Grade 4 Reading Units of Study
Units of Study
Duration
Reading with Engagement and Skill: Expectations and Routines for
Reading Workshop
Realistic Fiction: A Unit on Character and Conflict
3 weeks
Talking and Thinking Deeply about Books
4 weeks
Nutty About Nonfiction
4 weeks
Fantasy: A Unit on Exploring Universal Truths
4 weeks
Reading and Writing on Demand: Test Taking Skills & Strategies
3 weeks
Historical Fiction: Learning about the Present Through the Past
4 weeks
Biography: A Unit on Overcoming Difficulties
4 weeks
Putting it All Together: Author Study through Book Clubs
4 weeks
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
3 weeks
UNIT OF STUDY:
Reading with Engagement and Skill: Expectations
and Routines for Reading Workshop
Time:
3 weeks
Early in the school year
Essential Questions:
What are the characteristics of a good reader?
Core Literature and other Texts:
Assorted Picture books
Read Aloud Text (Teacher Choice)
What are the obligations of a responsible member of
this community of readers?
Guiding Readers and Writers Grades 3-6
p. 142-160
Standards / Knowledge and Skills:
1.2
ƒ Set a purpose, activate prior knowledge and determine how to read based on the task
ƒ Recognize when meaning breaks down and make adjustments using fix-up strategies
ƒ Use a range of problem solving strategies to take words apart and understand word meaning
while reading continuous text
ƒ Engage in a continuous process of monitoring, questioning, and predicting to follow and
remember important ideas, events, or characters throughout the text
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
ƒ Use refocusing strategies to improve stamina for reading longer text with comprehension over
time
ƒ Come to a group prepared with personal opinions and ideas to share
ƒ Use a journal to set goals and reflect on progress in reading
2.1
ƒ Understand and use parts of a book to access information efficiently
2.2
ƒ Articulate personal criteria for a good book
ƒ Notice similarities and differences among personal criteria
ƒ Identity favorite topics, genres, and authors
Unit Outcome Statements:
This unit establishes the procedures and routines of the reading workshop. Through shared reading
activities, minilessons based on Fountas and Pinnell’s “First Twenty Days of Reading”, and independent
reading conferences students are introduced to the fourth grade reading expectations.
As a result of this unit students will:
ƒ Learn the routines and behavioral expectations of reading independently
ƒ Read thoughtfully for a sustained period of time independently
ƒ Choose books appropriate for their level
ƒ Record their thoughts to share with others
ƒ Learn to recognize “talkworthy” questions and ideas
ƒ Talk about their thoughts during reading
ƒ Keep track of books they are reading
Key Unit Assessments:
Reading Conferences- anecdotal
Self and Teacher Evaluation of independent reading time
Post-it notes, reflections, or other written responses that demonstrates thinking
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Reading with Engagement and Skill: Expectations
and Routines for Reading Workshop
Time:
3 weeks
Early in the school year
Essential Questions:
What are the characteristics of a good reader?
Core Literature and other Texts:
Assorted Picture books
Read Aloud Text (Teacher Choice)
What are the obligations of a responsible member of
this community of readers?
Guiding Readers and Writers Grades 3-6
p. 142-160
Standards / Knowledge and Skills:
1.2
ƒ Set a purpose, activate prior knowledge and determine how to read based on the task
ƒ Recognize when meaning breaks down and make adjustments using fix-up strategies
ƒ Use a range of problem solving strategies to take words apart and understand word meaning
while reading continuous text
ƒ Engage in a continuous process of monitoring, questioning, and predicting to follow and
remember important ideas, events, or characters throughout the text
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
ƒ Use refocusing strategies to improve stamina for reading longer text with comprehension over
time
ƒ Come to a group prepared with personal opinions and ideas to share
ƒ Use a journal to set goals and reflect on progress in reading
2.1
ƒ Understand and use parts of a book to access information efficiently
2.2
ƒ Articulate personal criteria for a good book
ƒ Notice similarities and differences among personal criteria
ƒ Identity favorite topics, genres, and authors
Unit Outcome Statements:
This unit establishes the procedures and routines of the reading workshop. Through shared reading
activities, minilessons based on Fountas and Pinnell’s “First Twenty Days of Reading”, and independent
reading conferences students are introduced to the fourth grade reading expectations.
As a result of this unit students will:
ƒ Learn the routines and behavioral expectations of reading independently
ƒ Read thoughtfully for a sustained period of time independently
ƒ Choose books appropriate for their level
ƒ Record their thoughts to share with others
ƒ Learn to recognize “talkworthy” questions and ideas
ƒ Talk about their thoughts during reading
ƒ Keep track of books they are reading
Key Unit Assessments:
Reading Conferences- anecdotal
Self and Teacher Evaluation of independent reading time
Post-it notes, reflections, or other written responses that demonstrates thinking
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Thinking Deeply and Talking about Books
Essential Questions:
Time:
4 weeks
Anchor Text:
Stone Fox
What makes a great book discussion?
What is the author trying to say to me?
Core Literature and other Texts:
The Pain and The Great One
My Rotten Red Headed Brother
The Midnight Fox
Skinnybones
Owls in the Family
Circle of Gold
Mr. Lincoln’s Way
Movie:
Iron Will (this relates to Stone Fox)
Standards / Knowledge and Skills:
1.2
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
ƒ Listen actively and respond to ideas of others
ƒ Come to group prepared with personal opinions and ideas to share
ƒ Use a journal to set goals and reflect on progress in reading
ƒ Explain how the use of strategies contributes to better comprehension
2.2
ƒ Recognize the structural and creative differences between a story told through narrative versus
drama
ƒ Infer author’s message and connect it to self and other texts and the world
ƒ Write about lessons learned from the story using evidence from the text
ƒ Explain why different people have varying responses to text, characters, events, and/or themes in
a story
3.2
ƒ Use oral language with clarity, voice, and fluency to communicate a message
Unit Outcome Statements:
This unit is a continuation of the realistic fiction unit with increased emphasis on the power of effective
group discussion in enhancing comprehension of literature. It will provide students with the skills
necessary to conduct an effective book discussion. The goal is to strengthen the reading community and
enhance students’ ability to talk and write about their thoughts. Independent reading should be realistic
fiction.
As a result of this unit students will:
ƒ Develop a deeper understanding of text through the dynamic of group discussion
ƒ Come prepared to discussions
ƒ Speak with clarity and respectfully listen and react in a way that enhances the comprehension of others
ƒ Recognize that productive discussion improves overall comprehension as well as written responses to
text
ƒ Employ flexible strategies to deepen their understanding of text and the author’s message
ƒ Compare and contrast text to film
Key Unit Assessments:
Teacher Observations (Anecdotal Notes)
Written Responses
Student Reflection on “Fish Bowl” Observations
Teacher checklist for group discussions
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Nutty About Nonfiction
Time:
4 weeks
Essential Questions:
How do good readers access information in
nonfiction text?
Core Literature and other Texts:
Time For Kids
National Geographic for Kids
Scholastic News
Click
How do good readers communicate their
understanding of nonfiction text?
Standards / Knowledge and Skills:
1.1
ƒ Understand and use precise, technical/content-specific language when reading, speaking, and
writing
1.2
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
2.1
ƒ Understand and use parts of a book, website to access information efficiently
ƒ Notice an author’s use of a text structure
ƒ Use knowledge of text structure to read with comprehension
ƒ Apply knowledge of text structure to informational writing
ƒ Locate and distinguish between essential and nonessential information
ƒ Use resources in the library to find texts and other media to collect information on a topic
ƒ Use text information to answer questions, explain thinking, draw a conclusion or summarize text
orally and in writing
ƒ Write an informational piece including features that enhance the presentation
2.2
ƒ Recognize text structure to enhance understanding (compare/contrast)
ƒ Write a summary by selecting and condensing important text information
ƒ Identify author’s main/idea/opinion and supporting details/reasons
Unit Outcome Statements:
The focus of this unit is to further develop students’ understanding of nonfiction text. Students will read a
wide variety of magazines, books, websites, and other nonfiction texts. Through synthesis, they will sift
and sort through large amounts of information to extract essential ideas and combine these to form an
overall picture of what has been read to get the gist. 1
As a result of this unit students will:
ƒ Remember important information
ƒ Learn new information and build background knowledge
ƒ Distinguish what is important from what is interesting
ƒ Determine if the author’s message is to inform, persuade, or entertain
ƒ Draw conclusions based on clues in the text 2
ƒ Write summaries
Key Unit Assessments:
Independent Reading Conferences
Nutty About Nonfiction Project
Written Responses
1
2
Goudvis, A. and Harvey, S.: Strategies that Work: p. 25
Unit outcomes from: Goudvis, A. and Harvey, S.: Strategies that Work: p. 24
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Fantasy: A Unit on Exploring Universal Truths
Essential Questions:
How does the fantastic world teach me about my
life?
How do authors develop theme?
How do readers express their connections and
reactions to characters and events in literature?
Time:
4 weeks
Core Literature and other Texts:
Gooseberry Park
My Father’s Dragon
Cricket in Time Square
Chris Van Allsburg picture books
William Steig picture books
The Enormous Egg
Mr. Popper’s Penguins
Indian in the Cupboard
How do we recognize the hero in the story?
Shared Texts:
Poppy
Trumpet of the Swan
The Tale of Desperaux
Just a Dream
Standards / Knowledge and Skills:
1.2
ƒ Engage in a continuous process of monitoring, questioning, and predicting to follow and
remember important ideas, events, or characters throughout the text
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
2.2
ƒ Describe the features of setting and their importance to the story
ƒ Describe how a problem develops in a story
ƒ Identify point of view
ƒ Recognize and use figurative language and poetic form and structure to convey a single image or
idea
ƒ Infer the author’s message and connect it to self, other texts and world
ƒ Write about a lesson learned from the story using evidence from the text
Unit Outcome Statements:
The books in this unit belong to a high interest genre for fourth graders because readers are asked to
suspend their disbelief. Students will continue to analyze setting, character and plot development, and
identify dominant themes in literature. Independent reading may be fantasy.
As a result of this unit students will:
ƒ Recognize frequently occurring themes and motifs
ƒ Make connections to situations in their own lives
ƒ Recognize and reflect on the writer’s use of symbolism
ƒ Recognize the basic human quality of the characters in fantasy
ƒ Understand complex and highly developed characters that may be categorized as good or evil3
ƒ Continue to develop inference skills through interpretation of figurative language
ƒ Demonstrate their understanding of universal truths through written responses
Key Unit Assessments:
Teacher Observations (Anecdotal Notes)
Character Trait Maps
Written Responses
Independent Reading Conferences
3
Unit outcomes from: Fountas, I. and Pinnell, G.: Teaching for Comprehending and Fluency: p. 201
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Reading and Writing on Demand: Test Taking
Skills and Strategies
Time:
3 weeks
Essential Questions:
Core Literature and other Texts:
How do I adjust my reading and writing behaviors
to perform in a timed format?
Test Preparation Materials
What strategies help me to do my best?
Standards / Knowledge and Skills:
1.2
ƒ Recognize when meaning breaks down and make adjustments using fix-up strategies
ƒ Use a range of problem-solving strategies to take words apart and understand word meaning
while reading continuous text
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
2.1
ƒ Locate and distinguish between essential and nonessential information
ƒ Use text information to answer questions, explain thinking, draw a conclusion or summarize text
orally and in writing
2.2
ƒ Recognize text structure to enhance understanding (compare/contrast)
ƒ Write a summary by selecting and condensing important text information
ƒ Identify author’s main/idea/opinion and supporting details/reasons
ƒ Analyze free verse poetry
ƒ Write about a lesson learned from the story using evidence from the text
Unit Outcome Statements:
This unit provides practice opportunities prior to administration prior to the Connecticut Mastery Test.
Students should be exposed to testing formats and strategies that apply directly to standardized test
situations.
As a result of this unit students will:
ƒ Be prepared for the format of standardized tests
ƒ Apply effective test-taking strategies
ƒ Adjust written responses to text to perform in timed situations
Key Unit Assessments:
Test Preparatory Materials
Connecticut Mastery Test
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
UNIT OF STUDY:
Historical Fiction: Learning About the Present
Through the Past
Time:
4 weeks
Essential Questions:
Core Literature and other Texts:
Anchor Text:
Number the Stars
How does learning about the past teach me about the
present?
What makes a story memorable?
How does prior knowledge help me to understand
historical fiction better?
How do authors develop theme?
Shared Texts:
Pink and Say
Joshua’s Song
Bud, Not Buddy
Jacob’s Rescue
Encounter
Molly’s Pilgrim
Keep the Lights Burning, Abby
Movie:
Miracle at Midnight (relates to Number the Stars)
Standards / Knowledge and Skills:
1.1
1.2
ƒ
Understand and use precise, technical/content-specific language when reading, speaking, and writing
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Use a range of problem solving strategies to take words apart and understand word meaning while reading continuous
text
Develop a deeper understanding of “text” through the flexible use of strategies (predict, question, connect, visualize, infer,
summarize)
Use text evidence to justify thinking
Use a journal to set goals and reflect on progress in reading
Explain how the use of strategies contributes to better comprehension
Listen actively and respond to the ideas of others
Come to a group prepared with personal opinions and ideas to share
ƒ
ƒ
ƒ
ƒ
ƒ
Describe the features of setting and their importance to the story
Describe how a problem develops in a story
Identify point of view
Recognize the structural and creative differences between a story told through narrative versus drama
Infer the author’s message and connect it to self, other texts and world
ƒ
2.2
3.2
ƒ Use oral language with clarity, voice, and fluency to communicate a message
Unit Outcome Statements:
The centerpiece of this unit is Number the Stars. Students will appreciate that basic human characteristics
remain consistent throughout time. They will apply all comprehension strategies and rich discussion to
achieve a deeper understanding of the text.
As a result of this unit students will:
ƒ Participate in theater games under the direction of the Hartford Stage Company to develop background
knowledge about World War II and develop empathy for central characters in Number the Stars
ƒ Identify how the author builds suspense
ƒ Identify important themes
ƒ Understand characters in light of the culture, time in history, and physical setting 4
ƒ Distinguish imagined events from authentic historical events
ƒ Increase the sophistication of book discussions
ƒ Develop empathy by writing journals from the characters’ points of view
ƒ Compare and contrast text to film
Key Unit Assessments:
Teacher Observations (Anecdotal Notes)
4
Fountas, I. and Pinnell, G.: Teaching for Comprehending and Fluency: p. 198
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
Written Responses – Journal Entries
Student Reflection on “Fish Bowl” Observations
Teacher checklist for group discussions
UNIT OF STUDY:
Biography: A Unit on Overcoming Difficulties
Time:
4 weeks
Essential Questions:
Core Literature and other Texts:
Wilma Unlimited
Small Steps
Langston Hughes
Louis Braille
FDR
Teammates
Through My Eyes
How do people adjust to unexpected circumstances
in life?
How do the accomplishments of famous people
influence the world around them?
Standards / Knowledge and Skills:
1.1
ƒ Understand and use precise technical/content specific language when reading, speaking, and
writing
1.2
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
2.1
ƒ Understand and use parts of a book, website to access information efficiently
ƒ Notice an author’s use of a text structure
ƒ Use knowledge of text structure to read with comprehension
ƒ Apply knowledge of text structure to informational writing
ƒ Locate and distinguish between essential and nonessential information
ƒ Use resources in the library to find texts and other media to collect information on a topic
ƒ Use text information to answer questions, explain thinking, draw a conclusion or summarize text
orally and in writing
ƒ Write an informational piece including features that enhance the presentation
2.2
ƒ Identify point of view
ƒ Identify author’s main idea/opinion and supporting details/reasons
Unit Outcome Statements:
The books in this unit are focused on important historical figures that have risen above significant personal
challenges to make great contributions to society. Students will be challenged to read carefully for
information in order to determine how these individuals can serve as models for their own behavior.
As a result of this unit students will:
ƒ Remember important information
ƒ Learn new information and build background knowledge
ƒ Distinguish what is important from what is interesting
ƒ Draw conclusions based on clues in the text 5
ƒ Write summaries
ƒ Identify how characters and conflicts influence each other
Key Unit Assessments:
Independent Reading Conferences
Teacher Observations of Reading Groups (Anecdotal)
Biography Graphic Organizers
5
Unit outcomes from: Goudvis, A. and Harvey, S.: Strategies that Work: p. 24
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
Biography Project
UNIT OF STUDY:
Putting it All Together: Author Study Through
Books Clubs
Time:
4 weeks
Essential Questions:
Core Literature and other Texts:
Who am I as a reader?
Suggested author’s for study:
Betsy Byars
Louis Sachar
Judy Blume
Andrew Clements
Eve Bunting
Johanna Hurwitz
Cynthia Rylant Patricia MacLachlan
Jane Yolen
How do we recognize and describe an author’s
style?
How do an author’s life experiences influence what
and how he or she writes?
Standards / Knowledge and Skills:
1.2
ƒ Develop a deeper understanding of “text” through the flexible use of strategies (predict, question,
connect, visualize, infer, summarize)
ƒ Use text evidence to justify thinking
ƒ Listen actively and respond to the ideas of others
ƒ Come to group prepared with opinions and ideas to share
ƒ Use a journal to set goals and reflect on progress in reading
ƒ Explain how the use of strategies contributes to better comprehension
2.1
• Use resources in the library to find texts and other media to collect information on a topic
2.2
ƒ Explain how a character changes in a story
ƒ Describe how a problem develops in a story
ƒ Identify point of view
ƒ Write a summary by selecting and condensing important text information
ƒ Write a letter, description, or critique that articulates a main idea/ opinion and supporting
details/reasons
ƒ Infer the author’s message and connect it to self, other texts, and the world
ƒ Explain why different people have varying responses to text, characters, events, and/or themes in
a story
ƒ Articulate personal criteria for a good book
ƒ Notice similarities and differences among personal criteria
ƒ Identify favorite topics, genres, and authors
3.2
ƒ Use oral language with clarity, voice, and fluency to communicate a message
Unit Outcome Statements:
This unit represents a synthesis of all prior teaching and learning. Groups of students will elect to focus on
an author of their choice. These choices may be from above author list, previously studied authors from
other units, read alouds, or a list generated by the class.
As a result of this unit students will:
ƒ Create a vital reading community where enthusiastic discussion and a high level of cooperation is
evident
ƒ Recognize common themes, topics, and/or literary devices used by the same author
ƒ Use a variety of skills to demonstrate high level thinking through discussion
Key Unit Assessments:
Teacher Observations (Anecdotal Notes)
Draft: B. Bren, D.Smith, B. Stern 7/11/2006
Written Responses – Journal Entries
Student Reflection on “Fish Bowl” Observations
Teacher checklist for group discussions
Draft: B. Bren, D.Smith, B. Stern 7/11/2006