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2nd Nine Weeks Period
Units of Study: Poetry, Literary: Nonfiction, and Drama
Essential Questions / Desired Outcomes
How do we listen in different settings?
How do we label and remember components of a nonfiction text?
Can you find examples of the components of a nonfiction book in other nonfiction books?
Where would you find the title, table of contents, glossary and index?
How do we know if we have learned how to monitor our own comprehension by using learned strategies such as rereading, searching for
clues, and asking for help?
What are different ways to represent text information?
How would you begin to retell the sequence of a story?
Can you tell the major events in a story?
Where can we find the events of a story?
Group 1
Characteristics of Various Texts
and Active Listening
Classroom Elements
• Identify and discuss the main
(part of every
components of a nonfiction book
ALE/Specialized
•
Identify the physical traits and
Support 4th Grade
name/label the components of
Reading
nonfiction a book.
classroom district
wide) Use this timeline as • Find similarities and differences
in different examples of books
a guide. Implement the
elements on the chart by
• Identify and discuss the purposes
the weeks indicated, but
of different types of texts such as
no later than. Your
to inform, influence, express or
students’ progress and
entertain.
readiness should
• Demonstrate different ways to
determine if things can
represent text information
begin sooner.
(graphic organizers, etc.)
• Discuss the use of dictionary,
glossaries and index’s and other
sources to locate the meaning of a
word.
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Group 2
Main Idea, Active Listening and
Supporting details
Identify and discuss the purposes of
different types of texts such as to
inform, influence, express or entertain.
Identify the distinguishing features of
genre such as informational texts, and
dictionaries, Introduce new vocabulary.
Draw on experiences to bring meanings
to words in context
Show a steady increase in listening and
speaking vocabulary
Discuss the use of dictionary, glossaries
and index’s and other sources to locate
the meaning of a word.
Review and discuss multiple meaning
words such as draw—draw a picture;
and draw a conclusion.
Identify the stanzas in a poem.
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Group 3
Sequence of Events and Active
Listening
Sequence the plots main events
Summarize the plots
Identify and discuss the main
parts of a story
Put events of a story in sequence
Answer Who, What, When, and
Where and How questions.
Identify and discuss the purposes
of different types of texts such as
to inform, influence, express or
entertain.
Identify the distinguishing
features of genre such as
informational texts, and
dictionaries, Introduce new
vocabulary.
North East Independent School District
Key Vocabulary
Terms
Stations
Communication
Websites
Assessments
Literary texts, connections,
informational text, evidence graphic
organizers, similarities and
differences, listening, analysis,
thematic links, elements, rhyme,
meter, stanzas, line breaks, lyrical,
free verse, nonfiction
main idea, supporting details, listening,
evidence, events, major, informational,
entertain, entertainment, influence,
inform, vocabulary, multiple meaning,
context, conclusion, autobiography,
biography, differences, dramatic literature
sequence, sequential words: first,
next, then, events, listening,
following directions, recipes,
science experiments, art, activity
character, physical trait, personality
trait, fiction, parts of a story, inform,
influence, genre
Procedures to teach, model &
implement:
§ Visual tools/systems to organize
student rotation
§ Care and use of materials
§ Self-managing behaviors
§ How to request assistance
§ How to share materials
§ Clean-up and storage
§ Sharing of accomplishments
Key stations to implement:
§ Writing Station: journaling, graphing, webbing, illustrating, projects
§ Literacy Station: books, books on tape, vocabulary development, Book Worm, Step by Step,
Big Mack
§ Experiment Station: manipulative activities, lab,
§ Computer Station: web links, Start-to-Finish books, United Streaming Video, PowerPoint,
web quest
§ Independent Station: structured activities, extension activities
This section needs to be completed based on the individualized communication needs of the students in your class (which
could include PECS, voice output device, tactile system, sign language, Write Out Loud, etc.).
Tumble books, Starfall.com, www.z.scholastic.com,teacher.scholastic.com, education.com, busyteacherscafe.com
Data collection: work samples, anecdotal records, video tape, photographs, teacher made checklist
North East Independent School District