THIRD EDITION - collaborativeclassroom.org · • Gluskabe and Old Man Winter from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac

Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 1

G R A D E 4S C O P E A N D S E Q U E N C E

The Making Meaning program integrates the academic rigor of reading instruction with

collaborative structures that teach students to make sense of text, support their own

opinions, and appreciate and respect the ideas of others. Each lesson is built on the

assumption that academic and social learning flourish when they are integrated naturally,

rather than pursued separately.

The following scope and sequence provides a complete calendar of the skills and reading

covered by the program in each unit, week, and day. It also details the comprehension

strategies taught by the program, along with the vocabulary words and word-learning

strategies students encounter.

THIRD EDITION


Teaching the ProgramHow the Grade 4 Program Is OrganizedThe Making Meaning program for grade 4 consists of nine units. The units vary in length from one to five weeks. Each week has four days of instruction and practice. The calendar below provides an overview of the year.

Sample Calendar for Grade 4

Unit/Read-aloud Length Focus

FALL

1. The Reading Community: Fiction

•A Bad Case of Stripes by David Shannon

•The Old Woman Who Named Things by Cynthia Rylant

•Song and Dance Man by Karen Ackerman

2 weeks Listen to and discuss stories

Explore themes in stories

Build the reading community

Learn the procedures for gathering, “Turn to Your Partner,” “Think, Pair, Share,” and Individualized Daily Reading

2. Recognizing Text Features: Expository Nonfiction

•Shattering Earthquakes by Louise and Richard Spilsbury

•“Tying the Score: Men, Women, and Basketball”

•“Food for Thought: Cafeteria Menus Shape Up”

•Nineteenth-Century Migration to America by John Bliss

3 weeks Use text features to find and understand information

Learn the procedure for “Think, Pair, Write”

3. Questioning: Expository Nonfiction

•Animal Senses: How Animals See, Hear, Taste, Smell and Feel by Pamela Hickman

•Slinky Scaly Slithery Snakes by Dorothy Hinshaw Patent

3 weeks Use questioning to think about expository texts

Use schema to think about all they know about a topic

Build a body of knowledge about animal life

Learn the procedure for “Stop and Ask Questions”

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Unit/Read-aloud Length FocusFA

LL (c

ontin

ued)

4. Analyzing Text Structure: Fiction, Narrative Nonfiction, and Drama

•Thunder Cake by Patricia Polacco

•The Princess and the Pizza by Mary Jane and Herm Auch

•Chicken Sunday by Patricia Polacco

•The Bat Boy & His Violin by Gavin Curtis

•Teammates by Peter Golenbock

•“Demeter and Persephone”

•“Co-chin and the Spirits”

•Gluskabe and Old Man Winter from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac

5 weeks Explore narrative text structure through discussions of plot, setting, character, and conflict

Use questioning to think about narrative texts

Explore first- and third-person points of view

WIN

TER

5. Making Inferences: Fiction and Poetry

•Hurricane by David Wiesner

•My Man Blue by Nikki Grimes

3 weeks Make inferences to understand narrative text and poetry

Make inferences and visualize to understand poetry

Use a double-entry journal

Learn the procedure for “Heads Together”

6. Making Inferences: Fiction and Narrative Nonfiction

•Amelia’s Road by Linda Jacobs Altman

•Peppe the Lamplighter by Elisa Bartone

•Coming to America: The Story of Immigration by Betsy Maestro

•A Picture Book of Harriet Tubman by David A. Adler

4 weeks Make inferences to understand narrative and expository texts

Make inferences to explore causal relationships in narrative and expository texts

Learn the procedure for “Group Brainstorming”

7. Analyzing Text Structure: Expository Nonfiction

•“Virtual Worlds: Community in a Computer”

•“School Uniforms: The Way to Go”

•“School Uniforms: No Way!”

•“How to Make Oobleck”

•“Simon’s Sandwich Shop”

•“City of Lawrence Street Map”

•Farm Workers Unite: The Great Grape Boycott

4 weeks Analyze expository text structure

Explore ways in which articles and functional texts are organized

Explore the use of sequence of events and compare/contrast relationships in textbooks

ANSWERING QUESTIONS IN RESPONSE TO TEXT UNIT FROM THE READING ASSESSMENT PREPARATION GUIDE (1 WEEK)

(continued)

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Unit/Read-aloud Length FocusSP

RIN

G

8. Determining Important Ideas and Summarizing: Fiction and Narrative Nonfiction

•Flight by Robert Burleigh

•A Picture Book of Amelia Earhart by David A. Adler

• In My Own Backyard by Judi Kurjian

•A Picture Book of Rosa Parks by David A. Adler

•“Excerpt from Rosa Parks: My Story” by Rosa Parks with Jim Haskins

5 weeks Determine important ideas in texts

Distinguish between important and supporting ideas in texts

Use important ideas to summarize

9. Revisiting the Reading Community 1 week Prepare book recommendations and generate summer reading lists

Reflect on the students’ growth as readers

Reflect on the reading community

Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.

THE GRADE 4 COMPREHENSION STRATEGIES

The strategies that follow are formally taught or informally experienced in grade 4 of the program.

• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 4, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.

• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 4, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.

• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is about before they read, speculate about what is happening while they read, and ask

(continued)


questions after they read to gauge their understanding. In Making Meaning grade 4, the students wonder and ask questions before, during, and after a read-aloud to make sense of a text.

• Using text features. Readers who understand that expository texts have common features, such as tables of contents and indexes, headings and subheadings, and diagrams and charts, use those features to help them unlock a text’s meaning. In Making Meaning grade 4, the students identify features of expository texts and use those features to help them understand the texts.

• Making inferences. Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. Making inferences helps readers move beyond the literal to a deeper understanding of texts. In Making Meaning grade 4, the students make inferences to think more deeply about both narrative and expository texts.

• Determining important ideas. Determining the important ideas in a text helps readers identify information that is essential to know and remember. What is identified as important in a text will vary from reader to reader, depending on the purpose for reading and prior knowledge. In Making Meaning grade 4, the students explore which ideas in texts are important and support their thinking with evidence from the texts.

• Analyzing text structure. Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend texts. For example, readers who understand that stories have common elements, such as setting, characters, and plot, have a framework for thinking about stories. Readers who understand that authors of expository texts organize information through text structures, such as chronological order, cause and effect, and compare and contrast, use those structures to understand and remember the information. In Making Meaning grade 4, the students use story elements to help them think about stories.

• Summarizing. Summarizing is the process of identifying and bringing together the essential ideas in a text. Readers summarize as a way of understanding what they have read and communicating it to others. In Making Meaning grade 4, the students use text structure to help them think about both narrative and expository texts.

• Synthesizing. Synthesizing is a complex process that requires the reader to visualize, use schema, question, infer, and summarize to develop new ideas and understandings based on information in a text. In Making Meaning grade 4, the students informally synthesize to form opinions and make judgments about texts.


THINKING TOOLS

The students learn various “Thinking Tools” that help them implement the strategies they are learning and delve more deeply into texts. In grade 4, the students learn and use:

• Stop and Ask Questions. The teacher stops at various places during a read-aloud, and the students write questions about what they are hearing. The students then have a record of their questions to use during partner or class discussions.

• Double-entry Journal. A student might write a quotation from a text in one column and his or her reaction to the quotation in the other column. Alternatively, he or she might write thoughts about a character at the start of a story in one column, and his or her thoughts about the character at the end of the story in the other column. This kind of writing in a double-entry journal helps the students to become more reflective about their reading and builds writing skills.


Day 1 Day 2 Day 3 Day 4

Week

1Read-aloud:A Bad Case of StripesFocus: • Learning the procedure for gathering •Hearing and discussing a story • Exploring the theme of the story

Listening Practice:A Bad Case of StripesFocus: • Learning the procedure for “Turn to Your Partner” •Hearing a story again to build comprehension •Making connections between the story and a visual presentation of the story

Read-aloud:The Old Woman Who Named ThingsFocus: •Hearing and discussing a story • Learning the procedure for Individualized Daily Reading (IDR)

Listening Practice:The Old Woman Who Named ThingsFocus: •Hearing a story again to build comprehension • Exploring the theme of the story • Learning a procedure for selecting texts at their independent reading levels

Week

2Read-aloud:Song and Dance ManFocus: • Learning the procedure for “Think, Pair, Share” •Hearing and discussing a story

Listening Practice:Song and Dance ManFocus: •Hearing a story again to build comprehension •Discussing a character’s feelings and thoughts

Individualized Daily ReadingFocus: • Learning a procedure for self-monitoring •Reading independently

Individualized Daily ReadingFocus: • Learning how to use a reading log •Reading independently

U N I T 1 : T H E R E A D I N G CO M M U N I T Y



Week

1Read-aloud:Shattering EarthquakesFocus: •Hearing and discussing part of an expository nonfiction book •Using text features, such as the table of contents, to better understand information in the book

Strategy Lesson:Shattering EarthquakesFocus: • Learning the procedure for “Think, Pair, Write” •Hearing parts of an expository nonfiction book again to build comprehension •Using text features, such as a map, a map key, and captions, to better understand information in the book •Comparing first- and secondhand accounts of an event

Guided Strategy PracticeFocus: •Examining an expository nonfiction article •Using text features, such as headings, to better understand information in the article

Independent Strategy PracticeFocus: •Reading independently •Using text features to better understand information in the texts • Learning how to use a reading journal

Week

2Read-aloud:“Tying the Score: Men, Women, and Basketball”Focus: •Hearing and discussing an expository nonfiction article

Guided Strategy Practice:“Tying the Score: Men, Women, and Basketball”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a photograph, captions, and a chart, to better understand and locate key information in the article

Read-aloud:“Food for Thought: Cafeteria Menus Shape Up”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing and discussing the article •Using text features, such as the title, the subtitle, and headings, to better understand and locate key information in the article

Guided Strategy Practice:“Food for Thought: Cafeteria Menus Shape Up”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a text box, to better understand and locate key information in the article

Week

3Read-aloud:Nineteenth-Century Migration to AmericaFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, such as the table of contents and front and back covers, to better understand and locate key information in the book

Guided Strategy Practice:Nineteenth-Century Migration to AmericaFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using text features to better understand and locate key information in the book

Guided Strategy Practice:Nineteenth-Century Migration to AmericaFocus: •Using text features, such as an index, a map, a glossary, keywords, and a “Find Out More” section, to better understand and locate key information in the book

Independent Strategy PracticeFocus: •Reading expository texts independently •Using text features to better understand and locate key information in the texts •Writing in their reading journals

U N I T 2 : U S I N G T E X T F E AT U R E S



Week

1Read-aloud/Strategy Lesson:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book

Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Generating more “I wonder” statements about the topic •Using wondering to make sense of the book

Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book

Independent Strategy PracticeFocus: •Reading independently •Writing “I wonder” statements independently

Week

2Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book •Writing in their reading journals

Read-aloud/Strategy Lesson:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Asking questions about the book using who, what, where, when, why, and how •Using questioning to make sense of the book

Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book

Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book

Week

3Read-aloud/Strategy Lesson:Slinky Scaly Slithery SnakesFocus: • Learning the procedure for “Stop and Ask Questions” •Hearing and discussing parts of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book

Read-aloud/Guided Strategy Practice:Slinky Scaly Slithery SnakesFocus: • Learning discussion prompts •Hearing and discussing parts of an expository nonfiction book •Using questioning to make sense of the book

Guided Strategy Practice:Slinky Scaly Slithery SnakesFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using questioning to make sense of the book

Independent Strategy PracticeFocus: •Reading texts independently •Using questioning to think about texts they read independently •Writing in their reading journals

U N I T 3 : Q U E S T I O N I N G



Week

1Read-aloud:Thunder CakeFocus: •Hearing and discussing a fiction story •Discussing character, setting, and plot

Strategy Lesson:Thunder CakeFocus: •Hearing a fiction story again to build comprehension •Discussing setting

Read-aloud/Guided Strategy Practice:The Princess and the PizzaFocus: •Hearing and discussing a fiction story •Discussing character, setting, and plot

Strategy Lesson:Thunder Cake; The Princess and the PizzaFocus: •Discussing the use of first- and third-person points of view in stories

Week

2Read-aloud:Chicken SundayFocus: •Hearing and discussing a fiction story •Discussing character, setting, plot, and point of view

Strategy Lesson:Chicken SundayFocus: •Hearing a fiction story again to build comprehension •Discussing character change and conflict

Independent Strategy PracticeFocus: •Reviewing story elements •Reading independently •Rereading and thinking about the characters in their stories

Independent Strategy PracticeFocus: •Reading independently •Rereading and exploring conflict and character change in their stories •Writing in their reading journals

Week

3Read-aloud/Guided Strategy Practice:The Bat Boy & His ViolinFocus: •Hearing and discussing a fiction story •Using questioning to make sense of the story •Discussing conflict and character change •Discussing theme and ethical issues

Guided Strategy Practice:The Bat Boy & His ViolinFocus: •Hearing a fiction story again to listen for answers to their questions •Using their questions to make sense of the story

Read-aloud:TeammatesFocus: •Hearing and discussing a narrative nonfiction story •Using questioning to make sense of the story •Discussing character, setting, and plot •Discussing theme and ethical issues

Guided Strategy Practice:TeammatesFocus: •Hearing a narrative nonfiction story again to listen for answers to their questions •Using their questions to make sense of the story •Writing in their reading journals

Week

4Read-aloud/Guided Strategy Practice:“Demeter and Persephone”Focus: • Learning to use discussion prompts in pairs •Hearing and discussing a myth •Using questioning to make sense of the myth

Strategy Lesson:“Demeter and Persephone”Focus: •Hearing a myth again to build comprehension •Using their questions to understand and discuss the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Discussing character, setting, plot, and conflict

Read-aloud/Guided Strategy Practice:“Co-chin and the Spirits”Focus: •Hearing and discussing a myth •Using questioning to make sense of the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Discussing character change

Guided Strategy Practice:“Co-chin and the Spirits”Focus: •Hearing a myth again to build comprehension •Using their questions to understand and discuss the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Comparing two myths about a similar topic

Week

5Read-aloud:Gluskabe and Old Man WinterFocus: •Hearing and discussing a play •Using questioning informally to make sense of the play •Exploring differences between plays (drama) and prose

Guided Strategy Practice:Gluskabe and Old Man WinterFocus: •Hearing a play again to build comprehension •Discussing character, setting, plot, conflict, and theme

Strategy Lesson:Gluskabe and Old Man WinterFocus: •Exploring differences between plays (drama) and prose •Reading a play independently

Strategy Lesson:Gluskabe and Old Man WinterFocus: •Reading a play aloud as a class •Making connections between the words of a play and an oral presentation of the words

U N I T 4 : A N A LY Z I N G T E X T S T R U C T U R E



Week

1Read-aloud:HurricaneFocus: • Learning to confirm another person’s thinking •Hearing and discussing a fiction story •Using questioning to think about the story •Discussing conflict and theme

Strategy Lesson:HurricaneFocus: •Hearing part of a fiction story again to build comprehension •Building awareness of making inferences as they listen to the story

Guided Strategy Practice:HurricaneFocus: •Hearing, reading, and discussing part of a fiction story •Building awareness of making inferences as they hear and read part of the story

Independent Strategy PracticeFocus: •Reading independently •Building awareness of making inferences •Writing in their reading journals

Week

2Read-aloud:“My Man Blue”Focus: • Learning to use clarifying questions and statements •Hearing, reading, and discussing a poem •Visualizing to make sense of the poem •Building awareness of making inferences as they hear and read the poem •Comparing poems and stories

Read-aloud/Strategy Lesson:“When We First Met”Focus: • Learning to use a double-entry journal •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem

Read-aloud/Guided Strategy Practice:“Second Son”Focus: •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem

Independent Strategy PracticeFocus: •Reading independently •Building awareness of making inferences

Week

3Read-aloud:“Grounded”Focus: • Learning the procedure for “Heads Together” •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear the poem

Guided Strategy Practice:”The Watcher”Focus: •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem •Visualizing to make sense of the poem •Writing in their reading journals

Independent Strategy PracticeFocus: •Reading independently •Visualizing and making inferences

Independent Strategy PracticeFocus: •Reading independently •Making inferences

U N I T 5 : M A K I N G I N F E R E N C E S



Week

1Read-aloud:Amelia’s RoadFocus: •Hearing and discussing a fiction story •Discussing setting and plot

Guided Strategy Practice:Amelia’s RoadFocus: •Hearing a fiction story again to build comprehension •Making inferences about a character as they hear the story •Discussing character and conflict or problem

Guided Strategy Practice:Amelia’s RoadFocus: •Hearing, reading, and discussing part of a fiction story •Making inferences to understand a character’s actions •Discussing theme

Independent Strategy PracticeFocus: •Reading independently •Making inferences to understand characters

Week

2Read-aloud:Peppe the LamplighterFocus: •Hearing and discussing a fiction story •Discussing setting and plot

Guided Strategy Practice:Peppe the LamplighterFocus: •Hearing a fiction story again to build comprehension •Making inferences about a character as they hear the story •Discussing character change and theme

Guided Strategy Practice:Peppe the LamplighterFocus: •Reading and discussing part of a fiction story •Making inferences to understand a character

Independent Strategy PracticeFocus: •Reading independently •Making inferences to understand characters •Writing in their reading journals

Week

3Read-aloud:Coming to AmericaFocus: • Learning the procedure for “Group Brainstorming” •Hearing and discussing parts of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Making inferences as they hear the book

Guided Strategy Practice:Coming to AmericaFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Making inferences as they hear the book •Exploring ethical issues in the book

Strategy Lesson:Coming to AmericaFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Exploring causes of events in the book

Independent Strategy PracticeFocus: •Reading independently •Exploring causes of events

Week

4Read-aloud:A Picture Book of Harriet TubmanFocus: •Hearing and discussing a narrative nonfiction story •Making inferences as they hear the story •Exploring social and ethical issues in the story

Guided Strategy Practice:A Picture Book of Harriet TubmanFocus: •Hearing a narrative nonfiction story again to build comprehension •Making inferences as they hear the story

Guided Strategy Practice:A Picture Book of Harriet TubmanFocus: •Hearing, reading, and discussing part of a narrative nonfiction story •Exploring causes of events in the story

Independent Strategy PracticeFocus: •Reading independently •Exploring causes of events •Writing in their reading journals

U N I T 6 : M A K I N G I N F E R E N C E S



Week

1Read-aloud:“Virtual Worlds: Community in a Computer”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, headings, and subheadings •Hearing and discussing the article • Identifying what they learn from the article

Strategy Lesson:“Virtual Worlds: Community in a Computer”Focus: •Hearing and discussing an expository nonfiction article again •Analyzing how information in the article is organized •Exploring how articles can inform by highlighting pros and cons

Read-aloud/Guided Strategy Practice:“School Uniforms: The Way to Go”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing, discussing, and reading the article • Identifying what they learn from the article •Exploring the author’s opinion •Exploring how articles can inform by investigating one side of an issue

Read-aloud/Guided Strategy Practice:“School Uniforms: No Way!”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing, discussing, and reading the article • Identifying what they learn from the article •Exploring the author’s opinion •Exploring how articles can inform by investigating one side of an issue

Week

2Strategy LessonFocus: • Looking for and reading functional texts inside and outside the classroom • Identifying what they learn from the texts

Read-aloud/Guided Strategy Practice:“How to Make Oobleck”; “Simon’s Sandwich Shop”Focus: •Reading and discussing two functional texts • Identifying what they learn from the texts •Analyzing how the information in the texts is organized

Guided Strategy Practice:“City of Lawrence Street Map”Focus: • Identifying what they learn from a functional text •Analyzing how the information in the text is organized •Writing in their reading journals

Independent Strategy PracticeFocus: •Examining functional texts independently •Sharing the texts with classmates • Identifying what they learn from the texts •Exploring how the texts inform readers

Week

3Read-aloud:Farm Workers UniteFocus: •Using schema to tell what they know about the topic before listening to the book •Hearing and discussing parts of an expository text • Identifying what they learn from the text

Read-aloud:Farm Workers UniteFocus: •Hearing and discussing part of an expository text • Identifying what they learn from the text

Read-aloud:Farm Workers UniteFocus: •Hearing and discussing parts of an expository text • Identifying what they learn from the text

Read-aloud:Farm Workers UniteFocus: •Hearing and discussing parts of an expository text • Identifying what they learn from the text

Week

4Strategy Lesson:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring sequence in the text •Exploring how information can be organized in expository text

Strategy Lesson:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring compare/contrast relationships in the text •Exploring how information can be organized in expository text

Guided Strategy Practice:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring sequence and compare/contrast relationships in the text •Exploring how information can be organized in expository text

Independent Strategy PracticeFocus: •Reading independently •Using text structure to analyze expository texts •Exploring sequence and compare/contrast relationships in the texts •Exploring how information can be organized in expository text •Writing in their reading journals

U N I T 7: A N A LYZ I N G T E XT ST R U C T U R E



Week

1Read-aloud:FlightFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story •Discussing point of view and plot

Strategy Lesson:FlightFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about what is important in the story

Guided Strategy Practice:FlightFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about important ideas in the story

Strategy Lesson:FlightFocus: •Determining important ideas and supporting details in a narrative nonfiction story

Week

2Read-aloud:A Picture Book of Amelia EarhartFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story

Guided Strategy Practice:A Picture Book of Amelia EarhartFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about important ideas in the story

Guided Strategy PracticeFocus: •Determining important ideas and supporting details in a narrative nonfiction story

Guided Strategy PracticeFocus: •Determining important ideas and supporting details in a narrative nonfiction story

Week

3Strategy Lesson:A Picture Book of Amelia EarhartFocus: •Hearing, reading, and discussing summaries •Exploring what a summary is

Read-aloud:In My Own BackyardFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story •Thinking about life in the past •Discussing point of view and setting

Guided Strategy PracticeFocus: •Hearing and discussing a narrative nonfiction story again to build comprehension •Determining important ideas and supporting details in the story

Strategy LessonFocus: •Building a summary as a class •Writing in their reading journals

Week

4Read-aloud:A Picture Book of Rosa ParksFocus: •Hearing and discussing a narrative nonfiction story •Using schema to tell what they know about the topic before listening to the story • Identifying important ideas in the story

Guided Strategy PracticeFocus: • Identifying important ideas in an excerpt from a narrative nonfiction story •Taking notes about important ideas

Guided Strategy PracticeFocus: •Building a summary as a class •Writing in their reading journals

Read-aloud/Guided Strategy Practice:A Picture Book of Rosa Parks; “Excerpt from Rosa Parks: My Story”Focus: •Hearing and discussing parts of narrative nonfiction texts • Identifying the important ideas in the texts •Comparing first- and secondhand accounts of an event

Week

5Guided Strategy PracticeFocus: •Revisiting their reading logs and identifying favorite books •Selecting books to summarize

Independent Strategy PracticeFocus: •Reading independently •Thinking about important ideas in their books

Independent Strategy PracticeFocus: •Building summaries of their own books

Independent Strategy PracticeFocus: •Sharing their summaries with partners •Giving each other feedback about their summaries •Revising their summaries

U N I T 8 : D E T E R M I N I N G I M P O RTA N T I D E A S A N D S U M M A R I Z I N G



Week

1Preparing Book RecommendationsFocus: •Preparing book recommendations for summer reading

Sharing Book RecommendationsFocus: •Sharing book recommendations for summer reading •Planning their summer reading

Sharing Book Recommendations and ReflectingFocus: •Sharing book recommendations for summer reading •Planning their summer reading •Reflecting on and writing about their reading lives •Reflecting on their growth as readers

Read-aloud and Reflection:Student-selected bookFocus: •Hearing and discussing a student-selected book •Planning their summer reading •Reflecting on the comprehension strategies they are using •Writing in their reading journals •Reflecting on their contributions to the reading community and how they have benefited from the reading community

U N I T 9 : R E V I S I T I N G T H E R E A D I N G CO M M U N I T Y


INDEPENDENT WORD-LEARNING STRATEGIES

Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 4, the students learn the following strategies:

• Recognizing synonyms

• Recognizing antonyms

• Using the prefixes in- and mis- to determine word meanings

• Using the suffixes -er and -ly to determine word meanings

• Using Greek and Latin roots to determine word meanings

• Using context to determine word meanings

• Recognizing idioms

• Recognizing adages and proverbs

• Recognizing shades of meaning

• Recognizing words with multiple meanings

• Using a print dictionary to determine word meanings

• Using an online dictionary to determine word meanings

• Using a print thesaurus to determine word meanings

• Using an online thesaurus to determine word meanings

• Using a glossary to determine word meanings

Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word plead in Week 5.) For additional practice in using the strategies, More Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.

The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.

Independent Word-learning Strategy K 1 2 3 4 5

Recognizing synonyms ■ ■ ■ ■ ■ ■

Recognizing antonyms ■ ■ ■ ■ ■ ■

Using context to determine word meanings ■ ■ ■ ■ ■

Recognizing shades of meaning ■ ■ ■ ■ ■ ■

Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■

(continues)


Independent Word-learning Strategy K 1 2 3 4 5

Using inflectional endings ■ ■

Using knowledge of compound words to determine meanings ■

Using prefixes to determine meanings ■ ■ ■ ■

Using suffixes to determine meanings ■ ■ ■ ■

Using Greek and Latin roots to determine word meanings ■ ■ ■

Recognizing idioms, adages, and proverbs ■ ■ ■

Using a dictionary, glossary, or thesaurus ■ ■ ■ ■

■ formally taught informally explored or reviewed

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GRADE Kactiveallowamusingassistassortmentbrightcare forcollidecomfortcomfortablecommunicatecompanioncompleteconcernedconfidentcontainercourageouscozycreaturecreepcrowdedcupboarddecidedeliciousdepartdescribedetermineddietdifficultdisappointeddrowsyeageredgeenergeticenjoyenormouseveningexcited

exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce

practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn

weakwelcomewhirlwild

GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence

exclaimextraordinaryfaintfeastferociousfirmflashfondfrigidfuturegathergiganticglideglowgulphabitatherohopehoverhowlhumorousimpoliteinaudibleindependentinspectjourneylungematchmeadowmemorymigratemiserablemoanmunchmutterneighborhoodneighborlynervousodd

VOCABUL ARY WORDS K–5

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odorordinarypackpeacefulperseverepilepopularpossessionpoutpowerfulpredatorpreyprotectquarrelrapidlyrelaxremainrescueresentrespectridiculousrumblerushscrumptiousshallowsnugglesobspotsquintstompstorestudysurroundingsthrillingtidytimidtracktrembletrusttug

twirlundergrounduntidyvegetationwanderwobblewonderwriggle

GRADE 2accompanyannoyappreciateapproachapproveattachattractbehavebeneficialblobbulgechaoscharacteristiccollectcompassionatecomplexcongratulateconserveconsumecontentconvincecreatedampdashdecreasedelightfuldisapprovediscoverdisguisedisobedient

downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary

notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist

treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper

GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered


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coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy

flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of

hearthave eyes in the

back of your head

hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity

originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm

strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into

somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh

GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre

blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience

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featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an

eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery

jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice

reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn

GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice

devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract

(continued)


internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless

mystifynegativenourishon pins and

needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure

protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence

significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong

thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread

wobbly

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Documents

THIRD EDITION - collaborativeclassroom.org · • Gluskabe and Old Man Winter from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac