Yolonda Black

EDU 3010: Principles of Teaching Reading

Grade level: 4th
Standards: CCSS.ELA-Literacy.RL.4.4, CCSS.ELA-Literacy.RF.4.4, CCSS.ELALiteracy.W.4.1, CCSS.ELA-Literacy.SL.4.1.a, CCSS.ELA-Literacy.L.4.2, CCSS.ELALiteracy.RF.4.4, CCSS.ELA-Literacy.RF.4.4.a, CCSS.ELA-Literacy.RF.4.4.b, CCSS.ELALiteracy.RF.4.4.c

Table of Contents
Reading Schedule..Pg.3

Lesson PlanPg. 4 &5

Literacy Centers..Pg. 6 & 7

Parent Newsletter..Pg.8

References..Pg.9

Ms. Blacks 4th Grade Reading Schedule

(The Daily 5: Literacy Framework)

Read to Self: (25 Min) Students will text material on their grade level. (Reading levels are
based on an alphabet system. Fourth grade ranges from U-W.) This is important to do first in the
reading schedule because it sets the expectation for the rest of the schedule.

Work On Writing: (25 Min) Students will practice writing by using steps of the writing process
and developing fact and opinion essays. (CCSS.ELA-Literacy.W.4.1Write opinion pieces on
topics or texts, supporting a point of view with reasons and information.) Students will work on
brain storm list, graphic organizers, rough drafts and their final paper in this papers.

Word Work: (25 Min) Students will be presented with a new list of five spelling words. Students
are expected to learn the words by using word analysis skills. (CCSS.ELA-Literacy.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.) Students will
search the definition of the word and write it in their word work journals. They will also write a
sentence for each word. Students will then write the word and definition on an index card and
review the word.

Listening to Reading: (25 Min) Students will listen to reading on their laptops. The literacy
software program that they will use will be Raz-Kids. This websites has interactive eBooks for
students in grades K-5. (Website Link: https://www.raz-kids.com/)

Read to Someone: (20 Min) Students will be assigned a partner. (One high achieving student
and one low achieving student). Students will read an assigned book on their level and read to
each other. This process will encourage peer tutoring.

(page 3)

Jumble Words
Materials
Lesson Plan Steps

Flashcards with vocabulary words/roots/affixes/syllables

Behavior of the Teacher

Anticipatory Set
(Get my attention)

Have you ever read a book and came across a word you dont know?

Objectives
(Tell me what I will learn & do)

Teacher Input
(Explain it to me)

CCSS.ELA-Literacy.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding
words.
CCSS.ELA-Literacy.RF.4.3.a
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.

Teacher will review with the class the definition of roots.

The teacher will review with the class the definition of a syllable.

Modeling
(Show it to me)

The teacher will show students the words and underline the roots
Root:
Meaning:
Word:
Aqua
water
aquamarine
duc
To lead
conduct
port
To carry
portable
rupt
To break
bankrupt
jud
To judge
judicial
voc
To voice
advocate
fort
strength
fortitude
ambi
Both
ambiguous
sent
to feel
consent
bene
good
benefactor

The teacher will show students how to clap for each syllable of the new words.
Ask Students:

Check for Understanding

(Ask me if I get it)

What is the root word of benefactor?

What does it mean?
How many syllables does it have in it?

What is the root word of ambiguous?

What does it mean?
How many syllables does it have in it?

(page 4)

Guided Practice

Independent Practice

Students will break up into assigned groups of three. They will be given a bag of
index cards with root words, the meaning, the number of syllables and the whole
words. Students must match up each word with the root and definition.

Students will be given a list of the whole words. Students must circle the root and
then write the definition of the root beside the word and the number of syllables the
word has.

Assessment

Students will be assessed on their responses of identify the root, definitions and
syllables of the whole word.

Closure
(Remind me of what I learned)

Teacher will review the list of word and the roots, meaning and syllables.

(page 5)

Ms. Blacks Literacy Centers

**Literacy Centers are 20 minutes each with 5 students in each center.**
Center 1: Reading Informational Text
Standard: Craft and Structure:
CCSS.ELA-Literacy.RL.4.4
Determine the meaning of words and phrases as they are used in a text, including
those that allude to significant characters found in mythology (e.g., Herculean).
Summary: This center will focus on the student analyzing vocabulary words in
their literature books and creating a foldable with a word, sentence and picture that
represents the meaning of the word. The students will take turns reading story and
then writing each highlighted vocabulary word in their vocabulary journal. The
students will do this activity after reading the story.

Center 2: Reading Foundational Skills

Standard: CCSS.ELA-Literacy.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
Summary: Students will read books according to their reading level. After reading
the books, the students will answer questions that demonstrate comprehension
abilities.
Center 3: Writing
Standard: CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
Summary: Students will read a short article and then write a short summary about
how they feel about the particular topic. Their summary must have details and
reasons that support their point of view.
(Page 6)

Center 4: Speaking and Listening

Standard: CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore
ideas under discussion.
Summary: Student will read a short passage for homework and then bring a
summary of what they read to the center. The summary should include what they
did or did not like about the reading.
Center 5: Language
Standard: CCSS.ELA-Literacy.L.4.2
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing
Summary: Have students to do peer editing on the summary they have for
homework. Students should critique each other on spelling, capitalization, and
punctuation.

(page 7)

Greetings from
the OWLs
Nest!!!
Literacy is the foundation of education. The ability to read and write
helps student not only succeed in school, but succeed in life. In my
classroom your child will complete the Daily Five Literacy
Framework each day. This framework helps students strengthen their
literacy skills in all areas.
The Daily Five Framework
(Based on the common core standards).
Read to self
Work on writing
Word Work
Listening to Reading
Read to Someone
What You Could do to Help
Read or have your child read to you every day for 30 min.
Help your child with their homework (you could also use the parent
resource center).
Encourage your child to practice writing
Ask Questions!! Contact Info: yblack@eagles.nccu.edu
Have a Great Day!! ~Ms. Black

(Page 8)

References

Heilman, A. W., Blair, T.R., & Rupley W.H. Principles and Practices of Teaching
and Reading. Upper Saddle River, New Jersey: Merrill Prentice Hall

(Page 9)