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Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
READING
Written
Curriculu
m:
Learning
Standards
Thursday
Friday
4.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts
and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme. (SS)
4.4 Reading/ Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support
their understanding. Students are expected to:
explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).(SS)
4.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authors purpose in cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. (SS) Students are expected to explain the difference between a stated and an implied purpose for an expository text.
4.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their
understanding. Students are expected to:
(B) distinguish fact from opinion in a text and explain how to verify what is a fact.(SS)
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison.(RS)
Figure 19.110.15 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors 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:
(D) make inferences about text and use textual evidence to support understanding. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(E) summarize information in text, maintaining meaning and logical order. Fiction and Informational Text (RS) Literary Nonfiction, Poetry and Drama (SS)
(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.(RS
READING
Learning
Objective
Demonstration of
Learning
Field Trip
Dallas ISD
Reading
Taught
Curriculum:
Instructional
Considerations
Student
Practice
Guided and
Independent
(INCLUDE
MRSs)
Instructional
Resources
Vocabulary
Development
Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
DLR: Editing
Istation (time permitting)
Review PLORE:
Whole Group: Review Text
Reading Comprehension
Organization
Quiz
(Re-introduce anchor chart)
Review Summaries and Main
Ideas: A Summary holds the
highlights of the story, much
like a sports game recap:
http://espn.go.com/video/clip
?
categoryId=2459789&id=118
72892
In this video, does it discuss
everything thing that
happened? NO! It just talks
about the MAIN IDEAS-the
key concepts. Now lets turn
this on our reading:
Pg. 65&Modeled 66 (WB)
Guided: (TT) Tower Racers
(p. 68)
- 1.) identify the main idea
and supporting details in
Think About ShareOut
2.) QW write me a quick
summary
3.) RC Multichoice Q (pg. 69)
DOL: The Johnson Space
Center (pg. 70-73)
Resources: STAAR Ready
Instruction (Purple Book))
Thursday
DLR: Editing
FIELD TRIP
Istation
Review Poetry: TT vocab
(stanza, line break, rhyme,
lyrics, free-verse)
Introduce w/ Pg. 49
Pass out Pg. 50 Late for
School to each scholar.
WHOLE GROUP identify
(TPS) rhyme pattern, stanza,
and whie space via think
aloud. Use highlighter
Guided: The Poets Blues pg.
51
Pg. 54-56 DOL
Centers:
Istation
Sm. Group
Resources: STAAR Ready
Instruction (Purple Book)
Friday
DLR: Editing
Vocab Quiz
Lets review all the
connections we discussed
this week!
Paired Passaged: Blue Book
pg. 38-43
Today Im going to present
you with 2 things that
appear very differentlets
find the connections
between them
https://www.youtube.com/w
atch?v=6aspJD9LeNI
Wksht)
SHOW EXAMPLES OF
Question Stems
DOL: Isamu Taniguchi (Pg.
94-96)
Dallas ISD
Extra
Language Arts
Sm. Groups
Taught
Curriculum:
Instructional
Considerations
Teacher: Nall
Grade/Subject: 4th Community
Lesson: Nonfiction/ACP Review
Monday
Tuesday
Wednesday
Language Arts: Subject-Verb
Language Arts Small Group:
Language Arts Review Sm.
PwrPt
Review Antonyms/Synonyms
Group: Paragraph
Group Work: Review SubjectPwrPt
organization
Verbs (Phineas and Verb Cards)
Editing Passage
Editing Passage
Editing
Editing Passage
Editing Passage
READING
Tested
Curriculum:
Informal or
Formal
Assessment
Informal:
DOL
Editing/Revising
Daily Proofreading Practice
Informal:
DOL
Formal: istation
Intervention/
Extension
Curriculum:
Differentiation
Tier 1
Tier 2
Tier 3
Sm. Group
Fluency Checks
Sm. Groups intervention
Friday
Formal: istation
Informal:
DOL
DLR
Extension
Dallas ISD