GRADE 4
SCOPE AND SEQUENCE
THIRD EDITION
The Making Meaning program integrates the academic rigor of reading instruction with
collaborative structures that teach students to make sense of text, support their own
opinions, and appreciate and respect the ideas of others. Each lesson is built on the
assumption that academic and social learning flourish when they are integrated naturally,
rather than pursued separately.
The following scope and sequence provides a complete calendar of the skills and reading
covered by the program in each unit, week, and day. It also details the comprehension
strategies taught by the program, along with the vocabulary words and word-learning
strategies students encounter.
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
1
Teaching the Program
How the Grade 4 Program Is Organized
The Making Meaning program for grade 4 consists of nine units. The units vary in length from
one to five weeks. Each week has four days of instruction and practice. The calendar below
provides an overview of the year.
Sample Calendar for Grade 4
Unit/Read-aloud
Length
Focus
1. The Reading Community: Fiction
2 weeks
Listen to and discuss stories
A Bad Case of Stripes by David Shannon
Explore themes in stories
The Old Woman Who Named Things by
Cynthia Rylant
Build the reading community
••
••
Learn the procedures for gathering, “Turn to Your
Partner,” “Think, Pair, Share,” and Individualized
Daily Reading
Song and Dance Man by Karen Ackerman
••
2. Recognizing Text Features: Expository
Nonfiction
3 weeks
Learn the procedure for “Think, Pair, Write”
Shattering Earthquakes by Louise and
Richard Spilsbury
••
FALL
Use text features to find and understand
information
“Tying the Score: Men, Women, and Basketball”
••
“Food for Thought: Cafeteria Menus Shape Up”
••
Nineteenth-Century Migration to America by
John Bliss
••
3. Questioning: Expository Nonfiction
3 weeks
Use questioning to think about expository texts
Animal Senses: How Animals See, Hear, Taste,
Smell and Feel by Pamela Hickman
Use schema to think about all they know about
a topic
Slinky Scaly Slithery Snakes by
Dorothy Hinshaw Patent
Build a body of knowledge about animal life
••
••
Learn the procedure for “Stop and Ask
Questions”
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
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Sample Calendar for Grade 4
(continued)
Unit/Read-aloud
Length
Focus
4. Analyzing Text Structure: Fiction, Narrative
Nonfiction, and Drama
5 weeks
Explore narrative text structure through
discussions of plot, setting, character, and
conflict
Thunder Cake by Patricia Polacco
••
Use questioning to think about narrative texts
The Princess and the Pizza by Mary Jane and
Herm Auch
FALL
(continued)
••
Explore first- and third-person points of view
Chicken Sunday by Patricia Polacco
••
The Bat Boy & His Violin by Gavin Curtis
••
Teammates by Peter Golenbock
••
“Demeter and Persephone”
••
“Co-chin and the Spirits”
••
Gluskabe and Old Man Winter from Pushing Up
the Sky: Seven Native American Plays for Children
by Joseph Bruchac
••
5. Making Inferences: Fiction and Poetry
3 weeks
Hurricane by David Wiesner
••
Make inferences to understand narrative text
and poetry
Make inferences and visualize to
understand poetry
My Man Blue by Nikki Grimes
••
Use a double-entry journal
Learn the procedure for “Heads Together”
6. M
aking Inferences: Fiction and Narrative
Nonfiction
4 weeks
Make inferences to explore causal relationships
in narrative and expository texts
Amelia’s Road by Linda Jacobs Altman
••
Peppe the Lamplighter by Elisa Bartone
••
WINTER
Make inferences to understand narrative and
expository texts
Learn the procedure for “Group Brainstorming”
Coming to America: The Story of Immigration by
Betsy Maestro
••
A Picture Book of Harriet Tubman by
David A. Adler
••
7. Analyzing Text Structure: Expository
Nonfiction
“Virtual Worlds: Community in a Computer”
••
“School Uniforms: The Way to Go”
••
“School Uniforms: No Way!”
••
4 weeks
Analyze expository text structure
Explore ways in which articles and functional
texts are organized
Explore the use of sequence of events and
compare/contrast relationships in textbooks
“How to Make Oobleck”
••
“Simon’s Sandwich Shop”
••
“City of Lawrence Street Map”
••
Farm Workers Unite: The Great Grape Boycott
••
ANSWERING QUESTIONS IN RESPONSE TO TEXT UNIT FROM
THE READING ASSESSMENT PREPARATION GUIDE (1 WEEK)
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
3
Sample Calendar for Grade 4
(continued)
Unit/Read-aloud
Length
Focus
8. Determining Important Ideas and
Summarizing: Fiction and Narrative
Nonfiction
5 weeks
Determine important ideas in texts
Distinguish between important and supporting
ideas in texts
Flight by Robert Burleigh
Use important ideas to summarize
••
A Picture Book of Amelia Earhart by
David A. Adler
SPRING
••
In My Own Backyard by Judi Kurjian
••
A Picture Book of Rosa Parks by David A. Adler
••
“Excerpt from Rosa Parks: My Story” by
Rosa Parks with Jim Haskins
••
9. Revisiting the Reading Community
1 week
Prepare book recommendations and generate
summer reading lists
Reflect on the students’ growth as readers
Reflect on the reading community
Focus on Comprehension
In the Making Meaning program, students are taught the reading comprehension
strategies that research shows good readers use to make sense of texts. They learn and
practice the strategies with guidance and support from you before using them in their
independent reading.
T H E G RA D E 4 COM PREH E NSI ON STRATEGIES
The strategies that follow are formally taught or informally experienced in grade 4 of
the program.
••Using
schema/Making connections. Schema is the prior knowledge a reader brings
to a text. Readers construct meaning by making connections between their prior
knowledge and new information in a text. In Making Meaning grade 4, the students
learn to connect what they know from their own experiences to texts before, during,
and after a read-aloud. They also make connections between texts.
••Visualizing.
Visualizing is the process of creating mental images while reading. Mental
images can include sights, sounds, smells, tastes, sensations, and emotions. Good
readers form mental images to help them understand, remember, and enjoy texts. In
Making Meaning grade 4, the students visualize to make sense of figurative language
and deepen their understanding and enjoyment of poems and stories.
••Wondering/Questioning.
Proficient readers wonder and ask questions to focus their
reading, clarify meaning, and delve deeper into a text. They wonder what a text is
about before they read, speculate about what is happening while they read, and ask
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
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questions after they read to gauge their understanding. In Making Meaning grade 4,
the students wonder and ask questions before, during, and after a read-aloud to make
sense of a text.
••Using
text features. Readers who understand that expository texts have common
features, such as tables of contents and indexes, headings and subheadings, and
diagrams and charts, use those features to help them unlock a text’s meaning. In
Making Meaning grade 4, the students identify features of expository texts and use
those features to help them understand the texts.
••Making
inferences. Not everything communicated by a text is directly stated. Good
readers use their prior knowledge and the information in a text to understand implied
meanings. Making inferences helps readers move beyond the literal to a deeper
understanding of texts. In Making Meaning grade 4, the students make inferences to
think more deeply about both narrative and expository texts.
••Determining
important ideas. Determining the important ideas in a text helps readers
identify information that is essential to know and remember. What is identified as
important in a text will vary from reader to reader, depending on the purpose for
reading and prior knowledge. In Making Meaning grade 4, the students explore which
ideas in texts are important and support their thinking with evidence from the texts.
••Analyzing
text structure. Proficient readers use their knowledge of narrative and
expository text structure to approach and comprehend texts. For example, readers who
understand that stories have common elements, such as setting, characters, and plot,
have a framework for thinking about stories. Readers who understand that authors of
expository texts organize information through text structures, such as chronological
order, cause and effect, and compare and contrast, use those structures to understand
and remember the information. In Making Meaning grade 4, the students use story
elements to help them think about stories.
••Summarizing.
Summarizing is the process of identifying and bringing together the
essential ideas in a text. Readers summarize as a way of understanding what they have
read and communicating it to others. In Making Meaning grade 4, the students use text
structure to help them think about both narrative and expository texts.
••Synthesizing.
Synthesizing is a complex process that requires the reader to visualize,
use schema, question, infer, and summarize to develop new ideas and understandings
based on information in a text. In Making Meaning grade 4, the students informally
synthesize to form opinions and make judgments about texts.
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
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T H IN KIN G TOOLS
The students learn various “Thinking Tools” that help them implement the strategies they
are learning and delve more deeply into texts. In grade 4, the students learn and use:
••Stop
and Ask Questions. The teacher stops at various places during a read-aloud, and
the students write questions about what they are hearing. The students then have a
record of their questions to use during partner or class discussions.
••Double-entry
Journal. A student might write a quotation from a text in one column
and his or her reaction to the quotation in the other column. Alternatively, he or she
might write thoughts about a character at the start of a story in one column, and his or
her thoughts about the character at the end of the story in the other column. This kind
of writing in a double-entry journal helps the students to become more reflective about
their reading and builds writing skills.
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
6
UNIT 1: THE READING COMMUNITY
Week
1
Week
2
Day 1
Day 2
Read-aloud:
A Bad Case of Stripes
Focus:
••
Learning the procedure for
gathering
••
Hearing and discussing a story
••
Exploring the theme of the story
Listening Practice:
A Bad Case of Stripes
Focus:
••
Learning the procedure for “Turn
to Your Partner”
••
Hearing a story again to build
comprehension
••
Making connections between the
story and a visual presentation of
the story
Read-aloud:
The Old Woman Who Named
Things
Focus:
••
Hearing and discussing a story
••
Learning the procedure
for Individualized Daily
Reading (IDR)
Listening Practice:
The Old Woman Who Named
Things
Focus:
••
Hearing a story again to build
comprehension
••
Exploring the theme of the story
••
Learning a procedure for
selecting texts at their
independent reading levels
Read-aloud:
Song and Dance Man
Focus:
••
Learning the procedure for
“Think, Pair, Share”
••
Hearing and discussing a story
Listening Practice:
Song and Dance Man
Focus:
••
Hearing a story again to build
comprehension
••
Discussing a character’s feelings
and thoughts
Individualized Daily Reading
Focus:
••
Learning a procedure for selfmonitoring
••
Reading independently
Individualized Daily Reading
Focus:
••
Learning how to use a reading log
••
Reading independently
Making Meaning® Scope and Sequence, Grade 4 Day 3
Day 4
© Center for the Collaborative Classroom
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U N I T 2 : U S I N G T E X T F E AT U R E S
Day 1
Week
1
Week
2
Week
3
Day 2
Day 3
Day 4
Read-aloud:
Shattering Earthquakes
Focus:
••
Hearing and discussing part of
an expository nonfiction book
••
Using text features, such as
the table of contents, to better
understand information in
the book
Strategy Lesson:
Shattering Earthquakes
Focus:
••
Learning the procedure for
“Think, Pair, Write”
••
Hearing parts of an expository
nonfiction book again to build
comprehension
••
Using text features, such as a
map, a map key, and captions, to
better understand information
in the book
••
Comparing first- and secondhand
accounts of an event
Guided Strategy Practice
Focus:
••
Examining an expository
nonfiction article
••
Using text features, such as
headings, to better understand
information in the article
Independent Strategy Practice
Focus:
••
Reading independently
••
Using text features to better
understand information in the
texts
••
Learning how to use a reading
journal
Read-aloud:
“Tying the Score: Men, Women,
and Basketball”
Focus:
••
Hearing and discussing an
expository nonfiction article
Guided Strategy Practice:
“Tying the Score: Men, Women,
and Basketball”
Focus:
••
Hearing an expository
nonfiction article again to build
comprehension
••
Using text features, such as a
photograph, captions, and a
chart, to better understand and
locate key information in the
article
Read-aloud:
“Food for Thought: Cafeteria
Menus Shape Up”
Focus:
••
Skimming an expository
nonfiction article by reading the
title, subtitle, and headings
••
Hearing and discussing the
article
••
Using text features, such as the
title, the subtitle, and headings,
to better understand and locate
key information in the article
Guided Strategy Practice:
“Food for Thought: Cafeteria
Menus Shape Up”
Focus:
••
Hearing an expository
nonfiction article again to build
comprehension
••
Using text features, such as a
text box, to better understand
and locate key information in
the article
Read-aloud:
Nineteenth-Century Migration to
America
Focus:
••
Hearing and discussing parts of
an expository nonfiction book
••
Using text features, such as
the table of contents and front
and back covers, to better
understand and locate key
information in the book
Guided Strategy Practice:
Nineteenth-Century Migration to
America
Focus:
••
Hearing parts of an expository
nonfiction book again to build
comprehension
••
Using text features to better
understand and locate key
information in the book
Guided Strategy Practice:
Nineteenth-Century Migration to
America
Focus:
••
Using text features, such as
an index, a map, a glossary,
keywords, and a “Find Out
More” section, to better
understand and locate key
information in the book
Independent Strategy Practice
Focus:
••
Reading expository texts
independently
••
Using text features to better
understand and locate key
information in the texts
••
Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
8
UNIT 3: QUESTIONING
Week
1
Week
2
Week
3
Day 1
Day 2
Day 3
Read-aloud/Strategy Lesson:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Generating “I wonder”
statements about the topic
••
Using wondering to make sense
of the book
Read-aloud/Guided Strategy
Practice:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Generating more “I wonder”
statements about the topic
••
Using wondering to make sense
of the book
Read-aloud/Guided Strategy
Practice:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Generating “I wonder”
statements about the topic
••
Using wondering to make sense
of the book
Independent Strategy Practice
Focus:
••
Reading independently
••
Writing “I wonder” statements
independently
Read-aloud/Guided Strategy
Practice:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Generating “I wonder”
statements about the topic
••
Using wondering to make sense
of the book
••
Writing in their reading journals
Read-aloud/Strategy Lesson:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Asking questions about the book
using who, what, where, when,
why, and how
••
Using questioning to make sense
of the book
Read-aloud/Guided Strategy
Practice:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Using questioning to make sense
of the book
Read-aloud/Guided Strategy
Practice:
Animal Senses
Focus:
••
Hearing and discussing part of an
expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Using questioning to make sense
of the book
Read-aloud/Strategy Lesson:
Slinky Scaly Slithery Snakes
Focus:
••
Learning the procedure for “Stop
and Ask Questions”
••
Hearing and discussing parts of
an expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Using questioning to make sense
of the book
Read-aloud/Guided Strategy
Practice:
Slinky Scaly Slithery Snakes
Focus:
••
Learning discussion prompts
••
Hearing and discussing parts of
an expository nonfiction book
••
Using questioning to make sense
of the book
Guided Strategy Practice:
Slinky Scaly Slithery Snakes
Focus:
••
Hearing parts of an expository
nonfiction book again to build
comprehension
••
Using questioning to make sense
of the book
Independent Strategy Practice
Focus:
••
Reading texts independently
••
Using questioning to think about
texts they read independently
••
Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 4 Day 4
© Center for the Collaborative Classroom
9
U N I T 4 : A N A LY Z I N G T E X T S T R U C T U R E
Day 1
Week
1
Week
2
Week
3
Week
4
Week
5
Day 2
Day 3
Day 4
Read-aloud:
Thunder Cake
Focus:
••
Hearing and discussing a
fiction story
••
Discussing character, setting,
and plot
Strategy Lesson:
Thunder Cake
Focus:
••
Hearing a fiction story again to
build comprehension
••
Discussing setting
Read-aloud/Guided Strategy
Practice:
The Princess and the Pizza
Focus:
••
Hearing and discussing a
fiction story
••
Discussing character, setting,
and plot
Strategy Lesson:
Thunder Cake; The Princess and
the Pizza
Focus:
••
Discussing the use of first- and
third-person points of view in
stories
Read-aloud:
Chicken Sunday
Focus:
••
Hearing and discussing a
fiction story
••
Discussing character, setting,
plot, and point of view
Strategy Lesson:
Chicken Sunday
Focus:
••
Hearing a fiction story again to
build comprehension
••
Discussing character change
and conflict
Independent Strategy Practice
Focus:
••
Reviewing story elements
••
Reading independently
••
Rereading and thinking about the
characters in their stories
Independent Strategy Practice
Focus:
••
Reading independently
••
Rereading and exploring
conflict and character change
in their stories
••
Writing in their reading journals
Read-aloud/Guided Strategy
Practice:
The Bat Boy & His Violin
Focus:
••
Hearing and discussing a
fiction story
••
Using questioning to make
sense of the story
••
Discussing conflict and
character change
••
Discussing theme and
ethical issues
Guided Strategy Practice:
The Bat Boy & His Violin
Focus:
••
Hearing a fiction story again
to listen for answers to their
questions
••
Using their questions to make
sense of the story
Read-aloud:
Teammates
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Using questioning to make sense
of the story
••
Discussing character, setting,
and plot
••
Discussing theme and
ethical issues
Guided Strategy Practice:
Teammates
Focus:
••
Hearing a narrative nonfiction
story again to listen for answers
to their questions
••
Using their questions to make
sense of the story
••
Writing in their reading journals
Read-aloud/Guided Strategy
Practice:
“Demeter and Persephone”
Focus:
••
Learning to use discussion
prompts in pairs
••
Hearing and discussing a myth
••
Using questioning to make sense
of the myth
Strategy Lesson:
“Demeter and Persephone”
Focus:
••
Hearing a myth again to build
comprehension
••
Using their questions to
understand and discuss the myth
••
Thinking about whether their
questions are answered directly,
indirectly, or not at all
••
Discussing character, setting,
plot, and conflict
Read-aloud/Guided Strategy
Practice:
“Co-chin and the Spirits”
Focus:
••
Hearing and discussing a myth
••
Using questioning to make sense
of the myth
••
Thinking about whether their
questions are answered directly,
indirectly, or not at all
••
Discussing character change
Guided Strategy Practice:
“Co-chin and the Spirits”
Focus:
••
Hearing a myth again to build
comprehension
••
Using their questions to
understand and discuss the myth
••
Thinking about whether their
questions are answered directly,
indirectly, or not at all
••
Comparing two myths about a
similar topic
Read-aloud:
Gluskabe and Old Man Winter
Focus:
••
Hearing and discussing a play
••
Using questioning informally to
make sense of the play
••
Exploring differences between
plays (drama) and prose
Guided Strategy Practice:
Gluskabe and Old Man Winter
Focus:
••
Hearing a play again to build
comprehension
••
Discussing character, setting,
plot, conflict, and theme
Strategy Lesson:
Gluskabe and Old Man Winter
Focus:
••
Exploring differences between
plays (drama) and prose
••
Reading a play independently
Strategy Lesson:
Gluskabe and Old Man Winter
Focus:
••
Reading a play aloud as a class
••
Making connections between
the words of a play and an oral
presentation of the words
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
10
UNIT 5: MAKING INFERENCES
Day 1
Week
1
Week
2
Week
3
Day 2
Day 3
Day 4
Read-aloud:
Hurricane
Focus:
••
Learning to confirm another
person’s thinking
••
Hearing and discussing a
fiction story
••
Using questioning to think about
the story
••
Discussing conflict and theme
Strategy Lesson:
Hurricane
Focus:
••
Hearing part of a fiction story
again to build comprehension
••
Building awareness of making
inferences as they listen to the
story
Guided Strategy Practice:
Hurricane
Focus:
••
Hearing, reading, and discussing
part of a fiction story
••
Building awareness of making
inferences as they hear and read
part of the story
Independent Strategy Practice
Focus:
••
Reading independently
••
Building awareness of making
inferences
••
Writing in their reading journals
Read-aloud:
“My Man Blue”
Focus:
••
Learning to use clarifying
questions and statements
••
Hearing, reading, and discussing
a poem
••
Visualizing to make sense of
the poem
••
Building awareness of making
inferences as they hear and read
the poem
••
Comparing poems and stories
Read-aloud/Strategy Lesson:
“When We First Met”
Focus:
••
Learning to use a double-entry
journal
••
Hearing, reading, and discussing
a poem
••
Building awareness of making
inferences as they hear and read
the poem
Read-aloud/Guided Strategy
Practice:
“Second Son”
Focus:
••
Hearing, reading, and discussing
a poem
••
Building awareness of making
inferences as they hear and read
the poem
Independent Strategy Practice
Focus:
••
Reading independently
••
Building awareness of making
inferences
Read-aloud:
“Grounded”
Focus:
••
Learning the procedure for
“Heads Together”
••
Hearing, reading, and discussing
a poem
••
Building awareness of making
inferences as they hear the poem
Guided Strategy Practice:
”The Watcher”
Focus:
••
Hearing, reading, and discussing
a poem
••
Building awareness of making
inferences as they hear and read
the poem
••
Visualizing to make sense of
the poem
••
Writing in their reading journals
Independent Strategy Practice
Focus:
••
Reading independently
••
Visualizing and making inferences
Independent Strategy Practice
Focus:
••
Reading independently
••
Making inferences
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
11
UNIT 6: MAKING INFERENCES
Day 1
Week
1
Week
2
Week
3
Week
4
Day 2
Day 3
Day 4
Read-aloud:
Amelia’s Road
Focus:
••
Hearing and discussing a
fiction story
••
Discussing setting and plot
Guided Strategy Practice:
Amelia’s Road
Focus:
••
Hearing a fiction story again to
build comprehension
••
Making inferences about a
character as they hear the story
••
Discussing character and conflict
or problem
Guided Strategy Practice:
Amelia’s Road
Focus:
••
Hearing, reading, and discussing
part of a fiction story
••
Making inferences to understand
a character’s actions
••
Discussing theme
Independent Strategy Practice
Focus:
••
Reading independently
••
Making inferences to understand
characters
Read-aloud:
Peppe the Lamplighter
Focus:
••
Hearing and discussing a
fiction story
••
Discussing setting and plot
Guided Strategy Practice:
Peppe the Lamplighter
Focus:
••
Hearing a fiction story again to
build comprehension
••
Making inferences about a
character as they hear the story
••
Discussing character change
and theme
Guided Strategy Practice:
Peppe the Lamplighter
Focus:
••
Reading and discussing part of a
fiction story
••
Making inferences to understand
a character
Independent Strategy Practice
Focus:
••
Reading independently
••
Making inferences to understand
characters
••
Writing in their reading journals
Read-aloud:
Coming to America
Focus:
••
Learning the procedure for
“Group Brainstorming”
••
Hearing and discussing parts of
an expository nonfiction book
••
Using schema to tell what they
know about the topic before
listening to the book
••
Making inferences as they hear
the book
Guided Strategy Practice:
Coming to America
Focus:
••
Hearing parts of an expository
nonfiction book again to build
comprehension
••
Making inferences as they hear
the book
••
Exploring ethical issues in
the book
Strategy Lesson:
Coming to America
Focus:
••
Hearing, reading, and
discussing part of an
expository nonfiction book
••
Exploring causes of events in
the book
Independent Strategy Practice
Focus:
••
Reading independently
••
Exploring causes of events
Read-aloud:
A Picture Book of Harriet Tubman
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Making inferences as they hear
the story
••
Exploring social and ethical
issues in the story
Guided Strategy Practice:
A Picture Book of Harriet Tubman
Focus:
••
Hearing a narrative nonfiction
story again to build
comprehension
••
Making inferences as they hear
the story
Guided Strategy Practice:
A Picture Book of Harriet Tubman
Focus:
••
Hearing, reading, and
discussing part of a narrative
nonfiction story
••
Exploring causes of events in
the story
Independent Strategy Practice
Focus:
••
Reading independently
••
Exploring causes of events
••
Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
12
U N I T 7: A N A LYZ I N G T E XT ST R U C T U R E
Week
1
Week
2
Week
3
Week
4
Day 1
Day 2
Day 3
Day 4
Read-aloud:
“Virtual Worlds: Community in a
Computer”
Focus:
••
Skimming an expository
nonfiction article by reading
the title, subtitle, headings, and
subheadings
••
Hearing and discussing the
article
••
Identifying what they learn from
the article
Strategy Lesson:
“Virtual Worlds: Community in a
Computer”
Focus:
••
Hearing and discussing an
expository nonfiction article
again
••
Analyzing how information in the
article is organized
••
Exploring how articles can inform
by highlighting pros and cons
Read-aloud/Guided Strategy
Practice:
“School Uniforms: The Way to Go”
Focus:
••
Skimming an expository
nonfiction article by reading the
title, subtitle, and headings
••
Hearing, discussing, and reading
the article
••
Identifying what they learn from
the article
••
Exploring the author’s opinion
••
Exploring how articles can inform
by investigating one side of an
issue
Read-aloud/Guided Strategy
Practice:
“School Uniforms: No Way!”
Focus:
••
Skimming an expository
nonfiction article by reading the
title, subtitle, and headings
••
Hearing, discussing, and reading
the article
••
Identifying what they learn from
the article
••
Exploring the author’s opinion
••
Exploring how articles can inform
by investigating one side of an
issue
Strategy Lesson
Focus:
••
Looking for and reading
functional texts inside and
outside the classroom
••
Identifying what they learn from
the texts
Read-aloud/Guided Strategy
Practice:
“How to Make Oobleck”; “Simon’s
Sandwich Shop”
Focus:
••
Reading and discussing two
functional texts
••
Identifying what they learn from
the texts
••
Analyzing how the information in
the texts is organized
Guided Strategy Practice:
“City of Lawrence Street Map”
Focus:
••
Identifying what they learn from
a functional text
••
Analyzing how the information in
the text is organized
••
Writing in their reading journals
Independent Strategy Practice
Focus:
••
Examining functional texts
independently
••
Sharing the texts with classmates
••
Identifying what they learn from
the texts
••
Exploring how the texts inform
readers
Read-aloud:
Farm Workers Unite
Focus:
••
Using schema to tell what they
know about the topic before
listening to the book
••
Hearing and discussing parts of
an expository text
••
Identifying what they learn from
the text
Read-aloud:
Farm Workers Unite
Focus:
••
Hearing and discussing part of an
expository text
••
Identifying what they learn from
the text
Read-aloud:
Farm Workers Unite
Focus:
••
Hearing and discussing parts of
an expository text
••
Identifying what they learn from
the text
Read-aloud:
Farm Workers Unite
Focus:
••
Hearing and discussing parts of
an expository text
••
Identifying what they learn from
the text
Strategy Lesson:
Farm Workers Unite
Focus:
••
Using text structure to analyze an
expository text
••
Exploring sequence in the text
••
Exploring how information can be
organized in expository text
Strategy Lesson:
Farm Workers Unite
Focus:
••
Using text structure to analyze an
expository text
••
Exploring compare/contrast
relationships in the text
••
Exploring how information can be
organized in expository text
Guided Strategy Practice:
Farm Workers Unite
Focus:
••
Using text structure to analyze an
expository text
••
Exploring sequence and compare/
contrast relationships in the text
••
Exploring how information can be
organized in expository text
Independent Strategy Practice
Focus:
••
Reading independently
••
Using text structure to analyze
expository texts
••
Exploring sequence and compare/
contrast relationships in the texts
••
Exploring how information can be
organized in expository text
••
Writing in their reading journals
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
13
U N I T 8 : D E T E R M I N I N G I M P O R TA N T
IDEAS AND SUMMARIZING
Week
1
Week
2
Week
3
Week
4
Week
5
Day 1
Day 2
Day 3
Day 4
Read-aloud:
Flight
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Making inferences about the
story
••
Discussing point of view and plot
Strategy Lesson:
Flight
Focus:
••
Hearing and discussing part of a
narrative nonfiction story again
to build comprehension
••
Making inferences about the
story
••
Thinking about what is important
in the story
Guided Strategy Practice:
Flight
Focus:
••
Hearing and discussing part of a
narrative nonfiction story again
to build comprehension
••
Making inferences about the
story
••
Thinking about important ideas
in the story
Strategy Lesson:
Flight
Focus:
••
Determining important ideas and
supporting details in a narrative
nonfiction story
Read-aloud:
A Picture Book of Amelia Earhart
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Making inferences about
the story
Guided Strategy Practice:
A Picture Book of Amelia Earhart
Focus:
••
Hearing and discussing part of a
narrative nonfiction story again
to build comprehension
••
Making inferences about the
story
••
Thinking about important ideas
in the story
Guided Strategy Practice
Focus:
••
Determining important ideas and
supporting details in a narrative
nonfiction story
Guided Strategy Practice
Focus:
••
Determining important ideas and
supporting details in a narrative
nonfiction story
Strategy Lesson:
A Picture Book of Amelia Earhart
Focus:
••
Hearing, reading, and discussing
summaries
••
Exploring what a summary is
Read-aloud:
In My Own Backyard
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Making inferences about the
story
••
Thinking about life in the past
••
Discussing point of view and
setting
Guided Strategy Practice
Focus:
••
Hearing and discussing a
narrative nonfiction story again
to build comprehension
••
Determining important ideas and
supporting details in the story
Strategy Lesson
Focus:
••
Building a summary as a class
••
Writing in their reading journals
Read-aloud:
A Picture Book of Rosa Parks
Focus:
••
Hearing and discussing a
narrative nonfiction story
••
Using schema to tell what they
know about the topic before
listening to the story
••
Identifying important ideas in
the story
Guided Strategy Practice
Focus:
••
Identifying important ideas
in an excerpt from a narrative
nonfiction story
••
Taking notes about important
ideas
Guided Strategy Practice
Focus:
••
Building a summary as a class
••
Writing in their reading journals
Read-aloud/Guided Strategy
Practice:
A Picture Book of Rosa Parks;
“Excerpt from Rosa Parks: My
Story”
Focus:
••
Hearing and discussing parts of
narrative nonfiction texts
••
Identifying the important ideas
in the texts
••
Comparing first- and secondhand
accounts of an event
Guided Strategy Practice
Focus:
••
Revisiting their reading logs and
identifying favorite books
••
Selecting books to summarize
Independent Strategy Practice
Focus:
••
Reading independently
••
Thinking about important ideas in
their books
Independent Strategy Practice
Focus:
••
Building summaries of their own
books
Independent Strategy Practice
Focus:
••
Sharing their summaries with
partners
••
Giving each other feedback about
their summaries
••
Revising their summaries
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
14
UNIT 9: R
EVISITING THE READING
COMMUNITY
Week
1
Day 1
Day 2
Day 3
Day 4
Preparing Book
Recommendations
Focus:
••
Preparing book recommendations
for summer reading
Sharing Book Recommendations
Focus:
••
Sharing book recommendations
for summer reading
••
Planning their summer reading
Sharing Book Recommendations
and Reflecting
Focus:
••
Sharing book recommendations
for summer reading
••
Planning their summer reading
••
Reflecting on and writing about
their reading lives
••
Reflecting on their growth as
readers
Read-aloud and Reflection:
Student-selected book
Focus:
••
Hearing and discussing a studentselected book
••
Planning their summer reading
••
Reflecting on the comprehension
strategies they are using
••
Writing in their reading journals
••
Reflecting on their contributions
to the reading community and
how they have benefited from the
reading community
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom
15
I N DEP EN D EN T WORD-LEARNI NG ST RATEGIES
Research shows that students benefit from both learning individual words and learning strategies for determining
the meanings of unknown words they hear or encounter in their independent reading. In grade 4, the students
learn the following strategies:
••Recognizing
synonyms
••Recognizing
antonyms
••Using
the prefixes in- and mis- to determine word meanings
••Using
the suffixes -er and -ly to determine word meanings
••Using
Greek and Latin roots to determine word meanings
••Using
context to determine word meanings
••Recognizing
idioms
••Recognizing
adages and proverbs
••Recognizing
shades of meaning
••Recognizing
words with multiple meanings
••Using
a print dictionary to determine word meanings
••Using
an online dictionary to determine word meanings
••Using
a print thesaurus to determine word meanings
••Using
an online thesaurus to determine word meanings
••Using
a glossary to determine word meanings
Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of
meaning is introduced through the word plead in Week 5.) For additional practice in using the strategies, More
Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to
do them with your students. We believe the students will benefit from the additional exposure to the strategies.
The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.
Independent Word-learning Strategy
K
1
2
3
4
5
Recognizing synonyms
■
■
■
■
■
■
Recognizing antonyms
■
■
■
■
■
■
■
■
■
■
■
Using context to determine word meanings
Recognizing shades of meaning
■
■
■
■
■
■
Recognizing words with multiple meanings
■
■
■
■
■
■
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
16
(continued)
Independent Word-learning Strategy
K
1
Using inflectional endings
■
■
2
3
4
5
Using knowledge of compound words to determine
meanings
■
Using prefixes to determine meanings
■
■
■
■
Using suffixes to determine meanings
■
■
■
■
Using Greek and Latin roots to determine word
meanings
■
■
■
Recognizing idioms, adages, and proverbs
■
■
■
■
■
■
Using a dictionary, glossary, or thesaurus
■
■ formally taught informally explored or reviewed
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
17
VOC AB U L ARY WO R DS K–5
G RA D E K
active
allow
amusing
assist
assortment
bright
care for
collide
comfort
comfortable
communicate
companion
complete
concerned
confident
container
courageous
cozy
creature
creep
crowded
cupboard
decide
delicious
depart
describe
determined
diet
difficult
disappointed
drowsy
eager
edge
energetic
enjoy
enormous
evening
excited
exhausted
explore
face
fact
fits
fluffy
frightened
frustrated
furious
generous
glance
gooey
greet
grin
haul
healthy
icy
imitate
invite
kind
land
lonely
machine
mend
mighty
need
nuisance
observe
overhead
passenger
patient
pedestrian
peer
persistent
playful
pleasant
pleased
pointy
pounce
practice
proud
release
repair
rocky
rough
scoop
scoot
scramble
signal
similar
snatch
snooze
soar
soggy
sphere
straight
stuck
survive
swiftly
switch
tame
tangled
tasty
tip
train
transportation
travel
uncomfortable
uncrowded
unhealthy
unkind
unpleasant
upset
useful
various
visible
wade
warn
weak
welcome
whirl
wild
G RA D E 1
admire
adult
adventure
affectionate
amazing
appetite
arrange
arrive
astonished
audible
bad-tempered
beam
bob
bold
chomp
collapse
commotion
contents
cooperate
crabby
crush
curious
dart
delighted
destination
dine
disappear
discover
disgusting
dump
earsplitting
essential
evidence
exclaim
extraordinary
faint
feast
ferocious
firm
flash
fond
frigid
future
gather
gigantic
glide
glow
gulp
habitat
hero
hope
hover
howl
humorous
impolite
inaudible
independent
inspect
journey
lunge
match
meadow
memory
migrate
miserable
moan
munch
mutter
neighborhood
neighborly
nervous
odd
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
18
(continued)
odor
ordinary
pack
peaceful
persevere
pile
popular
possession
pout
powerful
predator
prey
protect
quarrel
rapidly
relax
remain
rescue
resent
respect
ridiculous
rumble
rush
scrumptious
shallow
snuggle
sob
spot
squint
stomp
store
study
surroundings
thrilling
tidy
timid
track
tremble
trust
tug
twirl
underground
untidy
vegetation
wander
wobble
wonder
wriggle
G RA D E 2
accompany
annoy
appreciate
approach
approve
attach
attract
behave
beneficial
blob
bulge
chaos
characteristic
collect
compassionate
complex
congratulate
conserve
consume
content
convince
create
damp
dash
decrease
delightful
disapprove
discover
disguise
disobedient
downcast
dull
duplicate
eavesdrop
eavesdropper
ecstatic
embarrass
encourage
expand
expert
fabulous
fade
familiar
fearful
fearless
fetch
flap
flexible
flop
fragile
fragrant
fresh
genius
glare
gleam
gobble
gratitude
grip
grumble
guide
hospitality
host
huddle
hurl
insist
miniature
misbehave
murmur
mushy
necessary
notorious
numerous
obedient
occasionally
optional
overalls
overjoyed
pester
picky
plenty
precaution
predict
prepare
provide
racket
rarely
recently
recreation
regularly
routine
rude
scrunch
shelter
shimmer
shriek
sip
slurp
sniffle
solid
steer clear
stream
strenuous
stuff
stunned
sturdy
swirl
teamwork
terrible
terrific
tourist
treat
tumble
unique
unusual
unwelcome
usual
valuable
vanish
variety
whimper
G RA D E 3
abandon
achieve
adapt
adjust
adventuresome
advise
aggressive
appetizing
aroma
astounding
avoid
ban
barricade
belongings
bewildered
blow your top
boast
brainstorm
bustle
caretaker
celebration
challenge
cherish
clatter
clench
cling
clutch
cluttered
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
19
(continued)
coax
collaborate
comfy
command
commence
considerate
contentment
convenient
cross
customary
dazzle
deadly
debris
decline
delirious
depend
detect
determination
devastate
differ
diligent
disaster
disorganized
display
disrupt
distress
diverse
dodge
doubtful
durable
ease
energize
evacuate
exhilarated
faint
fantasize
fantastic
fierce/fiercest
flabbergasted
flashy
flick
flimsy
floppy
flutter
forbid
fortunate
frank
fret
fury
generally
ghastly
graceful
gruff
handy
have a change of
heart
have eyes in the
back of your
head
hazardous
headstrong
heartbreaking
horizontal
immature
immense
impermissible
improvise
industrious
intense
joyful
likely
lively
long
lounge
magnificent
mature
memorable
motion
nifty
obstinate
opportunity
original
overwhelmed
particularly
permissible
permit
persist
plain
plop
prefer
prowl
quiver
rap
realize
recall
reconsider
refreshing
reluctant
require
retrieve
reunite
roam
ruckus
savory
scan
secure
self-confident
serve
shuffle
silky
skill
skillful
slog
slump
snap
snug
sorrowful
spectacular
speechless
speedy
squirm
strain
stressful
struggle
successful
swarm
swerve
task
texture
threatened
throw yourself into
something
tip
trample
unaggressive
unexpected
unfortunate
ungrateful
unlikely
unsuccessful
unwind
urgent
utter
valuable
vertical
volunteer
well-organized
whiz
whoop
whoosh
G RA D E 4
adequate
adore
alternative
ambition
amiable
analyze
apprehensive
bellow
bizarre
bliss
blotch
blurt out
boost
ceremony
circulate
circumstances
compromise
conceal
conditions
consistent
consistently
crave
creak
critical
crouch
custom
dazed
deceive
defy
dejected
dense
desire
desperate
dissimilar
dubious
edible
eerie
effective
elated
eligible
endure
engage
enraged
ensure
enthusiastic
envision
equitable
exclusive
experience
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
20
(continued)
feat
flee
focus
formal
fume
function
get-up-and-go
gleeful
glower
glum
greedy
harass
hardship
hazard
hinder
humane
humble
humdrum
ideal
imposing
impressive
imprudent
in the blink of an
eye
inadequate
inclusive
inconsistent
indignantly
inedible
ineffective
ineligible
inequitable
informal
inhumane
initial
inspire
integrate
intimidate
intricate
jittery
jubilant
keen
labor
landscape
launch
lend a hand
lethal
loathe
luscious
manually
merit
misfortune
misjudge
mislead
mistreat
mysterious
neglect
nosing around
note
obstacle
offer
optimistic
pelt
perilous
permanent
pessimistic
plead
plunge
precarious
precise
prior to
process
proficient
prudent
pursue
raises eyebrows
recede
reduce
refuge
rejoice
reminisce
reputation
resemble
revere
rickety
rove
rowdier
rowdy
rubble
rugged
rummage
safeguard
sag
sandwiched
scrutinize
secure
seek
segregate
sensitive
serene
severe
sidesplitting
slight
speculate
stalk
survey
sustain
temporary
thoroughly
tilt
topple
transform
trend
trim
uniform
unwise
valiant
vigilant
wise
yearn
G RA D E 5
academic
advantage
argue
battered
befuddled
billow
blow off steam
blunt
breathtaking
budge
bundle
calamity
cantankerous
clamber
clamor
clank
clash
cluster
commit
compel
comply
conspicuous
consume/consumer
contact
contemplate
contented
convert
cuisine
currently
dab
daring
defenseless
delectable
deliberately
dependent
desert/deserter
desirable
deteriorate
device
devour
dignified
dilapidated
dim
disadvantage
discontinue
discourteous
disposition
dissatisfied
drastic
dwelling
efficient
emerge
engrossed
envious
establish
ethical
exert
extend
fanciful
get on board
grimace
grotesque
hair-raising
harbor
heartless
heave
helter-skelter
heroine
hospitable
hunch
hunger
impact
indicate
inefficient
influence
inform
injustice
insignificant
interact
(continues)
Making Meaning® Scope and Sequence, Grade 4
© Center for the Collaborative Classroom
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(continued)
international
intrigue
knowledgeable
loll
lose your nerve
lurch
lurk
lush
luxurious
master
meager
memento
mobile
moist
momentous
moocher
motionless
mystify
negative
nourish
on pins and
needles
pandemonium
peculiar
peer
picturesque
plummet
pollute
positive
prejudice
preposterous
preteen
priority
procedure
Making Meaning® Scope and Sequence, Grade 4
protest
quality
reassure
regulate
reliable
resilient
resist
resolve
restore
restriction
reuse
reverie
rustle
scarce
scour
selfless
sequence
significant
sociable
solitary
soothe
spectacle
squander
stamina
stroll
stun
suit
supporter
supreme
surge
tattered
thoughtful
thoughtless
throng
thrust
thunderous
towering
tranquil
trickle
typical
uneasy
unethical
values
vary
vast
vexed
vivid
wide-eyed
widespread
wobbly
© Center for the Collaborative Classroom
22