Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
ELAR Grade 04 Unit 02 Exemplar Lesson 01: A Close Look at Biographies and Autobiographies
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students are introduced to literary nonfiction by comparing biographies and/or autobiographies to fictional stories
about the same person. Students use comprehension skills as they self-select biographies and autobiographies to
read independently. Students write responses that demonstrate understanding of text. Students will read fictional
stories and continue to study their structural elements. Students use the writing process to apply what they have
learned about biographies to interview and write a biography about a fellow classmate. In Word Study, students learn
more spelling patterns including rules for adding endings. Students also engage with word roots to build their
knowledge of vocabulary. Students will continue to explore words with a dictionary.
Grade 04 ELAR Unit 02 PI 01
Interview a classmate using effective communication skills. Use the writing process and appropriate written conventions to write a
short biography about that person.
Standard(s): 4.15A , 4.15B , 4.15C , 4.15D , 4.15E , 4.27A , 4.29A
ELPS ELPS.c.1B , ELPS.c.1D , ELPS.c.1E , ELPS.c.1F , ELPS.c.1G , ELPS.c.2C , ELPS.c.2D , ELPS.c.2E
, ELPS.c.2G , ELPS.c.2H , ELPS.c.2I , ELPS.c.3B , ELPS.c.3C , ELPS.c.3F , ELPS.c.3G , ELPS.c.3H , ELPS.c.3I
, ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
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page 1 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Grade 04 ELAR Unit 02 PI 04
Complete a Venn diagram to compare and contrast the events and characters’ experiences in a fictional story to those actual events
and experiences in an author’s biography or autobiography.
Standard(s): 4.7A , 4.Fig19D , 4.Fig19F
ELPS ELPS.c.1C , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 04 ELAR Unit 02 PI 05
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, literary
nonfiction, and drama. Provide evidence from the text to support ideas.
Standard(s): 4.1A , 4.9A , 4.18C , 4.Fig19A , 4.Fig19B , 4.Fig19C , 4.Fig19D , 4.Fig19E , 4.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Grade 04 ELAR Unit 02 PI 06
Record multiple entries in a Word Study Notebook demonstrating word knowledge. Use the notebook to support writing.
Standard(s): 4.2A , 4.2B , 4.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Fictional stories sometimes contain information that mirrors a person’s biography/autobiography.
Authors often interview or conduct research in order to find out more information on a given topic.
Effective listening and speaking builds background knowledge and supports collaboration.
Authors use conventions of written language to communicate clearly and effectively.
Readers use strategies to support understanding of text.
An extensive vocabulary enhances oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
4.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
and writing. Students are expected to:
4.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
4.2B
Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar
words or multiple meaning words.
Readiness Standard
4.2E
Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.
Readiness Standard
4.7
Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and provide evidence from text to support their understanding. Students are expected
to:
4.7A
Identify similarities and differences between the events and characters' experiences in a fictional work and the
actual events and experiences described in an author's biography or autobiography.
Supporting Standard
4.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
Supporting Standard
4.14B
Explain how various design techniques used in media influence the message (e.g., pacing,
close-ups, sound effects).
4.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
revising, editing, and publishing) to compose text. Students are expected to:
4.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating
ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).
4.15B
Develop drafts by categorizing ideas and organizing them into paragraphs.
Readiness Standard
4.15C
Revise drafts for coherence, organization, use of simple and compound sentences, and audience.
Readiness Standard
4.18
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
4.18C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
4.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
4.20A
Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
Readiness Standard
4.20A.viii use time-order transition words and transitions that indicate a conclusion.
Supporting Standard
4.20B
Use the complete subject and the complete predicate in a sentence.
Readiness Standard
4.20C
Use complete simple and compound sentences with correct subject-verb agreement.
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Supporting Standard
4.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
4.21C
Recognize and use punctuation marks including:
Readiness Standard
4.21C.i
commas in compound sentences
Supporting Standard
4.21C.ii
quotation marks.
Supporting Standard
4.22
Oral and Written Conventions/Spelling. Students are expected to:
4.22A
Spell words with more advanced orthographic patterns and rules:
Readiness Standard
4.22A.i
plural rules (e.g., words ending in f as in leaf, leaves; adding -es).
Supporting Standard
4.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
4.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
4.Fig19B Ask literal, interpretive, and evaluative questions of text.
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
4.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud, generating questions).
4.Fig19D Make inferences about text using textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama)
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas
and provide textual evidence. (Literary Nonfiction, Poetry, Drama)
Readiness Standard
Ongoing TEKS
4.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
4.1A
Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing)
and comprehension.
4.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
4.9A
Read independently for a sustained period of time and paraphrase what the reading was about,
maintaining meaning and logical order (e.g., generate a reading log or journal; participate in
book talks).
4.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
4.20A
Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
Readiness Standard
4.20A.i verbs (irregular verbs).
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Supporting Standard
4.20A.ii nouns (singular/plural, common/proper).
Supporting Standard
4.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
4.27A
Listen attentively to speakers, ask relevant questions, and make pertinent comments.
4.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of
language. Students will continue to apply earlier standards with greater complexity. Students are
expected to:
4.28A
Express an opinion supported by accurate information, employing eye contact, speaking rate,
volume, and enunciation, and the conventions of language to communicate ideas effectively.
4.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
4.29A
Participate in teacher- and student-led discussions by posing and answering questions with
appropriate detail and by providing suggestions that build upon the ideas of others.
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Sticky note (1 per student, plus 5)
Note card (3 per student)
Dictionary (class set)
Chart paper
2 grade-appropriate biography or autobiography with literary elements for modeling (1 copy of each)
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
2 grade-appropriate fictional story that corresponds with the biography or autobiography for modeling (1 copy
of each)
2 grade-appropriate biography or autobiography for modeling (1 copy of each)
Grade-appropriate previously read biography or autobiography (1)
2 grade-appropriate text for modeling (1 copy of each)
2 grade-appropriate biographical pieces of media (1)
5 examples of leads from grade-appropriate biographies and autobiographies (1 copy of each)
Collection of grade-appropriate texts in a variety of genre for student selection
Collection of grade-appropriate biographies and autobiographies for student selection
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Interview Criteria and Grading Sheet (1 per student)
Handout: Singular and Plural Nouns Ending in “Y” (1 per student)
Teacher Resource: Comparing/Contrasting Literary Works (1)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
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page 8 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 01
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing TEKS
TEKS
Ongoing
TEKS
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Fictional stories sometimes
ÿ Readers use strategies to
ÿ Authors often interview or
enhances oral and written
communication.
- How do affixes and root words
help readers understand text?
contain information that mirrors a
person’s biography/autobiography.
- How does comparing a biography
with a fictional piece help readers
understand text?
support understanding of text.
- What strategies do readers use
to help with comprehension?
conduct research in order to find
out more information on a given
topic.
- How do authors use an
interview to gather information?
Vocabulary of Instruction
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Biography
ÿ Autobiography
ÿ Biography
ÿ Autobiography
ÿ Interview
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per student) ÿ Reader’s Notebook (1 per
ÿ Grade-appropriate biography or
student)
autobiography with literary elements ÿ Collection of grade-appropriate
Attachments and
Resources
Advance Preparation
4.9A
TEKS
4.Fig19A,D
4.7A
4.18C
for modeling (1)
ÿ Chart paper (if applicable)
4.Fig19A,C
4.18C
Ongoing
TEKS
WRITING
4.2A
4.2E
student)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
4.27A
4.28A
INDEPENDENT READING
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
4.15A
ÿ Writer’s Notebook (1 per
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
ÿ Teacher Resource:
Comparing/Contrasting Literary
Works (1)
1. Prepare to display visuals
1. Prepare to display visuals as 1. Prepare to display visuals
Last Updated 04/16/2013
1. Prepare to display visuals
page 9 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 01
WORD STUDY
as appropriate.
SHARED READING
appropriate.
INDEPENDENT READING
as appropriate.
WRITING
as appropriate.
2. Choose a biography and a
2. Gather a variety of
2. In the Teacher’s Writers
fictional story (to be used in
different people’s
Notebook, create a list of
Daily Lesson 2) about the
biographies. (For
interview topics to begin a
same person for Read
example: artists, athletes,
class list of interview
Aloud. The fictional story will
writers, scientists, political
questions. For example:
be read aloud in Daily
figures, technology
personal background
Lesson 2 Shared Reading.
specialists, etc.) Make
information, interests, life
sure there are enough for
goals, etc.
3. Create an Anchor Chart:
each student to have their
Comparing and Contrasting
3. Create an interview table
own text.
Literary Works using the
on chart paper to be filled
Teacher Resource:
in as a class.
Comparing/Contrasting
Literary Works. This chart
Topic
Interview
3. Prepare an Anchor Chart:
is to be used over the next
questions
Greek and Latin Roots or
few Daily Lessons. Leave
create a space on a Word
room on the chart to record
Wall to display the roots
multiple student responses.
learned, their meaning,
and examples.
2. Prepare a list of words
with the root graph so
each pair of students has
a different word to study.
Use content area
resources and the
Internet to help compile a
list of grade-appropriate
graph words. Possible
examples include:
geography,
autobiography,
photograph, etc.
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page 10 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 01
WORD STUDY
Background Information
Affix - a word element, such as a
prefix or suffix, that occurs
before or after a root or base
word to modify its meaning (e.g.,
the prefix un- and the suffix able in unbelievable)
Prefix - one or more sounds or
letters placed before a base word
that changes the meaning of the
word
Suffix - one or more sounds or
letters placed after a base word
that changes the meaning of the
word
Root - the form of a word after all
affixes are removed
The root graph means writing or
printing.
Teacher Notes
Daily Lessons 1-5 Word Study
will be focused on establishing a
routine for studying Greek and
Latin roots and affixes. This will
help students when confronted
with words they do not know.
SHARED READING
INDEPENDENT READING
WRITING
This Daily Lesson will be repeated
through Daily Lesson 5 Shared
Reading. On the final day (Daily
Lesson 5 Shared Reading), students
will complete the elements in the
chart and will complete a Venn
diagram to assess their ability to
identify similarities and differences in
biographies and fictional stories.
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page 11 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 01
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek roots and affixes.
Suggested Duration: 20-25 min.
Content Objective: Students
identify similarities and
differences between a biography
and fictional work about the same
person.
Mini Lesson
1. Discuss the meaning of
the words: roots, prefixes,
suffixes, and affixes. Add
these academic
vocabulary words to an
Anchor Chart: Greek and
Latin Roots or the Word
Wall.
1. Display and read the
1. Introduce the variety of
1. Explain that they will be
words biography and
biographies to the class.
writing a biography about
autobiography. Ask: What
one of their classmates.
2. Review what was learned
do you know about a
To write a biography they
about biographies and the
biography and an
will need to gather
purpose for reading them.
autobiography? Discuss
information. A way to do
responses including that
this is through an
3. Explain that students will
biographies are
interview.
choose a biography and
informational, but can
reflect on the author’s
2. Brainstorm, as a class,
have literary elements and
purpose.
facts a reader may want to
structure.
learn in a biography. Write
2. Ask: What is the
these ideas on chart
purpose for reading a
paper to be displayed
biography or
over the next few lessons.
autobiography? Discuss
3. Model how to take these
responses including to
topics and create interview
learn about someone and
questions.
to be entertained.
2. Draw a web with the root
graph in the middle.
3. Display the word
biography.
4. Ask students to call out
the different word parts
they notice in the word.
[bio and graph]
5. Using the word parts,
determine the meaning of
the word biography.
Suggested Duration: 25-30 min.
Content Objective: Students
establish a purpose for reading
and monitor comprehension.
Suggested Duration: 25-30 min.
Content Objective: Students plan
their biographies by writing
interview questions.
3. Introduce the selected
biography by discussing
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
6. Students add words from
their own vocabulary to
the web containing the
root graph.
7. If necessary, add any of
the words from the
prepared list of graph
words.
the title and cover. Gather
students’ background
knowledge of the subject
of the biography.
4. Discuss any predictions
the students may have
based on the title and
cover.
5. Read the text aloud to the
students, pause to Think
Aloud about inferences
and predictions.
Learning Applications
1. Students write the
1. Display the Anchor Chart:
meanings or draw pictures
Comparing/Contrasting
of any graph words in their
Literary Works.
Word Study Notebooks.
2. As a class, discuss each
Make dictionaries
literary element and
available as a resource to
record student responses
confirm meanings of
on the chart.
words.
2. Encourage students to
find similarities to the
graph words.
1. Students choose a
biography that they can
read independently.
2. In their Reader’s
Notebooks, students
record their purpose for
reading.
1. Students create their own
interview table in their
Writer’s Notebooks by
creating their own topics
and questions.
2. Monitor students as they
are creating their
questions. Ask students
3. As students are reading,
what they want their
monitor their book choices
audience to learn from
for difficulty. Help students
their biography.
individually with the
strategies to make a good
book choice.
4. As students are reading,
be sure they are noting
important events in their
Reader’s Notebook that
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
gives evidence to the
purpose of the biography.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What do the
meanings of the words
with graph have in
common? Discuss
responses.
2. Add the root graph to the
Word Wall or Anchor
Chart: Greek and Latin
Roots along with the
meaning of the root and
an example of a word with
the root.
1. In their Reader’s
Notebooks, students
record a reflection using
the following sentence
stem: This biography
reminds me of ______.
Last Updated 04/16/2013
1. Students share their
responses with a partner.
1. Students share interview
topics and questions as a
class.
2. Add any new ideas to the
interview table.
page 14 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 02
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing TEKS
4.27A
4.28A
INDEPENDENT READING
TEKS
4.1A
4.9A
TEKS
4.15A
Ongoing
TEKS
4.2A
4.2E
4.Fig19D,F
4.7A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Fictional stories sometimes
ÿ Readers use strategies to
ÿ Authors often interview or
enhances oral and written
communication.
- How do affixes and root words
help readers understand text?
contain information that mirrors a
person’s biography/autobiography.
- How does comparing a biography
with a fictional piece help readers
understand text?
support understanding of text.
- What strategies do readers use
to help with comprehension?
conduct research in order to find
out more information on a given
topic.
- How do authors use an interview
to gather information?
ÿ Effective listening and speaking
builds background knowledge
and supports collaboration.
- How can listening and speaking
help me as a reader and writer?
Vocabulary of Instruction
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Biography
ÿ Autobiography
ÿ Interview
Materials
ÿ Word Study Notebook (1 per
ÿ Grade-appropriate fictional story
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Dictionary (class set)
ÿ Note card (1 per 2 students)
ÿ Chart paper (if applicable)
that corresponds with the
biography or autobiography used
for modeling in Daily Lesson 1
Shared Reading (1)
ÿ Sticky note (1 per student)
student)
ÿ Grade-appropriate biography or
autobiography for modeling (1)
ÿ Sticky note (5)
ÿ Collection of grade-appropriate
student)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
4.Fig19B
4.18C
Ongoing
TEKS
WRITING
page 15 of 56 4.27A
4.28A
4.29A
Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 02
WORD STUDY
SHARED READING
ÿ Chart paper (if applicable)
INDEPENDENT READING
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
WRITING
ÿ Handout: Interview Criteria and
Grading Sheet (1 per student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root dic or
dict so each pair of
students has a different
word to study. Possible
examples include: dictate,
dictionary, prediction,
dictator, indict, diction,
verdict, contradict, etc.
Use district-adopted
resources from various
content areas or the
Internet to help compile a
list of grade-appropriate
words.
2. Choose a fictional story
about the same person
from Daily Lesson 1
Shared Reading. See the
Lesson Organizer for
suggestions.
2. Create an Anchor Chart:
Responding to
Biographies.
2. Students will need the
interview table and
questions from Daily
Lesson 1 Writing.
3. Prepare to display the
Anchor Chart:
Comparing/Contrasting
Literary Works from Daily
Lesson 1 Shared Reading.
4. Prepare to display a large
Venn diagram.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Refer to Daily Lesson 1 Word
Study
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English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 02
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
The root dic or dict means to
speak or say.
Teacher Notes
How students choose their
partners is up to the teacher.
Consider the following ideas:
Unifix cubes: Place colored unifix
cubes in a bag (one color per pair
of students). Students blindly pick
a cube. The students with
matching colored cubes are
partners.
Popsicle Sticks: Write student’s
names on popsicle sticks (one
name per stick). Pull two sticks
out of a cup to create a pair.
Line Partners: Instruct students to
line up in birthday order. Fold the
line in half. Whomever the student
is facing is their partner.
Last Updated 04/16/2013
page 17 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 02
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Review the biography
1. Review what has been
1.
words: roots, prefixes,
read in Daily Lesson 1
learned about
suffixes, and affixes.
Shared Reading by
biographies.
looking at the Anchor
2. Draw a web with the root
2. Display the Anchor Chart: 2.
Chart:
dic/dict in the middle.
Responding to
Comparing/Contrasting
Biographies. Remind
Literary Works from Daily
3. Display the word
students that yesterday
Lesson 1 Shared
dictionary.
they determined their
Reading.
purpose for reading and
4. Ask students to call out
2.
Display
the
selected
found evidence to support
the different word parts
3.
fictional story. Discuss the
their purpose. Record it
they notice in the word
title and cover. Ask: What
on the chart as a way to
and relate it to the
seems similar about
respond to biographies
meaning of the word
4.
this story and the
and/or autobiographies.
dictionary.
biography? What seems
3. Explain that another way
5. Students add words from
different? Discuss
to respond to a biography
their own vocabulary to
responses.
is to ask questions before,
the web containing the
3.
As
a
class,
discuss
any
during, and after reading. 5.
root dic/dict.
Suggested Duration: 20-25 min.
Content Objective: Students
identify similarities and
differences between a biography
and fictional work about the same
character.
Last Updated 04/16/2013
Suggested Duration: 25-30 min.
Content Objective: Students
generate questions before,
during, and after reading.
Suggested Duration: 25-30 min.
Content Objective: Students
interview a classmate to gather
information for a biography.
Distribute Handout:
Interview Criteria and
Grading Sheet.
Explain that students will
conduct an interview to
gather information about a
fellow classmate using
their own questions from
Daily Lesson 1 Writing.
Review the interview
criteria with the class.
Pick a student to model
interviewing. Interview the
student using the
questions brainstormed in
Daily Lesson 1 Writing.
Model how to record the
page 18 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
6. If necessary, add any of
the words from the
prepared list of dic/dict
words.
inferences or predictions
the audience may have
based on the title and
cover.
4. Read the story aloud to
the students, pause to
Think Aloud about
inferences and
predictions.
Learning Applications
1. Distribute one dic/dict
word on a note card to
each pair of students.
1. Display the Anchor Chart:
Comparing/Contrasting
Literary Works.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebook.
2. As a class, discuss each
literary element and
record student responses
on the chart.
3. Students write their word
in a sentence and
illustrate.
4. Display a biography or
autobiography for
modeling questions. Read
the title and show the
cover. Model generating
2-3 questions and record
them on sticky notes.
5. Read an excerpt from the
biography. Record
answers to the questions if
applicable. Generate 2-3
more questions.
1. Students select a
biography and generate
2-3 questions about it.
Students record their
questions in their
Reader’s Notebooks.
2. While reading, students
answer their questions if
3. Display the Venn diagram.
applicable and generate
Review that a Venn
more questions based on
diagram is a graphic
what they are reading.
organizer that represents
the concept of comparing
and contrasting.
answers given by the
interviewee.
6. Once the interview is
complete, model how to
evaluate each other on
the Handout: Interview
Criteria and Grading
Sheet.
1. With a partner, students
conduct interviews.
2. Students take turns asking
and answering questions
back and forth. Students
will record answers to
interview questions in their
Writer’s Notebooks.
3. Monitor how students are
interacting and how they
are recording their
answers.
4. Distribute a sticky note to
each student. With a
partner, students write
one similarity and one
Last Updated 04/16/2013
page 19 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
difference between the
biography and the fictional
story about the same
person.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their dic/dict
words.
2. Ask students to try to
figure out the meaning of
dic/dict.
1. Students share their
1. Students share one
similarities and differences
question they generated
and place them on the
and the answer if
Venn diagram.
applicable.
1. Students fill out their
interview criteria and
grading sheet to be turned
in for teacher evaluation.
2. Discuss how comparing
and contrasting helps us
understand each text
3. Add the root dic/dict to the
better.
Word Wall or Anchor
Chart along with the
meaning of the root and
an example of a word with
the root.
Last Updated 04/16/2013
page 20 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 03
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing TEKS
4.2A
4.2E
4.Fig19D,F
4.7A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Fictional stories sometimes
enhances oral and written
communication.
- How do affixes and root words
help readers understand text?
contain information that mirrors a
person’s biography/autobiography.
- How does comparing a biography
with a fictional piece help readers
understand text?
Vocabulary of Instruction
ÿ Prefix
ÿ Suffix
ÿ Root word
Materials
ÿ Word Study Notebook (1 per
student)
ÿ Note card (1 per 2 students)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
4.27A
4.28A
INDEPENDENT READING
TEKS
4.2B
4.Fig19C,D
4.18C
Ongoing
TEKS
4.1A
4.9A
WRITING
TEKS
4.15A
4.21Cii
Ongoing
TEKS
4.27A
4.28A
4.29A
ÿ Readers use strategies to
support understanding of text.
- What strategies do readers use
to help with comprehension?
ÿ Authors often interview or
ÿ Biography
ÿ Autobiography
ÿ Biography
ÿ Context clue
ÿ Interview
ÿ Quotation
ÿ Quotation mark
ÿ Reader’s Notebook (1 per
student)
ÿ Grade-appropriate biography or
autobiography with literary elements
for modeling (1)
ÿ Chart paper (if applicable)
ÿ Reader’s Notebook or Word
ÿ Writer’s Notebook (1 per
Study Notebook (1 per student)
ÿ Grade-appropriate biography or
autobiography for modeling (1)
ÿ Collection of grade-appropriate
biographies and autobiographies
student)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
conduct research in order to find
out more information on a given
topic.
- How do authors use an
interview to gather information?
ÿ Effective listening and speaking
builds background knowledge
and supports collaboration.
- How can listening and speaking
help me as a reader and writer?
page 21 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
for student selection
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
ÿ Handout: Comparing/Contrasting
Literary Works (1 per student)
1. Prepare to display visuals 1. Prepare to display visuals as 1. Prepare to display visuals
as appropriate.
appropriate.
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root auto
so each pair of students
has a different word to
study. Possible examples
include: automobile,
automatic, autograph,
autonomous,
autoimmune, autopilot,
etc. Use district-adopted
resources from various
content areas or the
Internet to help compile a
list of grade-appropriate
words.
2. Create an Anchor Chart:
When to use Quotation
Marks (see Background
Information).
2. Choose a biography or
2. Create an Anchor Chart:
autobiography and a fictional
Using Context Clues
story about the same subject
While Reading. Make
for modeling. The fictional
three-column chart. Title
story will be read aloud in
the first column Unknown
Daily Lesson 4 Shared
Word, the second
Reading.
column Clues, the third
column What I think it
3. Duplicate the Handout:
means.
Comparing/Contrasting
Literary Works for each
3. Prepare to display the
student.
Anchor Chart:
Responding to
Biographies.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Refer to Daily Lesson 1 Word
Study
Examples of quotation mark
usage:
Last Updated 04/16/2013
page 22 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 03
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
The root auto means self.
Direct quotation at the
beginning and end of
a sentence - use
quotation marks
before and after a
direct quotation (e.g.,
Mom said, "Go clean
your room.")
Use quotation marks
before and after the
names of articles in
magazines and
newspapers, the titles
of chapters in books,
songs, and poems
Teacher Notes
Last Updated 04/16/2013
page 23 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 03
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Mini Lesson
1. Review the meaning of the 1. Review what has been
words: roots, prefixes,
learned about comparing
suffixes, and affixes.
and contrasting
biographies and/or
2. Draw a web with the root
autobiographies with
auto in the middle.
fictional text.
3. Display the word
2. Introduce the selected
autobiography.
biography or
autobiography by
4. Ask students to call out
discussing the title and
the different word parts
cover. In the discussion,
they notice in the word
gather students’
and relate it to the
background knowledge of
meaning of the word
the subject of the
autobiography.
biography.
5. Students add words from
3. As a class, discuss any
their own vocabulary to
inferences or predictions
the web containing the
the students may have
root auto.
based on the title and
6. If necessary, add any of
cover.
the words from the
4. Read the story aloud to
prepared list of auto
Suggested Duration: 20-25 min.
Content Objective: Students
identify similarities and
differences between a biography
or autobiography and fictional
work about the same character.
Last Updated 04/16/2013
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students use
context clues to determine the
meaning of unknown words.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students use
quotation marks when recording
interview answers.
1. Ask: What do readers
1. Explain that quotation
do when they come to a
marks are used to enclose
word they don’t know?
the exact words of a
Discuss responses.
speaker, to denote a
special set of words being
2. Display the Anchor Chart:
discussed, and to
Using Context Clues While
punctuate titles.
Reading. Students create
a similar chart in their
2. Show examples of each
Word Study Notebooks.
type to the class.
3. Remind students that no
matter what they are
reading (fiction,
homework, newspaper,
biography, etc.), students
need to be aware of
unknown words or when
meaning breaks down.
4. Read an excerpt from the
chosen selected
biography or
autobiography. Think
3. Explain how quotations will
help readers understand
their writing.
4. Using the interview
answers from Daily
Lesson 2, model how to
take a student’s answer
and rewrite the response
using quotation marks.
page 24 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
the students. Pause to
Think Aloud about
inferences and
predictions.
words.
Aloud about monitoring
for unknown words. Stop
at a word that may be
unfamiliar to students and
model how to use context
clues to figure out the
meaning of the unknown
word.
5. Display the Anchor Chart:
Responding to
Biographies.
Add recording unfamiliar
words as a way to respond
to biographies.
Learning Applications
1. Distribute one auto word
on a note card to each
pair of students.
1. Distribute Handout:
Comparing/Contrasting
Literary Works.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebooks.
2. With a partner, students
complete the Handout:
Comparing/Contrasting
Literary Works identify
the elements and events
in the biography or
autobiography.
3. Students write their word
in a sentence and
illustrate.
1. Students self-select a
biography or
autobiography and read
independently.
1. Students finish their
interviews from Daily
Lesson 2 Writing.
2.
2. Students use the threecolumn chart to record
any unknown words,
context clues, and inferred
3.
meaning.
Students reread their
interview answers and
insert quotations where
appropriate.
Monitor quotation
placement and provide
assistance if necessary.
3. Monitor and assist
students needing more
support.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
1. As a class, discuss the
Last Updated 04/16/2013
1. Students share their
1. Students share with a
page 25 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
meaning of their auto
words.
2. Ask students to try to
figure out the meaning of
auto.
3. Add the root auto to the
Word Wall or Anchor
Chart along with the
meaning of the root and
an example of a word with
the root.
elements and events in
the biography or
autobiography to clear up
any misconceptions.
unknown words with a
partner.
partner where they used
quotation marks to quote
a student’s answer.
2. Collect Handout:
Comparing/Contrasting
Literary Works and
determine which students
need more support.
Last Updated 04/16/2013
page 26 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 04
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing TEKS
TEKS
4.Fig19F
4.18C
Ongoing
TEKS
4.1A
4.9A
WRITING
TEKS
Ongoing
TEKS
4.2A
4.2E
4.Fig19D,F
4.7A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Fictional stories sometimes
ÿ Readers use strategies to
ÿ Authors often interview or
enhances oral and written
communication.
- How do affixes and root words
help readers understand text?
contain information that mirrors a
person’s biography/autobiography.
- How does comparing a biography
with a fictional piece help readers
understand text?
support understanding of text.
- What strategies do readers use
to help with comprehension?
conduct research in order to find
out more information on a given
topic.
- How do authors use an
interview to gather information?
Vocabulary of Instruction
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Biography
ÿ Autobiography
ÿ Biography
ÿ Interview
Materials
ÿ Word Study Notebook (1 per
ÿ Grade-appropriate fictional story
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Note card (1 per 2 students)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
that corresponds with the biography
or autobiography read aloud in Daily
Lesson 3 Shared Reading (1)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate previously
read biography or autobiography
(1)
ÿ Collection of grade-appropriate
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
Attachments and
Resources
4.27A
4.28A
INDEPENDENT READING
4.15B
ÿ Handout: Comparing/Contrasting
Literary Works (1 per student)
Last Updated 04/16/2013
page 27 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 04
Advance Preparation
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals 1. Prepare to display visuals as 1. Prepare to display visuals
as appropriate.
appropriate.
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare a list of words
containing the root vis so
each pair of students has
a different word to study.
Possible examples
include: vision, visible,
revise, invisible, vista,
revisit, visitor, visual,
improvise, visor, etc. Use
district-adopted
resources from various
content areas or the
Internet to help compile a
list of grade-appropriate
words.
2. In the Teacher Writer’s
Notebook, prepare a list
of answers to interview
questions written out from
Daily Lesson 2 Writing.
2. Choose a fictional story
about the same person from
Daily Lesson 3 Shared
Reading.
3. Prepare to use the Handout:
Comparing/Contrasting
Literary Works (1 per
student) from Daily Lesson 3
Shared Reading.
2. Prepare to display the
Anchor Chart:
Responding to
Biographies from Daily
Lesson 3 Independent
Reading.
3. Write the words on note
cards so each pair of
students will have one
word.
Background Information
Refer to Daily Lesson 1 Word
Study
The root vis means to see.
Teacher Notes
Last Updated 04/16/2013
page 28 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 04
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots.
Suggested Duration: 20-25 min.
Content Objective: Students
identify similarities and
differences between a biography
and fictional work about the same
character.
Suggested Duration: 25-30 min.
Content Objective: Students make
connections to their reading.
Mini Lesson
1. Review the meaning of
the words: roots, prefixes,
suffixes, and affixes.
1. Distribute Handout:
Comparing/Contrasting
Literary Works (1 per
student) from Daily
Lesson 3 Shared
Reading.
1. Display the Anchor Chart:
1. Explain that the first step
Responding to Biographies.
in the planning is
Review the ways they have
gathering information.
responded to their reading.
Ask: What information
have we been
2. Explain that readers can
gathering? How have
make connections to what
we gathered it?
they read. Tell students
that there are three types
2. Explain that the next step
of connections: text-to-self,
is to organize that
text-to-text, text-to-world.
information into a piece of
writing that can be
3. Read excerpts from the
enjoyed by readers.
previously read biography
or autobiography and
3. Students recall the topics
model each of the three
they brainstormed in Daily
types of connections.
Lesson 1 Writing. Point
2. Draw a web with the root
vis in the middle.
3. Display the word vision.
4. Ask students to call out
the different word parts
they notice in the word
and relate it to the
meaning of the word
vision.
5. Students add words from
their own vocabulary to
2. Review the biography or
autobiography read in
Daily Lesson 3 Shared
Reading by looking at the
Handout:
Comparing/Contrasting
Literary Works (1 per
student) from Daily
Lesson 3.
Last Updated 04/16/2013
Suggested Duration: 25-30 min.
Content Objective: Students
develop drafts by categorizing
ideas.
page 29 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
the web containing the
root vis.
6. If necessary, add any of
the words from the
prepared list of vis words.
Learning Applications
1. Distribute one vis word on
a note card to each pair
of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebooks.
3. Display the selected
out that those topics can
4. Add to the Anchor Chart:
fictional text. Discuss the
become paragraphs.
Responding to Biographies
title and cover. Ask: What
that readers can respond
4. Using the Teacher’s
seems similar about
by making connections and
interview table from Daily
this story and the
list the three types of
Lesson 1, take the
biography? What seems
connections.
answers from the modeled
different? Discuss
interview in Daily Lesson
responses.
2 and cut the answer out
4. As a class, discuss any
to match the answers with
inferences or predictions
the Topics on the table.
the audience may have
Take any leftover answers
based on the title and
and Think Aloud about
cover.
how to group the answers
into like topics.
5. Read the story aloud to
the students, pause to
Think Aloud about
inferences and
predictions.
1. With a partner, students
complete the other half of
the Handout:
Comparing/Contrasting
Literary Works identify
the elements and events
in the fictional story.
2. Monitor and assist
students needing more
Last Updated 04/16/2013
1. Students self-select a
1. Students begin organizing
biography or autobiography
their own answers by
and read independently.
cutting their own paper
and grouping their
2. In their Reader’s
answers by like topics.
Notebooks, students write
connections they make with 2. Monitor students and
the biography or
assist with the
autobiography. They may
organization of answers.
use the sentence stem:
page 30 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
3. Students write their word
in a sentence and
illustrate.
support.
This
biography/autobiography
reminds me of
___________.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their vis
words.
2. Ask students to try to
figure out the meaning of
vis.
3. Add the root vis to the
Word Wall or Anchor
Chart along with the
meaning of the root and
an example of a word with
the root.
1. As a class, discuss the
elements and events in
the biography to clear up
any misconceptions.
1. Students share their
1. With a partner, students
connection(s) with the class
explain how they grouped
or with a partner.
their answers.
2. Collect Handout:
Comparing/Contrasting
Literary Works and
determine which students
need more support.
Last Updated 04/16/2013
page 31 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 05
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
4.2A
4.2E
4.Fig19D,F
4.7A
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
enhances oral and written
communication.
- How do affixes and root words
help readers understand text?
Vocabulary of Instruction
Materials
Advance Preparation
4.27A
4.28A
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.2B
4.1A
4.Fig19A,B,C,D,F 4.9A
4.18C
4.15B
ÿ Fictional stories sometimes
ÿ Readers use strategies to
ÿ Authors often interview or
contain information that mirrors a
person’s biography/autobiography.
- How does comparing a biography
with a fictional piece help readers
understand text?
support understanding of text.
- What strategies do readers use
to help with comprehension?
conduct research in order to find
out more information on a given
topic.
- How do authors use an
interview to gather information?
ÿ Prefix
ÿ Suffix
ÿ Root word
ÿ Biography
ÿ Autobiography
ÿ Biography
ÿ Autobiography
ÿ Interview
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per student) ÿ Reader’s Notebook (1 per
ÿ Chart paper (if applicable)
student)
ÿ Collection of grade-appropriate
student)
ÿ Note card (1 per 2 students)
ÿ Dictionary (class set)
ÿ Chart paper (if applicable)
Attachments and
Resources
Ongoing TEKS
INDEPENDENT READING
biographies and autobiographies
for student selection
ÿ Chart paper (if applicable)
4.20Ai-ii
ÿ Writer’s Notebook (1 per
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
ÿ Handout: Comparing/Contrasting
Literary Works (1 per student)
1. Prepare to display visuals 1. Prepare to display visuals as 1. Prepare to display visuals
as appropriate.
appropriate.
as appropriate.
Last Updated 04/16/2013
1. Prepare to display visuals
as appropriate.
page 32 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 05
Background Information
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
2. Prepare a list of words on 2. Prepare to use the Handout:
note cards containing the
Comparing/Contrasting
root audi so each pair of
Literary Works (1 per
students has a different
student) from Daily Lessons
word to study. Possible
3 and 4 Shared Reading.
examples include:
audience, audio,
auditory, etc. Use districtadopted resources from
various content areas or
the Internet to help
compile a list of gradeappropriate words.
2. Prepare to display the
2. Draw or find a picture of
Anchor Chart: Responding
a hamburger with
to Biographies from Daily
toppings to use as a
Lesson 4 Independent
visual of what needs to
Reading.
be included in a
paragraph. (optional)
This Instructional Routine
partially assesses Performance
Indicator 06.
The root audi means to hear.
This Instructional Routine partially
assesses Performance Indicator
05.
This Instructional Routine assesses
Performance Indicator 04.
Teacher Notes
The hamburger visual is a tool to
explain what a paragraph should
include. The buns hold the
burger together like the topic and
concluding sentence hold the
paragraph together. The
hamburger represents the main
idea of the paragraph
surrounded by the details
(condiments) that make it
“delicious.” The “condiments” or
details need to go with the
Last Updated 04/16/2013
page 33 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
“hamburger” or main idea. You
wouldn’t put a cookie on a
hamburger!!
Last Updated 04/16/2013
page 34 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 05
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
identify similarities and
differences between a biography
and fictional work about the same
character.
Suggested Duration: 25-30 min.
Content Objective: Students
demonstrate understanding of text
by responding to what they read.
Suggested Duration: 25-30 min.
Content Objective: Students
develop drafts by organizing them
into paragraphs.
1. Display the Anchor Chart:
Responding to
Biographies. Review the
ways they have
responded to their
reading.
1. Using the topics and
answers from Daily
Lesson 4, model writing a
paragraph in the Teacher
Writer’s Notebook with a
topic sentence, supporting
details, and a concluding
statement.
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students
determine the meaning of words
with Greek and Latin prefixes,
suffixes, and roots by playing a
matching game.
Mini Lesson
1. Review the meaning of the 1. Distribute Handout:
words: roots, prefixes,
Comparing/Contrasting
suffixes, and affixes.
Literary Works (1 per
student) from Daily
2. Draw a web with the root
Lessons 3 and 4 Shared
audi in the middle.
Reading.
3. Display the word
2. Review the biography or
audience.
autobiography read in
Daily Lesson 3 Shared
4. Ask students to call out
Reading and the fictional
the different word parts
story read in Daily Lesson
they notice in the word
4 Shared Reading by
and relate it to the
looking at the Handout:
meaning of the word
Comparing/Contrasting
audience.
Last Updated 04/16/2013
2. Explain that students will
choose a biography or
autobiography and use
one or more of the items
on the Anchor Chart:
Responding to
Biographies to respond to
what they read in their
2. Display the visual of the
hamburger and explain
how it relates to building a
paragraph (optional-see
Teacher Notes).
page 35 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
5. Students add words from
their own vocabulary to
the web containing the
root audi.
6. If necessary, add any of
the words from the
prepared list of audi
words.
Literary Works (1 per
student) from Daily
Lessons 3 and 4.
3. Explain that they will use
the completed Handout:
Comparing/Contrasting
Literary Works to
compare and contrast the
two stories in a Venn
diagram.
Reader’s Notebooks. Tell
them that their responses
need to demonstrate that
they understand what they
are reading.
4. Display the Venn diagram
from Daily Lesson 2
Shared Reading. Review
the organization and
purpose of a Venn
diagram.
Learning Applications
1. Distribute one audi word
on a note card to each
pair of students.
2. With a partner, students
search for the meaning of
their word in a dictionary
and record the word
meaning in their Word
Study Notebooks.
3. Students write their word
in a sentence and
illustrate.
1. Students use the Handout: 1. Students self-select a
1. Students take their ideas
Comparing/Contrasting
biography and read
and organization from
Literary Works to
independently.
Daily Lesson 4 and begin
complete a Venn diagram
to develop their drafts by
2. Students choose one or
in their Reader’s
writing paragraphs for
more ways to respond to
Notebooks.
their biography.
what they are reading
2. Students turn in their
which demonstrates that
2. Monitor students and
Reader’s Notebooks to be
they understand what they
provide assistance, as
assessed.
are reading.
they are writing
paragraphs.
3. Monitor students as they
are reading for the right
books and
comprehension.
Last Updated 04/16/2013
page 36 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students share the
meaning of their audi
words.
2. Ask students to try to
figure out the meaning of
audi.
1. Ask: How does
comparing a biography
with a fictional piece
help readers
understand text?
Discuss responses.
3. Add the root audi to the
Word Wall or Anchor
Chart along with the
meaning of the root and
an example of a word with
the root.
1. Students share responses 1. Students share one
with a partner.
paragraph with a partner.
2. Collect Reader’s
Notebooks to assess
students’ ability to use
strategies to make
meaning of text.
4. Collect Word Study
Notebooks to assess for
student knowledge of
using roots to determine
the meaning of unknown
words.
Last Updated 04/16/2013
page 37 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 06
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
4.1A
INDEPENDENT READING
TEKS
4.1A
4.9A
TEKS
Ongoing
TEKS
4.2E
4.Fig19C
4.14B
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Readers use strategies to
ÿ Readers use strategies to
ÿ Authors use conventions of
enhances oral and written
communication.
- Why do readers and writers use
dictionaries?
support understanding of text.
- What strategies do readers use
to help them understand what they
are reading?
support understanding of text.
- How do readers show
understanding of text through
writing?
written language to communicate
clearly and effectively.
- Why do authors use appropriate
conventions?
- How do writers create interesting
sentences?
Vocabulary of Instruction
ÿ Guideword
ÿ Definition
ÿ Media
ÿ Design technique
ÿ Message
ÿ Purpose
ÿ Subject
ÿ Predicate
ÿ Simple sentence
ÿ Compound sentence
ÿ Conjunction
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Dictionary (class set)
ÿ Note card (minimum of 1 per
student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate biographical
piece of media
ÿ Chart paper (if applicable)
student)
ÿ Teacher Reader’s Notebook (1)
ÿ Grade-appropriate text for
modeling (1)
ÿ Collection of grade-appropriate
texts in a variety of genre for
student selection
student)
ÿ Teacher Writer’s Notebook (1)
ÿ Chart paper (if applicable)
Last Updated 04/16/2013
4.Fig19A,C
4.8A
4.18C
Ongoing
TEKS
WRITING
4.15B
4.20B,C
4.21Ci
page 38 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
ÿ Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Write a variety of grade2. Find a grade-appropriate 2. Create an Anchor Chart:
appropriate words on note
biographical piece of
Reader Response
cards for students to
media. This could be an
Questions. This chart will
locate in the dictionary.
audio book, online
be used to record
Select words from a book
biography, film clip, etc.
questions and prompts
or books read during
Be sure the selected piece
that students can choose
Shared Reading.
of media has events and
from in order to respond
experiences from the
to reading in their
3. Duplicate a dictionary
person’s life.
Reader’s Notebooks. See
page (with guidewords) for
Teacher Notes.
each student or prepare to 3. Prepare to display the
display an example.
Anchor Chart: Design
3. Add a question(s) and/or
Techniques in Media from
prompt(s) about
Unit 01, Lesson 03, Daily
establishing a purpose for
Lesson 16.
reading to the Anchor
Chart: Reader’s
Response Questions. For
example: Why am I
reading this text? What
will I gain from reading
this? After reading the
text, did I achieve my
purpose? What text
evidence supports my
established purpose?
2. Create an Anchor Chart:
Compound Sentences.
Write the following
definitions on the chart:
Compound sentences are
two simple sentences that
can be joined using a
conjunction. Provide
examples of compound
sentences. Possible
examples could include:
Last Updated 04/16/2013
Andrew watched the
parade. People waved
at him. These can be
combined into: Andrew
watched the parade,
and people waved at
him.
The children were
thirsty. The water
fountain was broken.
These can be
combined into: The
children were thirsty,
page 39 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
but the water found
was broken.
Background Information
Techniques used in media:
Complete subject - all the words
that tell who or what the sentence
is about (e.g., The furry dog barks
at night.)
Complete predicate - all the
words that tell what the subject
does, did, is, or was. (e.g., The
furry dog barks at night.)
Simple sentence - a sentence
with one clause (e.g., the
chicken crossed the road)
Compound sentence - a
sentence composed of at least
two independent clauses linked
with a conjunction (e.g., Sam
talked, and Emma listened)
Sound (background
music, volume, sound
effects)
Movement (feet moving
quickly, hair blowing in
the wind, pacing)
Visuals (pictures,
graphs, graphics,
colors, shapes, closeups)
Teacher Notes
This Daily Lesson is on using
guidewords to find words and
definitions in a dictionary and
provides continuing practice from
Unit 1. Using words from books
read in Shared Reading will help
students understand how readers
use dictionaries to help learn new
words encountered while reading.
Select words from text that has
The Anchor Chart: Design
Techniques in Media was used in
Unit 01 to analyze fictional media.
Student will use this Anchor Chart
again to analyze the design
techniques used in biographical
media in Lessons 6 and 7.
Last Updated 04/16/2013
In Daily Lessons 6-11
Independent Reading, students
will be reading a variety of selfselected texts and responding to
their reading using questions on
the Anchor Chart: Reader’s
Response Questions. Each Daily
Lesson will provide a question
that addresses the Figure 19
standards of comprehension
page 40 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 06
WORD STUDY
SHARED READING
been read during Shared
Reading. Select words that are
less familiar to students.
INDEPENDENT READING
WRITING
skills. Teachers will also be
adding questions related to what
is being learned in Shared
Reading and genre related
questions. Each time a question
is added the teacher models how
to respond appropriately to the
question. The Anchor Chart:
Reader’s Response Questions
will be used throughout the units.
Last Updated 04/16/2013
page 41 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 06
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
guidewords in a dictionary to find
definitions of unknown words.
Suggested Duration: 20-25 min.
Content Objective: Students
explain how design techniques in
media influence the message.
Suggested Duration: 25-30 min.
Content Objective: Students
establish purpose for reading.
Students write responses to texts
read independently and provide
evidence from the text to
demonstrate understanding.
Suggested Duration: 25-30 min.
Content Objective: Students
develop drafts by organizing them
into paragraphs. Students write
complete simple and compound
sentences using subjects and
predicates with proper commas if
applicable
Mini Lesson
1. Display a dictionary. Ask:
Why do readers and
writers use a
dictionary? Responses
should include
determining meaning of
unfamiliar words while
reading.
1. Display the Anchor Chart:
Design Techniques in
Media. Review what was
learned in Unit 01 about
design techniques used in
media. Remind students
that these design
techniques influence the
message.
1. Display the Anchor Chart:
Reader Response
Questions. Explain that
questions and/or prompts
will be added to the chart
and they use these
questions and/or prompts
to write responses in their
Reader’s Notebooks.
1. Review what makes a
complete sentence.
Remind students that
sentences contain both a
subject (the who or what
of a sentence) and a
predicate (what the who or
what are doing). Give an
example of a simple
complete sentence.
2. Explain that readers use
context clues first to
2. Explain that biographical
2. Read the question(s)
determine word meaning
media uses these
and/or prompt(s) for
and then readers can use
techniques just like
establishing a purpose for
the dictionary to
fictional media.
reading.
understand the meaning
3. Display, view, or listen to a 3. With the selected text,
of words. Show students
portion of the selected
model writing a response
the book or books that
piece of biographical
to the question or prompt
were used to select words.
media.
for establishing a purpose
Last Updated 04/16/2013
2. Explain that writers make
their writing flow by using
a variety of sentences. A
writer can combine two
simple sentences with a
conjunction to make the
writing flow.
page 42 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
3. Review the organization of
4. Ask: What events or
a dictionary.
experiences in the
4. Display the page of the
person’s life were
dictionary that was copied.
presented? What
Draw students’ attention to
design techniques
the guidewords.
were used? Discuss
responses.
5. Model or ask a student to
model how to use the
guidewords to find a word
and locate the definition.
for reading. Explain that
this question is answered
before and after reading.
4. Read the selected text
and monitor
comprehension related to
the established purpose.
3. Display the Anchor Chart:
Compound Sentence.
Read the simple
sentences on the chart.
4. Ask: How could these
simple sentences be
combined to make one
sentence? Explain that
5. Going back to the written
coordinating conjunctions
response, add to the
and, but, or, nor, yet, and
response whether or not
so can be used to
the purpose was achieved
combine two simple
and provide text evidence.
sentences.
5. Rewrite the sentences into
a compound sentence and
underline the
conjunctions. Discuss the
use of a comma before
the conjunction in a
compound sentence.
6. Repeat steps four and five
with the other simple
sentences.
7. In the Teacher Writer’s
Notebook, model writing
another paragraph for the
biography. If possible,
combine simple sentences
into compound sentences
using conjunctions.
Last Updated 04/16/2013
page 43 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Learning Applications
1. Distribute the words that
have been written on note
cards.
2. Students work in pairs or
triads to find the words on
their note cards.
3. Monitor and assist
students as needed.
4. In their Word Study
Notebooks, students
record the word, the page
number, and the
guidewords where they
found the word. Students
also record the definition
of the word.
1. Continue to display, view, 1. Students select their text
1. Students take their ideas
or listen to the selected
for Independent Reading.
and organization from
piece of biographical
Daily Lesson 4 and
2. Using the questions or
media until it is completed.
develop their drafts by
prompts on the Anchor
writing paragraphs for
2. Ask: What was the
Chart: Reader Response
their biography. Remind
message of this piece
Questions, students write
students that a paragraph
of media? Students
their purpose for reading
has a topic sentence and
record what they think the
in their Reader’s
a concluding sentence
message is in their
Notebooks.
with supporting details in
Reader’s Notebooks.
between.
3. Students read and monitor
3. As a class, discuss the
comprehension related to
2. Remind students to use a
design techniques used in
the established purpose.
variety of simple and
the selected piece of
compound sentences
4. Students go back to their
media.
using commas, if
original response, add to
necessary.
4. Display the Anchor Chart:
the response whether or
Design Techniques in
not the purpose was
Media. On the chart,
achieved, and provide text
record techniques used in
evidence.
the selected piece of
media under the correct
categories.
5. Ask: How did the design
techniques influence
the message? Discuss
responses.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students discuss how they 1. Ask: How do design
used the guidewords and
techniques influence
the definitions for the
the message in
Last Updated 04/16/2013
1. Students share their
response with a partner.
1. Students share a
paragraph with their
partners. Students also
page 44 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
words. Monitor and assess
student understanding.
biographical media?
Discussion should include
explanations of how
sound, movement, and
visuals influence the
message with examples
from the media used in the
lesson.
Last Updated 04/16/2013
share where they used a
conjunction in a
compound sentence, if
applicable.
page 45 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
A Close Look at Biographies and Autobiographies
Lesson Preparation
Daily Lesson #: 07
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
TEKS
Ongoing
TEKS
4.22Ai
4.Fig19C
4.14B
4.Fig19B,C
4.18C
Key Understandings and
Guiding Questions
ÿ An extensive vocabulary
ÿ Readers use strategies to
ÿ Readers use strategies to
ÿ Authors use conventions of
enhances oral and written
communication.
- How does studying words help
us as readers and writers?
support understanding of text.
- What strategies do readers use
to help them understand what they
are reading?
support understanding of text.
- How do readers show
understanding of text through
writing?
written language to communicate
clearly and effectively.
- Why do authors use appropriate
conventions?
- How do writers create interesting
sentences?
Vocabulary of Instruction
ÿ Singular
ÿ Plural
ÿ Noun
ÿ Media
ÿ Design technique
ÿ Message
Materials
ÿ Word Study Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Reader’s Notebook (1 per
ÿ Writer’s Notebook (1 per
student)
ÿ Chart paper (if applicable)
student)
ÿ Grade-appropriate biographical
piece of media
ÿ Chart paper (if applicable)
student)
ÿ Teacher Reader’s Notebook (1)
ÿ Grade-appropriate text for
modeling (1)
ÿ Collection of grade-appropriate
texts in a variety of genre for
student selection
ÿ Chart paper (if applicable)
student)
ÿ Teacher Writer’s Notebook (1)
ÿ 5 examples of leads from
grade-appropriate biographies
and autobiographies (1 copy of
each)
ÿ Chart paper (if applicable)
Attachments and
4.1A
4.9A
WRITING
4.15B,C
4.20Aviii
ÿ Time-order transition word
ÿ Conclusion transition word
ÿ Handout: Singular and Plural
Last Updated 04/16/2013
page 46 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 07
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Resources
Nouns Ending in “Y” (1 per
student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare an Anchor Chart:
Plural Rules. Record on
the chart the rule
discussed in Unit 01,
Lesson 02, Daily Lesson
10: Add –s to most nouns,
add –es to nouns that
end in –s, -ss, -sh, -ch, -x,
and -z. Also, add –es to
words that end in –o
(heroes).
2. Find a grade-appropriate 2. Add a question(s) and/or
biographical piece of
prompt(s) about asking
media. This could be an
questions to the Anchor
audio book, online
Chart: Reader Response
biography, film clip, etc.
Questions. For example:
Be sure the selected piece
What am I wondering?
of media has events and
What questions do I have
experiences from the
about this text before
person’s life.
reading? What questions
come up as I read? What
3. Prepare to display the
questions do I still have
Anchor Chart: Design
after reading?
Techniques in Media from
Daily Lesson 6 Shared
Reading.
2. Make a display of various
leads for a biography
including but not limited to
the following:
3. Duplicate Handout:
Singular and Plural
Nouns Ending in “Y” (1
per student).
A quote about the
subject
A story about the
subject
A physical description
of the subject
Describing a setting of
an event
(add student
examples)
3. Find examples of the
above types of leads in
grade-appropriate
biographies and
autobiographies.
4. Create an Anchor Chart:
Transition Words. Write
some examples of
transition words on the
Last Updated 04/16/2013
page 47 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 07
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
chart. Mark transitions
that indicate a conclusion
with an asterisk or write
them in a different color.
Refer to Background
Knowledge.
Background Information
Plural Rules
Refer to Daily Lesson 6 Shared
Reading
Change y to i as in
candy-candies; add -s
when the word ends in
the vowel -y as in
key/keys
Add -s as in bookbooks; add -es when
the word ends in -s, ss, -sh, -ch, -x, or -z, as
in class/classes
Add -es when the word
ends in consonant -o
as in hero/heroes; add
-s when the word ends
in the vowel -o as in
video/videos
Transitional words and phrases words or phrases that help to
sustain a thought or idea through
the writing. They link sentences
and paragraphs together
smoothly so that there are not
abrupt jumps or breaks between
ideas.
Possible examples of time - order
transition words include:
First, soon,
immediately, while,
during, occasionally,
second, then, at that
time, meanwhile, when,
frequently, now, until,
already, after, in the
meantime, next
Conclusion transition words words or phrases that help the
reader or writer conclude thoughts
or ideas (e.g., in other words, to
sum up, finally, in summary, in
Last Updated 04/16/2013
page 48 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Daily Lesson #: 07
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
conclusion, on the whole, lastly)
Teacher Notes
Refer to Daily Lesson 6 Shared
Reading
Last Updated 04/16/2013
Refer to Daily Lesson 6
Independent Reading
page 49 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Instructional Routines
Daily Lesson # 07
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words using plural rules including
adding –s and –es to words
ending with y.
Suggested Duration: 20-25 min.
Content Objective: Students
explain how design techniques in
media influence the message.
Mini Lesson
1. Ask: What does it mean
if a word is singular or
plural? Discuss
responses and clarify any
misconceptions. Ask for
an example of each.
1. Display the Anchor Chart: 1. Display the Anchor Chart: 1. Explain that writers often
Design Techniques in
Reader Response
use “hooks” to get the
Media from Daily Lesson 6
Questions. Explain that
reader interested in the
Shared Reading. Review
questions and prompts will
subject.
what was learned about
continue to be added to
2. Read some leads from
design techniques used in
the chart and that they will
grade-appropriate
media. Review how design
use these questions to
biographies and
techniques influence the
write responses in their
autobiographies.
message.
Reader’s Notebooks.
3. Record the types of leads
2. Display, view, or listen to a 2. Read the question(s) or
found including but not
portion of the selected
prompt(s) for asking
limited to:
piece of biographical
questions while reading.
media.
A quote about the
3. With the selected text,
subject
3. Ask: What events or
model writing questions
A story about the
experiences in the
before reading in the
subject
person’s life were
Teacher Reader’s
A physical description
presented? What
Notebook. Explain the
of the subject
design techniques
three types of questions:
Describing a setting of
were used? Discuss
literal, interpretive, and
an event
responses.
evaluative. Model writing at
2. Display the Anchor Chart:
Plural Rules. Review the
rules for adding –s or –es
to a word from Unit 01,
Lesson 02, Daily Lesson
10.
Last Updated 04/16/2013
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students ask
literal, interpretive, and evaluative
questions of text. Students write
responses to texts read
independently and provide
evidence from the text to
demonstrate understanding.
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
develop and revise drafts by
organizing them into paragraphs.
Students use time-order transition
words to create an introduction
and conclusion to a biography.
page 50 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
least one question for
each type.
4. Read the selected text
and monitor
comprehension. Pause
periodically to either
answer the questions or
write new questions.
5. After reading, generate
additional questions and
answer those that can be
answered. Use text
evidence to support
answers. If there are
questions that were not
answered, discuss why.
Learning Applications
1. Distribute the Handout:
Singular and Plural
Nouns Ending in “Y”.
2. Students cut out and
match the singular and
plural nouns. Then they
sort them by whether they
have –s or –es.
1. Continue to display, view,
or listen to the selected
piece of biographical
media until it is over.
2. Ask: What was the
message of this piece
of media? Students
record what they think the
message is in their
3. Students choose two pairs
Reader’s Notebooks.
of words (the singular form
and plural form). Write a
3. As a class, discuss the
sentence for each word
design techniques used in
Last Updated 04/16/2013
1. Students select their text
for Independent Reading.
2. Using the questions
and/or prompts on the
Anchor Chart: Reader’s
Response Questions,
students write questions
before reading.
4. Explain that readers also
use words or phrases to
hook readers throughout
their writing. These words
transition from one idea to
the next.
5. Display the Anchor Chart:
Transition Words. Read
the list and ask students
to add to the list.
6. In the Teacher Writer’s
Notebook, revise the lead
using one of the
discussed techniques.
Continue to write another
paragraph using transition
words where appropriate.
1. Students take their ideas
and organization from
Daily Lesson 4 Writing
and develop their drafts
by writing paragraphs for
their biography.
2. Students revise their leads
using one of the
techniques discussed in
3. Students read and monitor
the Mini Lesson.
comprehension. Students
pause periodically to
3. Students also use
answer questions and to
transition words where
page 51 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
(four sentences total)
using the noun correctly in
the sentence.
the selected piece of
media.
generate new questions.
appropriate.
4. After reading, students
generate additional
questions and answer
those that can be
answered. Students
provide text evidence to
support their answers. If a
question could not be
answered, students
5. Ask: How did the design
explain why.
techniques influence
the message? Discuss
responses.
4. Display the Anchor Chart:
Design Techniques in
Media. On the chart,
record techniques used in
the selected piece of
media under the correct
categories.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What did you
notice about the words
that only have an –s?
Answers should include
the words end with the
vowel -y.
1. As a class, discuss how
design techniques
influence the message in
biographical media.
1. Students share their
questions and answers
with a partner.
1. Choose 3-5 students to
share their lead with the
class.
2. Ask: What did you
notice about the words
that only have an –es?
Answers should include
words that end with a
consonant –y.
3. Ask: What happened to
the y in the words
ending with –es?
Last Updated 04/16/2013
page 52 of 56 Grade 4
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-7
Answers should include
that the “y” changes to an
“i”.
4. Ask: Can you give me
other words that fit
each pattern/rule?
Discuss responses.
5. Add the pattern/rule to the
Anchor Chart: Plural Rules
along with examples.
6. Students record the
pattern/rule with examples
in their Word Study
Notebooks.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/16/2013
page 53 of 56 Fourth Grade
English Language Arts and Reading
Unit: 02 Lesson: 01
Interview Criteria and Grading Sheet
Rate yourself and your partner on a scale from 1 to 5.
1
Poor
2
Criteria
I am facing my partner.
I am making eye contact to
show I am listening to my
partner.
I am responding
appropriately to my
partner’s questions.
I am asking my partner
engaging questions.
I am recording my partner’s
answers so I will be able to
write a biography.
3
Average
Myself
4
5
Excellent
My Partner
Comments: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
©2011, TESCCC
07/10/12
page 1 of 1
Fourth Grade
English Language Arts and Reading
Unit: 02 Lesson: 01
Singular and Plural Nouns Ending with “Y”
candy
play
monkeys
fly
valley
flies
birthdays
boy
family
stories
candies
keys
delays
countries
city
pony
babies
trays
valleys
plays
country
boys
families
key
story
birthday
tray
baby
monkey
cities
ponies
delay
©2011, TESCCC
07/10/12
Page 1 of 1
Fourth Grade
English Language Arts and Reading
Unit: 02 Lesson: 01
Comparing/Contrasting Literary Works
Biography/Autobiography
Fictional Story
Title
Characters
Setting
Problem
Events
Solution
Other-consider
language, pictures,
techniques, text
features, organization
©2011, TESCCC
07/10/12
page 1 of 1