Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
ELAR Grade 04 Unit 01 Exemplar Lesson 02: Digging into Fiction
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 begin digging into fictional text by studying its organization. Students will examine fictional text by
sequencing and summarizing the plot’s main events. Students use what they learned about poetry in Lesson 01 to
write and revise their own poems that contain sensory detail and poetry conventions. Students continue to explore
words through the use of context clues and dictionaries. Students also begin to study patterns and rules in spelling.
Grade 04 ELAR Unit 01 PI 01
Create a story plot line depicting a story’s main events. Explain in a paragraph how the plot line helps you connect one event to
another and how the plot could affect future events.
Standard(s): 4.6A , 4.Fig19B , 4.Fig19C , 4.Fig19D , 4.Fig19E
ELPS ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 04 ELAR Unit 01 PI 03
Using the writing process, write a poem (e.g., quatrain, riddle, acrostic, lyrical) using sensory details and poetry conventions.
Standard(s): 4.8A , 4.15A , 4.15B , 4.15C , 4.15D , 4.15E , 4.16B , 4.21A
ELPS ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/06/2013
page 1 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Grade 04 ELAR Unit 01 PI 06
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and
media. 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 01 PI 07
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.5B , ELPS.c.5F , ELPS.c.5G
Key Understandings
Authors use plot to sequence events within a story.
Authors use writer’s craft to engage and sustain the reader’s interest.
Readers use strategies to support understanding of text.
An extensive vocabulary enhances written and oral 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
and writing. Students are expected to:
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
Last Updated 05/06/2013
page 2 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
4.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
4.6A
Sequence and summarize the plot's main events and explain their influence on future events.
Readiness Standard
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).
4.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
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
4.15D
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
Readiness Standard
4.15E
Revise final draft in response to feedback from peers and teacher and publish written work
for a specific audience.
Last Updated 05/06/2013
page 3 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
4.16
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
4.16B
Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter,
patterns of verse).
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.ii
nouns (singular/plural, common/proper).
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:
4.21B
Use capitalization for:
Readiness Standard
4.21B.ii
titles of books, stories, and essays
Supporting Standard
Last Updated 05/06/2013
page 4 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
4.22
Oral and Written Conventions/Spelling.
Students Spell correctly. 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
4.22A.ii
irregular plurals (e.g., man/men, foot/feet, child/children).
Supporting Standard
4.22A.iii
double consonants in middle of words.
Supporting Standard
4.22D
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
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.Fig19E Summarize information in text, maintaining meaning and logical order.(Literary Nonfiction, Poetry, Drama)
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
Ongoing TEKS
TEKS alignment coming soon.
Last Updated 05/06/2013
page 5 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Materials
Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Dictionary (class set)
Scissors (1 per student)
Colored pen or pencil (1 per student)
Publishing paper (1 per student)
Chart paper
Grade-appropriate fictional short story that has been read in previous lessons or a familiar story like The
Three Little Pigs (1)
Grade-appropriate fictional stories that students have read in previous Independent Reading lessons (1 per
student)
Grade-appropriate previously read poems from Daily Lessons 1-6
2-3 grade-appropriate fictional short stories (1 copy of each)
Collection of grade-appropriate fictional short stories for student selection
Collection of grad-appropriate texts for student selection
Collection of grade-appropriate texs and environmental print for word hunting
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: Singular and Plural Nouns(1 per student)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 05/06/2013
page 6 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Digging into Fiction
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.2B
4.Fig19E
4.6A
4.Fig19E
4.6A
4.9A
4.18C
4.21Bii
4.15A
4.16B
• An extensive vocabulary
• Authors use plot to sequence
events within a story.
• Authors use plot to sequence
events within a story.
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use writer’s craft to
engage and sustain the reader’s
interest.
- How do authors develop
engaging poems?
enhances written and oral
communication.
- What can a reader do when they
come to a word they do not know?
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
Vocabulary of Instruction
• Context clue
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
Materials
• Word Study Notebook (1 per
student)
• Grade-appropriate fictional
• Reader’s Notebook (1 per
short story that has been read in student)
Last Updated 05/06/2013
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Writer’s Notebook (1 per
student)
page 7 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 7
WORD STUDY
• Collection of grade­appropriate
texts for student selection
SHARED READING
previous lessons or a familiar
story like The Three Little Pigs
(1)
• Chart paper (if applicable)
• Chart paper (if applicable)
INDEPENDENT READING
WRITING
• Grade-appropriate fictional
stories that students have read
in previous Independent Reading
lessons (1 per student)
• Chart paper (if applicable)
• Teacher Writer’s Notebook (1)
• Grade-appropriate previously
read poems from Daily Lessons
1-6
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Gather a collection of texts 2. Create an Anchor Chart:
for students to read for
Plot Elements. Prepare a
unfamiliar and/or multiple
chart with the plot
meaning words. Students
elements listed on a plot
could also use the texts
line. The plot line should
they are reading for
look something like a
Independent Reading.
mountain or a line with a
large spike. Place the
elements on the plot line.
The word Introduction
should go first at the base
of the mountain. The
words Rising Action
should be placed on the
slope going up the
“mountain.” The word
Climax should be at the
top. The words Falling
Action should be the down
Last Updated 05/06/2013
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the poems
from Daily Lessons 1-6 as
model texts for writing
poetry.
3. Prepare to display the
Anchor Chart: Structural
Elements of Poetry from
Daily Lesson 4 Shared
Reading.
page 8 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
slope. Then write
Resolution at the base on
the right.
Background Information
Refer to Daily Lesson 2 Word
Study
Teacher Notes
Refer to Daily Lesson 2 Word
Study
Plot - the basic sequence of
events in a story. In conventional
stories, plot has three main
parts: rising action, climax, and
falling action. The plot includes
the problem and solution.
Summarize - to reduce large
sections of text to their essential
points and main ideas Note: It is
still important to attribute
summarized ideas to the original
source.
Refer to Daily Lesson 7 Shared
Reading
Be sure that students use a
previously read book/story so that
they are already familiar with what
happens. This will save a lot of
time.
Last Updated 05/06/2013
page 9 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Instructional Routines
Daily Lesson # 7
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
identify and use context clues to
help them determine the meaning
of unknown or multiple meaning
words.
Mini Lesson
1. Review Handout: Context 1. Display the Chart: Plot
1. Review what was learned
Clues that was completed
Elements. Explain that
about plot in Shared
in Daily Lesson 2 Word
stories tend to follow this
Reading.
Study. Instruct students to
organization.
2. Tell students that they will
remove the handout from
2. Ask: How does knowing
choose a book that they
their Word Study
the plot of a story help
have read in previous
Notebook.
a reader? Discuss
lessons. They will create
2. Select a text from the
responses and explain
their own plot line in their
gathered collection.
that readers need to be
Reader’s Notebooks.
aware of the structure of a
Remind them to write the
3. Read selected text aloud
story in order to
title of the book with
to the students. Stop at
understand what they are
appropriate conventions.
the first unfamiliar or
reading.
Model writing a title with
multiple meaning word.
appropriate capital letters
Think Aloud about how a 3. Select a story that has
and underlining.
reader would reread and
been read in previous
look for clues
lessons or one that
(restatement, antonym,
everyone would be familiar
synonym, or description)
with like The Three Little
to determine what the
Pigs.
word could mean.
4. Read the story and place
4. On chart paper, list the
the events on the plot line.
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
Last Updated 05/06/2013
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
generate ideas and plan for the
development of a poem.
1. Tell students that they will
be writing a poem.
2. Model selecting a topic for
a poem. Choose from the
ideas recorded in the
Teacher Writer’s
Notebook or think of a new
topic.
3. Draw a web in the
Teacher Writer’s
Notebook. Record the
topic in the center circle.
Brainstorm and record
ideas about the topic in
other circles around the
topic.
4. Display the Anchor Chart:
Structural Elements of
Poetry from Daily Lesson
4 Shared Reading. Review
the different forms of
page 10 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
unknown word, the clues,
and its inferred meaning.
Refer to the chart in
Independent Reading,
Daily Lesson 2 Word
Study. Students record
the words, clues, and
definitions in their own
Word Study Notebook.
poetry and the structural
elements of each.
5. Think Aloud and select
the form of poetry that will
be best for presenting the
selected topic.
6. Reread poems in the
selected form that have
been read in Daily
Lessons 1-6. Review the
structural elements related
to that particular form
(especially rhyme, meter,
and patterns of verse).
5. Repeat steps #1-4 with 12 more words.
7. Think Aloud and begin
planning the poem in the
Teacher Writer’s
Notebook.
Learning Applications
1. Students select a text from 1. Students work with a
the collection or use their
partner to discuss a story
Independent Reading text.
they have read recently in
Shared Reading or a
2. Students record unfamiliar
familiar story and how it
and/or multiple meaning
would fit on the plot line.
words, context clues, and
the meaning of the words
in their Word Study
Notebook.
Last Updated 05/06/2013
1. Independently, students
1. Students select a topic for
read a story they have
their poem. Students can
previously read and
choose from an idea
create a plot line
already recorded in their
summarizing the sequence
Writer’s Notebook or
of events in their Reader’s
choose a new idea.
Notebook.
2. Students create a web in
their Writer’s Notebook
and record the topic in the
middle circle. Students
brainstorm ideas about
the topic and record them
page 11 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
in circles around the topic.
3. Students reread poems
from Daily Lessons 1-6.
Students choose which
form of poetry will suit their
selected topic.
4. Students begin to plan
their poems in their
Writer’s Notebook.
5. Monitor and assist
students as needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What can a reader 1. Students share their
1. Ask: How does knowing
do when they come to a
partner discussion with the
the plot help you as a
word they do not know?
class.
reader? Discuss
Discuss responses.
responses.
2. Tell students that they will
practice putting stories on
a plot line and that they
will be assessed in Daily
Lesson 11 on using a plot
line.
Last Updated 05/06/2013
1. Students share their topic
and plan with a partner.
page 12 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Digging into Fiction
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.2B,E
4.Fig19E
4.6A
4.Fig19E
4.6A
4.9A
4.18C
4.21Bii
4.15A,B
4.16B
• An extensive vocabulary
enhances written and oral
communication.
- Why do readers and writers
use a dictionary?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of a
story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use writer’s craft to
engage and sustain the reader’s
interest.
- How do authors develop
engaging poems?
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Grade-appropriate fictional
short story (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-
Vocabulary of Instruction
Materials
SHARED READING
• Word Study Notebook (1 per
student)
• Dictionary (class set)
Last Updated 05/06/2013
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
page 13 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 8
WORD STUDY
SHARED READING
• Collection of grade­appropriate
texts for student selection
• Chart paper (if applicable)
INDEPENDENT READING
WRITING
appropriate fictional short
stories for student selection
• Chart paper (if applicable)
• Grade-appropriate previously
read poems for Daily Lessons 16
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Students will need the text
they read in Daily Lesson
7 Word Study.
2. Create a blank plot line on
a chart.
3. Preview the short fiction
story and think about how
it will fit on the plot line.
Background Information
Refer to Daily Lesson 7 Shared
Reading
Teacher Notes
This Daily Lesson will continue
into Daily Lesson 9 Shared
Reading. If students do not
complete the whole plot line,
finish it in Daily Lesson 9
Shared Reading or start a new
story on Daily Lesson 9 Shared
Reading.
Last Updated 05/06/2013
2. Prepare to use the poems
from Daily Lessons 1-6 as
model texts for writing
poetry.
page 14 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Instructional Routines
Daily Lesson # 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary to determine the
meaning of words.
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension. They
also determine how the events
connect to one another and how
the plot could affect future events
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
Mini Lesson
1. Display the text used for
modeling in Daily Lesson
7 Word Study. Review the
unfamiliar words and
context clues that were
recorded on chart paper.
1. Ask: What are the
elements of plot?
Students Think, Turn,
Talk, then share with the
class.
1. Tell students that they will 1. Review the topic and plan
be choosing a book or
for the poem being
short story that they have
modeled in the Teacher
not read. Students will
Writer’s Notebook.
create their own plot line
2. Review the structural
in their Reader’s
elements of the poetry
Notebook. Remind
form being modeled.
students to write the title
with appropriate
3. In the Teacher Writer’s
conventions. Model writing
Notebook, model drafting
a title with appropriate
the poem. Think Aloud
capital letters and
about sensory detail and
underlining.
poetry conventions
included in the poem.
2. Tell students that readers
can use a dictionary to
confirm the definitions of
words.
1. Read the short fictional
story aloud and write the
events as they happen on
the plot line.
3. Model using the dictionary
to look up the definitions
of the words on the chart.
Compare the dictionary
definition to the inferred
definition. If applicable,
demonstrate how to
choose the correct
definition from multiple
definitions by using the
Last Updated 05/06/2013
Suggested Duration: 20-25 min.
Content Objective: Students write
poems that have sensory detail
and appropriate poetry
conventions.
page 15 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
context of the sentence.
Learning Applications
1. Students review the text
and the chart of unfamiliar
words in their Word Study
Notebook from Daily
Lesson 7 Word Study.
2. Students use the
dictionary to look up the
actual definitions of the
words they recorded in
Daily Lesson 7 Word
Study.
1. Using two events on the
1. Students begin reading
plot line created in the
and recording the events
Mini Lesson, ask: How
on a plotline in their
are these two events
Reader’s Notebook.
connected? How could
these two events affect
future events? Discuss
responses.
1. Students reread poems
that represent their
selected form of poetry.
2. Students begin to draft
their poems using sensory
details and poetry
conventions.
3. Monitor and assist
students as needed.
2. Students turn to a partner
and discuss the events
and how they connect to
each other and how they
3. Students record the actual
could affect future events.
definition in their Word
Study Notebook.
4. Monitor and assist
students as needed.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: Why do readers
and writers use a
dictionary? Discuss
responses.
1. Students share their
thoughts on the events of
the story.
1. Students share their plot
lines with a partner.
1. Students share their draft
with a partner.
2. Ask: How does knowing
the plot of a story help
a reader? Discuss
responses.
Last Updated 05/06/2013
page 16 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Digging into Fiction
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Key Understandings and
Guiding Questions
Ongoing
TEKS
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.22Aiii
4.Fig19E
4.6A
4.Fig19E
4.6A
4.9A
4.18C
4.21Bii
4.15B,C
4.16B
• An extensive vocabulary
enhances written and oral
communication.
- How does studying words help
us as readers and writers?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of a
story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use writer’s craft to
engage and sustain the reader’s
interest.
- How do authors develop
engaging poems?
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
Vocabulary of Instruction
Materials
SHARED READING
• Word Study Notebook (1 per
student)
• Grade-appropriate new fictional • Reader’s Notebook (1 per
short story or the fictional short student)
Last Updated 05/06/2013
• Writer’s Notebook (1 per
student)
page 17 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 9
WORD STUDY
SHARED READING
• Collection of grade-appropriate
texts and environmental print for
word hunting
• Chart paper (if applicable)
story read in Daily Lesson 8 (1)
• Chart paper (if applicable)
INDEPENDENT READING
• Collection of gradeappropriate fictional short
stories for student selection
• Chart paper (if applicable)
WRITING
• Teacher Writer’s Notebook (1)
• Grade-appropriate previously
read poems for Daily Lessons 16
• Chart paper (if applicable)
Attachments and
Resources
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Create an Anchor Chart:
Double Consonants in
Words. Write the following
words on the chart: rabbit,
sudden, slipper, follow,
pretty, butter, dollar,
lesson, ladder, zipper,
button, and yellow.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to use the poems
from Daily Lessons 1-6 as
model texts for writing
poetry.
3. Create an Anchor Chart:
Revision Checklist. Add a
definition for revise (refer
to Background
Information). Add the
following areas for
revision to the checklist:
Include sensory details
to enhance the
message
Incorporate precise
words that create
visual images
Last Updated 05/06/2013
page 18 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 9
Background Information
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
When studying words with double
consonants in the middle of the
word, (little, middle, mirror,
manner, hammer, offer, babble,
giggle) there are several letters
that are commonly doubled. Most
of the time the letter is doubled
due to the first vowel being short
as in {middle, follow, gallon, pretty,
suddenly, rattle}. When words
have a long vowel the middle
consonant is not typically doubled
as in {ladle, table, motor, staple}.
Spelling Principle:
Some words have double
consonant letters in the pattern.
The vowel in the first syllable is
usually short.
Refer to Daily Lesson 7 Shared
Reading for background
information.
This Instructional Routine partially
assesses Performance Indicator
06.
Revise - changing, adding, or
deleting words, phrases, or
sentences to clarify and/or to
enhance the message based on
the intended audience
Word choice - the author’s
thoughtful use of precise
vocabulary to fully convey
meaning to the reader.
Teacher Notes
This is not a time for students to
be reading novels. Plot lines of
novels are much more
complicated for fourth graders to
put into a graphic
representation. In addition, we
want the stories to be short so
students will be able to
complete at least one, hopefully
two plot lines before they are
assessed.
Last Updated 05/06/2013
page 19 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Instructional Routines
Daily Lesson # 9
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students spell
words with double consonants in
the middle of the word.
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension. They
determine how the events connect
to one another and how the plot
could affect future events
Mini Lesson
1. Display the Anchor Chart:
Double Consonants in
Words. Ask: What do
you notice about these
words? Discuss
responses.
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students write
and revise poems that have
sensory detail and appropriate
poetry conventions.
1. Review learning from Daily 1. Review and discuss
1. Reread the draft of the
Lesson 8 Shared
learning from Shared
modeled poem in the
Reading. Ask students to
Reading.
Teacher Writer’s
discuss the elements of
Notebook.
2. Tell students that they will
plot.
choose a book or short
2. Display the Anchor Chart:
2. Read the short fictional
story that they have not
Revision Checklist.
2. Explain that when a word
story aloud and write the
read. They will create their
Discuss the definition of
has double consonants,
events as they happen on
own plot line in their
revise. Tell students that
the word can be divided
the plot line.
Reader’s Notebook.
they are going to revise
between the consonants
Remind them to write the
for sensory detail and
to help you read the word.
title with appropriate
precise word choice.
conventions. Model writing
3. With the students, read a
3. Think Aloud about how
a title with appropriate
few of the words and draw
the poem in the Teacher
capital letters and
a line between the
Writer’s Notebook could
underlining.
consonants.
be revised for sensory
details and/or precise
4. Ask: What do you
word choice
notice about the vowel
in the first syllable?
4. Continue to model drafting
Discuss responses,
and revising the poem
Last Updated 05/06/2013
page 20 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Learning Applications
including that the vowel is
short.
using sensory detail and
poetry conventions.
5. Explain the Spelling
Principle and write it on
the Anchor Chart: Double
Consonants in Words.
Spelling Principle: Some
words have double
consonant letters in the
pattern. The vowel in the
first syllable is usually
short because it is a
closed syllable.
5. Refer to the model texts
as needed.
1. Instruct students to find
other words that follow the
spelling principle.
2. Students use the
collection of texts and
environmental print to find
other words that follow the
same spelling principle.
3. Students record other
words with middle double
consonants in their Word
Study Notebooks.
1. Using two events on the
1. Students read and record
plot line created in the
the events on a plotline in
Mini Lesson, ask: How
their Reader’s Notebook.
are these two events
connected? How could
these two events affect
future events? Discuss
responses.
1. Students continue to draft
and revise their poems
using sensory detail and
poetry conventions.
2. Students refer to the
model texts as needed.
2. Students Think, Turn,
Talk. Students turn to
each other and discuss
the events, how they
connect to each other,
and how they could affect
future events.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Last Updated 05/06/2013
page 21 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Closure
1. Students share the words
they found. Record them
on the Anchor Chart:
Double Consonants in
Words.
1. Students share their
1. Students share their plot
1. Students share their drafts
thoughts about the events
line with a partner.
and revisions with a
of the story and how it
partner.
2. Collect Reader’s
helps them understand
Notebooks to assess how
the story better.
students are doing with
plot lines. Be sure
students are focusing only
on the main events in
order and summarizing,
not giving every detail.
Last Updated 05/06/2013
page 22 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Digging into Fiction
Lesson Preparation
Daily Lesson #: 10
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.20Aii
4.22Ai
4.Fig19E
4.6A
4.Fig19E
4.6A
4.9A
4.18C
4.21Bii
4.15D
4.16B
4.22D
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How does studying words help
us as readers and writers?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of a
story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use writer’s craft to
engage and sustain the reader’s
interest.
- How do authors develop
engaging poems?
Vocabulary of Instruction
• Plural
• Singular
• Noun
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
Materials
• Word Study Notebook (1 per
student)
• Scissors (1 per student)
• Grade-appropriate fictional
story (1)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Collection of grade-
Last Updated 05/06/2013
• Word Study Notebook (1 per
student)
• Writer’s Notebook (1 per
page 23 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 10
WORD STUDY
SHARED READING
• Chart paper (if applicable)
Attachments and
Resources
ÿ Handout: Singular and Plural
Advance Preparation
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Duplicate the Handout:
Singular and Plural
Nouns (1 per student).
2. Create a blank plot line on
a chart to display.
INDEPENDENT READING
WRITING
appropriate fictional short
fictional stories for student
selection
• Chart paper (if applicable)
student)
• Teacher Writer’s Notebook
• Dictionary (class set)
• Colored pen or pencil (1 per
student)
• Chart paper (if applicable)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
Nouns (1 per student)
2. Ask for a student sample
to model editing for
spelling or create another
poem with 5-6 spelling
errors.
3. Optional: Cut the words
into individual cards and
place in envelopes or
bags, or allow students to
cut their own during class.
Background Information
The general rules are to add –s to
most nouns, add –es to nouns
that end in –s, ­ss ,­sh, ­ch, ­x, ­z.
Also, add –es to words that end in
–o (heroes).
Teacher Notes
Word sorts engage students in
analyzing words by sorting them
into categories determined by
the teacher or the students.
These activities focus students’
Refer to Daily Lesson 7 Shared
Reading
This Instructional Routine
assesses Performance Indicator
06.
Last Updated 05/06/2013
This Daily Lesson focuses on
editing for spelling because
poetry does not always follow the
“rules” of capitalization and
punctuation. If applicable, all three
page 24 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 10
WORD STUDY
SHARED READING
attention on what they already
know about words and
encourage them to focus
specifically on the similarities
and/or differences of selected
words. It provides students with
multiple exposures to words and
requires them to think about the
words from a particular
perspective.
This approach to Word Study
helps students develop in-depth
knowledge of words and how
they work. Use the Word Study
Notebook to record patterns and
rules learned and have students
glue or write examples of each
pattern/rule from the word sorts.
INDEPENDENT READING
WRITING
elements of editing can be taught.
Last Updated 05/06/2013
page 25 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Instructional Routines
Daily Lesson # 10
WORD STUDY
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
understand the function of plural
nouns and the rules for spelling
regular plural nouns.
Mini Lesson
1. Ask: What does it mean
if a word is singular or
plural? Discuss
responses and clarify any
misconceptions.
SHARED READING
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension. They
determine how the events connect
to one another and how the plot
could affect future events.
INDEPENDENT READING
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension.
WRITING
Suggested Duration: 20 min.
Content Objective: Students edit
their drafts for spelling and use
resources to check spelling.
1. Review learning from Daily 1. Review and discuss
1. Ask: What is editing?
Lesson 8 Shared
learning from Shared
Discuss responses
Reading. Ask students to
Reading.
including making writing
discuss the elements of
correct.
2. Tell students that they will
plot.
be choosing a book or
2. Ask: How is editing
2. Explain that students will
2. Read the short fictional
short story that they have
different from revising?
conduct a word sort to
story aloud and write the
not read. They will create
Discuss responses
determine the pattern or
events as they happen on
their own plot line in their
including that revision is
rule for making nouns
the plot line.
Reader’s Notebook.
adding, changing, or
plural. Set expectations for
Remind them to write the
deleting content to affect
sorting.
title with appropriate
meaning. Editing only
conventions. Model writing
deals with whether
a title with appropriate
something is correct or not
capital letters and
and does not impact the
underlining.
overall message of the
piece.
3. Display the student
sample or another poem
with spelling errors.
Last Updated 05/06/2013
page 26 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
4. Model editing for spelling.
Check each word asking,
“Does it look right?” If it
does not look right, circle
it or put a dot under the
word with a colored pen or
pencil.
5. Demonstrate how to use
resources (e.g., Word
Wall, Word Study
Notebook, dictionary, etc.)
to correct the words that
are circled or have a dot
under them.
Learning Applications
1. Distribute the Handout:
Singular and Plural
Nouns.
2. Students cut the words
into individual cards if it
hasn’t been done already.
3. Students match the
singular and plural nouns.
Then they sort them by
whether they have –s or –
es.
1. Using two events on the
1. Students read and record
plot line created in the
the events on a plotline in
Mini Lesson, ask: How
their Reader’s Notebook.
are these two events
connected? How could
these two events affect
future events? Discuss
responses.
2. Students Think, Turn,
Talk. Students turn to
each other and discuss
the events, how they
connect to each other,
4. Students choose two pairs
and how they could affect
of words (the singular form
future events.
and plural form). Write a
sentence for each word
(four sentences total)
Last Updated 05/06/2013
1. Students edit their poems
for spelling. Students look
at each word and ask,
“Does it look right?” If not,
they circle the word or put
a dot under it with a
colored pen or pencil.
2. Students use resources to
correct words that are
circled or have a dot
under them.
page 27 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
using the noun correctly in
the sentence.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What did you
1. Students share their
notice about the words
thoughts on the events of
that only have an –s?
the story.
Answers should include
2. Ask: How does knowing
most of the words end with
the plot of a story help
a consonant.
a reader? Discuss
2. 2. Ask: What did you
responses.
notice about the words
that only have an –es?
Answers should include
words that end in -s, -ss, ch, -sh, -z, -x and words
that end in –f are turned
to –v and add –es.
1. Students share their plot
line with a partner.
2. Collect Reader’s
Notebooks to assess their
entries.
1. Ask: Why is editing
important? Discuss
responses.
2. Collect Writer’s Notebooks
for teacher editing.
3. Ask: What other words
fit the pattern/rule?
Discuss responses.
4. Students record the
pattern/rule with examples
in their Word Study
Notebook.
Last Updated 05/06/2013
page 28 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Digging into Fiction
Lesson Preparation
Daily Lesson #: 11
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
INDEPENDENT READING
TEKS
Ongoing
TEKS
WRITING
TEKS
Ongoing
TEKS
4.22Aii
4.Fig19E
4.6A
4.Fig19E
4.6A
4.9A
4.18C
4.21Bii
4.15E
4.16B
4.21A
Key Understandings and
Guiding Questions
• An extensive vocabulary
enhances written and oral
communication.
- How does studying words help
us as readers and writers?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of a
story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use plot to sequence
events within a story.
- How does knowing the plot of
a story help a reader?
• Readers use strategies to
support understanding of text.
- What strategies do readers
use to help them understand
what they are reading?
• Authors use writer’s craft to
engage and sustain the reader’s
interest.
- How do authors develop
engaging poems?
Vocabulary of Instruction
• Singular
• Plural
• Noun
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
• Plot
• Conflict
• Rising action
• Climax
• Falling action
• Resolution
Materials
• Word Study Notebook (1 per
student)
• Chart paper (if applicable)
• Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Grade-appropriate fictional
Last Updated 05/06/2013
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
page 29 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
short story (class set)
• Chart paper (if applicable)
• Publishing paper (1 per
student)
• 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. Create a list of singular
nouns that are irregular
when plural. See
Background Information
for some examples.
Prepare to display.
2. Prepare to display
completed plot lines from
Daily Lessons 7-10
Shared Reading.
2. Choose a fictional short
story for students to use
to complete the
Performance
Indicator. Duplicate if
necessary.
2. Teacher­edit students’
poems so they are ready
for publishing.
This Instructional Routine
assesses Performance Indicator
01.
This Instructional Routine
assesses Performance Indicator
03.
3. Using one of the previous
plot lines, write a model
paragraph explaining how
the plot line helps the
reader connect one event
to another and how the
plot could affect future
events. This paragraph
will serve as a model for
the students during the
Performance Indicator.
4. Prepare to display the
paragraph.
Background Information
Noun - names a person, place,
thing or idea
Singular noun - names a single
(one) person, place, or thing (e.g.,
Last Updated 05/06/2013
page 30 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
The Mini Lesson in this Daily
Lesson is short to allow time for
students to complete the
Performance Indicator.
In this Daily Lesson, students
will be assigned a story for
reading. This way the teacher
does not have to read 22
different stories in order to
assess the Performance
Indicator.
Keep in mind the reading level of
the students. If necessary,
choose three stories at different
WRITING
boy, house, cat)
Plural noun - names more than
one person, place, or thing (e.g.,
boys, houses, cats)
Some nouns do not follow the
rules and patterns for adding –s
and –es. Examples of irregular
plural nouns:
Nouns that change
vowel sounds: manmen, goose-geese,
mouse-mice
Nouns that don’t
change at all: sheep,
fish, deer
Nouns that are from
Old English: childchildren, ox-oxen
Others: person-people
Teacher Notes
Last Updated 05/06/2013
page 31 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Daily Lesson #: 11
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
levels in order to differentiate for
those who are not performing at
grade-level and for those
performing above grade-level.
Decide if students will complete
the Performance Indicator in
their Reader’s Notebook or on a
separate piece of paper.
Last Updated 05/06/2013
page 32 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Instructional Routines
Daily Lesson # 11
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students spell
words that are irregular when
plural.
Suggested Duration: 20-25 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension. They
determine how the events connect
to one another and how the plot
could affect future events.
Suggested Duration: 25-30 min.
Content Objective: Students
summarize and sequence the
plot’s main events in order to
improve comprehension. They
demonstrate how the events
connect to one another and how
the plot could affect future events.
Mini Lesson
1. Remind students of the
patterns/rules they
learned for plural words in
Daily Lesson 10 Word
Study.
1. Review the plot lines that
have been completed.
1. Assign the short story that 1. Reread the poem in the
students will read to
Teacher Writer’s
complete the Performance
Notebook. Make any final
Indicator.
revisions.
2. Display the list of nouns
that are irregular when
plural.
3. Read the first word on the
list. Ask: What does this
word sound like when
we make it plural (more
than one)? If necessary,
put the word in a
sentence. For example,
One man crossed the
bridge. Four _____
crossed the bridge.
2. Display and share the
prepared paragraph that
explains how the plot line
helps the reader connect
one event to another and
how the plot could affect
future events.
2. Set expectations for work
quality. Share the rubric
with the students.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
publish their poems for an
audience using legible
handwriting.
2. Demonstrate publishing a
part of the poem with
legible handwriting.
4. If needed, go through a
Last Updated 05/06/2013
page 33 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
couple more words on the
list before letting students
work with partners.
Learning Applications
1. Students work in pairs, go 1. Students discuss the
through the rest of the list,
paragraph.
and make each word
plural. They record their
answers in their Word
Study Notebook.
2. Students choose two pairs
of words (the singular form
and plural form). Write a
sentence for each word
(four sentences total)
using the noun correctly in
the sentence.
1. Students read the story
1. Distribute Writer’s
and complete the
Notebooks to students
Performance Indicator (in
with their teacher-edited
their Reader’s Notebook
poems.
or on paper to be turned
2. Students publish their
in to the teacher) by
poems using legible
creating a plot line and
handwriting.
explaining in a paragraph
how the plot line helped
him/her connect one event
to another and how the
plot could affect future
events.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Discuss the rest of the list
and record the answers
that students put in their
Word Study Notebook.
2. Tell students to double
check the spelling of each
word in their Word Study
Notebook and correct any
words that are spelled
incorrectly.
1. Share what needs to be
included on the plot line
and in the paragraph for
the completion of the
Performance Indicator in
Independent Reading.
2. Clarify any student
questions.
1. Ask: How does knowing
the plot of a story help
a reader? Discuss
responses.
1. Students share their
poems with the class or a
small group depending on
time.
2. Collect students’ plot lines
and their paragraphs to
assess their knowledge of
plot and how it connects
with future events.
2. Collect Writer’s Notebooks
and students’ published
poems for assessment.
3. Remind students that they
can use their Word Study
Last Updated 05/06/2013
page 34 of 36 Grade 4
English Language Arts and Reading
Unit: 01
Lesson: 02
Suggested Duration: Days 7-11
Notebook in writing to help
them spell words that
need to be plural.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/06/2013
page 35 of 36 Fourth Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Singular and Plural Nouns
lights
churches
heroes
box
leaves
light
videos
kite
brush
lunch
weeds
class
weed
knives
kites
taxes
caves
church
brushes
video
hero
wreath
bus
boxes
wreaths
cave
leaf
lunches
knife
tax
classes
buses
©2011, TESCCC
06/08/12
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