one correct response so that the students must justify their inferences; students must solve that problem for there to be understanding; Unit:Reading 7 Grade Level/Course: 4th grade reading Teacher: Culberson/Ramirez we have added “phrases” instead of words and are requiring written justification of their thought process, which is more complex than actively processing)

Resources: Please add any text page numbers, web links, articles, or other unit resources here. AR texts; 4th grade balanced literacy notebook; familiar texts; 4th grade colleagues (to set up class swap activity)