WORKSHOP CALENDAR FOR: Grade 4 Reading Unit 3 Dates: November Unit of Study: Unit 3 Nonfiction Reading: Using text structures… MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Readers rev up their minds for reading by reading the title and subtitles, looking over chunks of the text, and think about what the story is mostly about. 4.RML.3-1 Readers summarize little chunks of text by pausing and saying to themselves, “What did I just read?” 4.RML.3-2 Minilesson Choice Day Readers learn new ways to make sense of their text by adding and using tools in their “toolbelt” when they encounter difficulty. 4.RML.3-3 Readers become experts on a topic by teaching others what they know, using main ideas and supporting details to help explain the text. 4.RML.3-4 Readers sort little bits of information under bigger poings, by creating a outline that matches the text. 4.RML.3-5 Readers grow ideas by talking to others to let texts get through to us, and to let text change our minds.4.RML.3-6 Minilesson Choice Day Readers can discuss what they read by asking questions like, “Isn’t it weird how…?”, “Did you notice that…?,” “I wonder why…?”, etc. 4.RML.3-7 Readers read non-fiction texts differently by recognizing what kind of non-fiction text it is. (A story is a story is a story). 4.RML.3-8 Readers get to know main ideas in narrative non-fiction books by using what they know about characters in fiction books. 4.RML.3-9 Readers keep in mind that narrative non-fiction are written to convey not just facts, but ideas, by finding meaning out of what would otherwise be strings of events and facts. 4.RML.3-10 Minilesson choice day Readers determine what matters most in the story by recognizing and using the predictable path that stories take. 4.RML.3-11 Readers figure out the meaning of tricky words by visualizing what is going on in that part of the story and thinking what would make sense. 4.RML.3-12
Unit of Study Assessment Checklist Unit 3: Nonfiction Reading: Using text structures to comprehend expository, narrative, and hybrid nonfiction Name 4.RI.2 I can (use boxes and bullets to) determine main idea and supporting details. 4.RI.4 I can understand academic vocabulary using the text to help me. 4.RI.5 I can describe predictable path of a text and use to understand. 4.SL.1 I participate in conversations about nonfiction texts with partners. Notes = Beginning √= Developing X= Secure
Lets see- They stay close at night (teacher write below with a bullet) They are harder to spot in the dark (teacher write below with a bullet) They are hard to spot in the dark (teacher write below with a bullet) They can see in dim light (teacher write below with a bullet) Their pupils open wide (teacher write below with a bullet) Their eyes seem to glow (teacher write below with a bullet) Did you see how I read and summarized the text by chunking? I asked myself, “What is the one big idea that this text is teaching and how do all the other details connect with this?” Active Involvement: Now it’s your turn to summarize and chunk the text. (Teacher reads another part of the book or another familiar text and projects it for all to see. Pg. 19) (Teacher reads page 19) Remember to ask yourself “What is the one big idea that this text is teaching and how do all the other details connect with this?” First think about what is the one big idea. Write that on your hand with your finger pencil and put an imaginary box around it. (Wait and watch students write a main idea on their hand) Great! Now turn to your partner and tell them what you wrote (Teacher listens in) I heard _________________ say how crocodiles eat their prey. (teacher writes it on another chart and makes a box around it) Now I would like you to think about the details that connect with this one big idea. List those out on your hand as bullets. Great! Now turn to your partner and tell them what you wrote (Teacher listens in) I heard _________________ say ________________. (teacher writes it on the chart and makes each a bullet) Good job readers! Remember Readers ask themselves. “What is the one big idea that this text is teaching and how do all the other details connect with this?” Link: So today and every day when you are reading nonfiction remember to ask yourself “What is the one big idea
Unit 3 Mini Lesson 7 Unit of Study: Nonfiction Reading Goal: Determining Importance and Synthesizing in Expository Nonfiction Teaching point: Readers can discuss what they read by asking questions like, “Isn’t it weird how…?”, “Did you notice that…?,” “I wonder why…?”, Catchy Phrase: Text: Chart(?): Response Prompt chart (see end of lesson for an example) Standard: 4.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently with scaffolding as needed at the