<p> PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM June 2010 COURSE: Reading GRADE(S): 4 STRAND: 1.2. Reading, Analyzing, and TIME FRAME: One school year Interpreting Text</p><p>PA ACADEMIC STANDARDS 1.2 Reading, Analyzing, and Interpreting Text</p><p>ASSESSMENT ANCHORS</p><p>R4.B.1 Understand components within and between texts. R4.B.2 Understand literary devices in fictional and nonfictional text. R4.B.3 Understand concepts and organization of nonfictional text.</p><p>RESOURCES  Dictionaries  Students’ texts  Thesaurus  Blank books  Telephone directories  Commercial software  Computer  Word Quick  Classroom and school libraries  Graphic organizers  Sentence strips  Newspapers  "Jeopardy" and other board games  Questioning Cubes  Approved fourth grade novels  Leveled books for guided reading  Graphic organizers  Self-selected materials  Scripts/plays  Art, media supplies  Board approved novels  Literacy Boards  CORE Houghton Mifflin Harcourt Journeys- 2011</p><p>OBJECTIVES 1 PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM June 2010 The learner will evaluate text organization. The learner will evaluate fact from opinion. The learner will distinguish between essential and non-essential information. The learner will make inferences. The learner will respond to essential content in all academic areas.</p><p>ESSENTIAL CONTENT</p><p>A. Identify parts of a book and /or text. . Headings . Chapters . Visual Aides B. Read and understand text using self-monitoring strategies, such as predicting, revising predictions, rereading, using headings, using graphics (such as time lines, charts and diagrams), organization of text, questioning, clarifying, summarizing, visualizing, and adjusting reading rate.  Identify the author’s purpose in narrative, poetic, informational, biographical, and instructional selections using text organization. C. Read and understand content of informational text and documents in all content areas.  Differentiate fact from opinion using different texts.  Distinguish between essential and nonessential information within a text  Identifying stereotypes and exaggeration (bias) where present. D. Connect information to make inferences from text and other sources when studying a topic and draw conclusions from the information.  Identify, compare and explain and interpret how text organization clarifies meaning of non- fiction text. . Identify and/or interpret text organization, including sequence, question/answer, compare/contrast, cause/effect, problem/solution . Use headings to locate information in the passage or identify content that would best fit in a specific section of text. . Interpret graphics and charts and/or make connections between texts and the content of graphics and charts. . Identify, compare, explain and/or interpret the sequence of steps in a list of directions. E. Use and understand a variety of media and evaluate the quality of material produced. F. Use traditional and electronic media, computers for research (e.g. encyclopedias, computerized sources). G. Identify the role of media as a source of both entertainment and information and differentiate between facts and misleading information. H. Select and develop a media project (e.g. script, play, audiotape) for a targeted audience. I. Produce work in at least one literary genre that follows the conventions of that genre. J. Read, understand, and respond to essential content of text in all academic areas.</p><p>INSTRUCTIONAL STRATEGIES  Various kinds of literature should be used to compare/contrast the characteristics or features of that type of text.  While reading, students should be reminded of the characteristics of the text, such as subheadings, boldfaced words, titles, etc. 2 PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM June 2010  Features in content areas, such as timelines, charts, and graphs, should also be explained.  If addressing a certain format of text, such as using titles and subtitles, select an appropriate selection to illustrate that format.  Use "think-alouds" to model appropriate behaviors.  Use newspapers to explain fact/opinion.  Inferring fact and opinion -- students write two types of questions based on available reading materials. For one type only one answer is correct (How High is Mount Everest?). The other questions have more than one correct answer (Why might Jill have sacrificed the present she liked so much?). Students exchange questions and sort them into two categories: Fact (one answer) and Opinion (several answers). The authors of the questions will judge the accuracy of the answers.  Variation - Several groups of students each create a question for which five other students each post their answers. The questioners compare the responses to determine results in several responses for the same question).  Science Fair (explaining and sharing projects).  Student dramatization.  Reader's theater.  Using newspapers.  Dialectical journals.  Pen pals.  Literature Circles  CORE Houghton Mifflin Harcourt Journeys- 2011</p><p>Correctives:  Programs:  Guided Reading  Soar to Success  Tutoring (paper, adult volunteers)  Six Minute Solution  Rewards  Phonology  Graphics organizers  Use of highlighter for key words  Reteaching  Supplemental reading activities, such as reading board games  Compass Odyssey  Stepping Up</p><p>Extensions:  Programs:  Reader's Theatre.  Jr. Great Books  Students volunteer as peer tutors  Student projects  "Book Talks"</p><p>3 PLEASANT VALLEY SCHOOL DISTRICT CURRICULUM June 2010</p><p>ASSESSMENTS  Teacher observation  Teacher created tests  Graphic organizers  Peer editing  Student projects  Oral reading  Journals and reading logs  Classroom assignments  Cloze procedures  Story maps, story frames  Checklists  4Sight tests  PSSA  CORE Houghton Mifflin Harcourt Journeys- 2011 assessments  Reading Survey</p><p>CORRECTIVES/EXTENSIONS Correctives:  Programs:  Guided Reading  Soar to Success  Tutoring (paper, adult volunteers)  Six Minute Solution  Rewards  Phonology  Graphics organizers  Use of highlighter for key words  Reteaching  Supplemental reading activities, such as reading board games</p><p>Extensions:  Programs:  Reader's Theatre  Students volunteer as peer tutors  Student projects  "Book Talks"</p><p>4</p>