Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Day 1 of 12
Understanding Research
Lesson Preparation
WORD STUDY
Daily Lesson 1
TEKS
Ongoing TEKS
4.2C
Key
Understandings
and
Guiding
Questions
• An extensive vocabulary
enhances oral and written
communication.
 How does studying the
relationship between words
help readers and writers?
SHARED READING
TEKS
4.Fig19B
4.23A
Ongoing TEKS
4.29A
• Researchers ask questions
and develop a plan for
answering them to gain
knowledge and experience
new discoveries.
INDEPENDENT READING
TEKS
4.Fig19A,C,D
4.10A
4.11D
Ongoing TEKS
4.18C
• Readers use strategies to
support understanding of text.
 What strategies do readers
use to understand text?
 How do researchers select a
Ongoing TEKS
4.29A
• Researchers ask questions
and develop a plan for
answering them to gain
knowledge and experience
new discoveries.
research questions?
• Analogy
• Brainstorming
• Word Study Notebook (1 per
• Reader’s Notebook or Writer’s
• Reader’s Notebook (1 per
• Reader’s or Writer’s Notebook
student)
• Chart paper (if applicable)
Notebook (1 per student)
• Collection of gradeappropriate expository texts
for student selection
• Chart paper (if applicable)
student)
• Grade-appropriate expository
text with examples of text
features for modeling (1)
• Collection of gradeappropriate expository texts
for student selection
• Chart paper (if applicable)
(1 per student)
• Chart paper (if applicable)
Attachments
and Resources
Advance
1. Prepare to
Preparation
display
visuals as
appropriate.
1. Prepare to
2. Prepare two
2. Create an
analogies to
complete
with the
class (one
example of
a synonym
©2012, TESCCC
TEKS
4.23A
 How do researchers create
topic?
Vocabulary of
Instruction
Materials
WRITING
display
visuals as
appropriate.
1. Prepare to
display
visuals as
appropriate.
• Open-ended question
1. Prepare to display visuals as appropriate.
2. Prepare to display the research questions modeled in Shared Reading.
Anchor
Chart:
Planning for
Research.
Make a
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Page 1 of 8
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
Daily Lesson 1
analogy and
one
example of
an antonym
analogy).
Topics
3 Prepare four
analogies
for students
to complete
independent
ly (two
synonym
analogies
and two
antonym
analogies).
column
chart like
the one
below.
Question
s
Researc
Resourc
3. Gather a
collection of
gradeappropriate
expository
texts. If the
focus is on a
social
studies or
science unit
to research,
gather
materials
relating to
that subject.
Include
expository
media
resources in
the
collection as
well.
4. Consider
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INDEPENDENT READING
WRITING
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Daily Lesson 1
Background
Information
how
students will
collect the
information
gathered on
their
research
topic.
Students
can use
their
Reader’s or
Writer’s
Notebook or
an
envelope/fol
der system.
Consider
available
resources.
Analogy - a vocabulary exercise
in which an association
between a concept and its
attribute is present (e.g.,
hot:cold as north:_____)
Synonym Example:
Girl: woman as boy: man
Antonym Example:
Boy: girl as male: female
©2012, TESCCC
Page 3 of 8
Brainstorming - a technique in
which many ideas are
generated quickly and without
judgment or evaluation, usually
as part of a problem-solving
process or to inspire creative
thinking. Brainstorming may be
done in a classroom, with a
small group, or individually.
This Instructional Routine partially
assesses the Performance
Indicator: “Using a three-column
chart, create a list of research
topics of personal interest in the
first column. Choose (circle) one
of the topics and write 4-7 open-
06/01/13
Open-ended research question a type of question used to
encourage many possible
responses rather than a single
directed one (e.g., What does
the ending of this story
suggest to you?)
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
Daily Lesson 1
Teacher Notes
Students studied analogies in the
Unit 03. This Daily Lesson
reviews the concept of analogies.
Be sure to point out analogies
while reading and writing so that
students become more familiar
with how they are used in
context.
Direct teach Word Study lessons
will occur in every other Daily
Lesson during Unit 04A, Unit
04B, Unit 05, and Unit 06. Based
on the needs of the class,
teachers should explicitly teach
Word Study related standards in
the context of reading and writing
through whole or small group
instruction.
The following are suggestions for
integrating Word Study into
reading and writing:
• Discuss examples of the
roots and affixes of words
read in context
• Demonstrate how to use
context clues to determine
©2012, TESCCC
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ended questions in the second
column. In the third column,
develop a research plan by
recording 2-4 resources (e.g.
survey, interviews, encyclopedia,
online search) to be used to
gather information about your
topic.”
Research requires reading and
writing skills to be integrated. The
first half of this unit will
emphasize reading and gathering
information. The second half of
the unit will emphasize writing
and organizing the information
gathered.
INDEPENDENT READING
WRITING
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
Daily Lesson 1
•
•
•
•
the meaning of unknown and
multiple meaning words while
reading or writing
Create analogies to better
understand words from texts
Identify the meaning of
idioms used in text
Model how to appropriate
uses of a dictionary or
thesaurus while reading and
writing
Discuss and apply spelling
rules and patterns while
writing
Word Study can also be
incorporated into the other
content areas as applicable.
©2012, TESCCC
Page 5 of 8
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INDEPENDENT READING
WRITING
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
Instructional Routines
Daily Lesson 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration
and
Objective
Suggested Duration: 15 min.
Suggested Duration: 20-25 min.
Suggested Duration: 25-30 min.
Suggested Duration: 25-30 min.
Content Objective: Students
complete analogies using
synonyms and antonyms.
Content Objective: Students
generate research topics from
personal interest, select one
topic, and formulate questions.
Content Objective: Students
determine the purpose for reading
and use text features to locate
information.
Content Objective: Students
formulate open-ended questions.
Mini Lesson
1. Review the meaning of
synonym and antonym. Ask
students to give examples of
each.
1. Ask: What is research?
1. Ask: What are text features?
1. Display the questions
2. Display two incomplete gradeappropriate analogies for the
class.
3. Ask: Which analogy
represents a synonym and
which analogy represents
an antonym? Students Think,
Turn, Talk with a partner.
4. As a class, complete the
analogies by discussing the
©2012, TESCCC
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Discuss responses.
2. Display the Anchor Chart:
Planning for Research.
How do text features help
readers? Discuss responses.
2. Display the selected expository
text for modeling.
3. Explain that the first step in
the research process is
generating ideas and
possible topics for research.
4. Think Aloud about possible
topics of personal interest
and explain why they would
be a good topic for research.
Record topics in the first
3. Think Aloud about how to use
the text features included in the
text to gain an overview of the
text and to locate information.
4. Ask: Why did the author
write this text? Why would a
reader read this text? Discuss
responses.
modeled in Shared Reading.
2. Ask: Which questions
would give the researcher
more information? Discuss
responses.
3. Think Aloud about each
question and determine if it is
an open-ended question that
will lead to finding important
information about the
research topic.
4. Explain that students will
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Daily Lesson 1
relationships between the
words.
column on the chart.
5. Read a portion of the text to
5. Ask: What are topics you
may want to research and
learn more about? Discuss
a few responses and record
on chart.
6. Tell students that the next
step in the research process
is to select a topic and
formulate questions. Choose
one of the topics and circle it.
confirm the purpose whether
stated or implied.
continue formulating research
questions on their chosen
topic. Instruct them to check
their questions to be sure
they are open-ended.
6. Instruct students to choose an
expository text and record the
text features found in their text.
Tell them to record information
that is gleaned from those
features. Also, tell students to
determine the purpose for
reading the text.
7. Think Aloud and model
Learning
Applications
1. Display four incomplete
analogies (two synonyms and
two antonyms).
2. Students work with a partner
to complete each analogy in
their Word Study Notebook
and label whether the analogy
is using a synonym or an
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formulating questions about
the research topic. Record
the questions in the second
column of the chart. Be sure
to model both open-ended
questions and questions that
are not open-ended. (These
questions will be used to
demonstrate the difference
between good and not so
good research questions in
Writing).
1. Students recreate the threecolumn chart in their
Reader’s/ Writer’s Notebook
or on paper that will be kept
in a folder or envelope.
2. Students work with a partner
to brainstorm a list of possible
research topics of personal
1. Students select an expository
text to read independently.
2. Students identify and record the
text features found in their
selected text. Students also
record the information gleaned
from those text features.
1. Students formulate additional
research questions on a
chosen topic in their Reader’s
Notebook. Students record
their questions in the second
column of the chart created in
Shared Reading.
2. Students narrow their list to
Fourth Grade
English Language Arts and Reading
Unit: 04A Lesson: 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Daily Lesson 1
antonym.
interest. Students record their
topics in the first column of
their chart. Students may
browse through a collection
of expository texts to get
ideas.
3. Students circle the topic they
Closure
©2012, TESCCC
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3. Students write a response that
includes the purpose of the text
and whether it was stated or
implied.
3-5 open-ended research
questions.
3. Students discuss their final
research questions with a
partner to make sure they are
questions that will lead to
important and interesting
information.
want to research and begin to
formulate questions. Students
record the questions in the
second column of the chart.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
1. Complete the analogies and
1. Students share their research 1. Students share their responses 1. Each student selects one
discuss the relationships
topic with the class. Record
with a partner.
question to share with the
between the given words as a
the different topics on a chart
class.
class.
with the students’ names.
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