Kelsey Gile

Brookwood Elementary

Grade​: 4th
Time: ​Aprox. 45 minutes
Standard​:
Reading: Foundational Skills Standard 4
Read with sufficient accuracy and fluency to support comprehension.
b. ​Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression.
Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
c. ​Use relative pronouns (​who, whose, whom, which, that​) and relative adverbs (​where,
when, why​).
Writing Standard 3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Materials:
● Pink ​Reading Street​ packet
● Green ​Reading Street​ packet
● Reading Street ​Kahoot!
Essential Questions:
❏ What do each of our vocabulary words mean?
❏ Can we read read fluently and accurately to answer specific questions?
❏ How can we use adverbs to tell how, where, or when an action is happening?
❏ How can we create and use outlines to build our writing?
I Can…
★ Use an adverb to tell how, where, or when an action happens.
★ Read fluently and accurately, annotating text to answer specific questions.
★ Use “SLAM” to write 3 paragraphs.
Vocabulary:
➢ Curiosity
➢ Glorious
➢ Granite
➢ Terraced
➢ Thickets
➢ Torrents
➢ Ruins
Adaptations for EL:​ Building Background, Provide Review of key concepts and
vocabulary.
Adaptations for Students with Special Needs: ​Short work periods with breaks, Break
assignment into shorter tasks.
Gifted:​Ask students’ higher level questions that require students to look into causes,
experiences, and facts to draw a conclusion or make connections to other areas of
learning. Invite students to explore different points of view on a topic of study and
compare the two.

Phase 1​:
We will begin by correcting the pink ​Reading Street​ pages from the previous day. I will
put the teacher copies on the document camera to allow students to see the correct
responses and ask questions about differing responses.
Students will put aside their packets. I will ask students what an outline is and why it
may be important.
Are there any questions?
Put your prsp to the side and pull out your grsp. Open it to page 334. I am looking for
the first table to be ready.
Phase 2​:
They will open their green ​Reading Street​ to page 334. We will read the directions and
look through the outline finding key parts and ideas. With a buddy answer the questions
that follow on page 334. Then we will come back together and discuss what each group
found. If there is differing opinions we can share and come to a conclusion as a whole
group. I will walk through the class as they talk and listen to ideas students are having. I
will make clarifications or answer questions when necessary.
What is an outline? Why could looking at an outline be helpful for a reader? How can it
be helpful for a writer? (allow discussion to flow and build based upon student answers)
Who wants to read the bullet at the top of the page?
With your buddy I want you to talk about the answers for questions 1-5.

After we will move to page 335 in the green ​Reading Street​ packet. I will read the
passage, modeling fluency and accuracy, and have students follow along. Then with a
partner students will fill in the blanks to complete the outline. Students will look back
through the passage to find answers to build comprehension. As they work I will walk
through the class listening to discussions. Once they have completed the outline we will
discuss answers as a class.
As I read the passage I want to to follow along and listen so that you can complete the
outline after we are done.
With your buddy I want to fill in the blanks for the outline about the Incas.
After putting away packets tables will be excused to go wash their hands and get their
computer. They will log on to Kahoot and wait for the game code. I will display the code
an allow students to log in. They will then answer questions reviewing their vocabulary
words for the week.
When I say go, put your prsp on the top of your tote tray. You are going to quietly go
wash your hands and get your computers to log on to Kahoot. I will be looking for the
first table that has everything put away and is ready to wash their hands. (excuse
tables)
Once you are on Kahoot this will be the game code.

I will give instructions and review what they will be working on in each job. They then
will ask any questions they have before beginning work on their own.
Good job to the winner. Let’s look at your jobs for today. (explain jobs 1-4). Are they any
questions before we get started?
Phase 3​:
Students will work individually and with their assigned group to complete their four jobs.
They will have 15 minutes per job. They rotate through jobs based upon their groups
(red, blue, yellow, and green).
Job #1: pink ​Reading Street​ packet pages 262 and 328.
262- students will find the adverb in the given sentence and write them in the
blank. Then they will circle/underline the adverb in the given sentence and decide if the
word tells how, when, or where the action takes place.
328- students will read the legend once. Then they will answer the question
looking back through the passage for evidence. Last they will circle information from the
passage that is based on fact.
Pull out your prsp and open to page 262, it says Adverbs at the top. For questions 1-6
find each adverb in the sentence and write it on the line. Questions 6-15 it wants you to
find the adverb and circle it and then decide if it tells how, when, or where the action
takes place. Are there any questions? Flip the page over to 328 that says Writing
Legends. What is a legend? Who will read our first bullet point. Next? Next? Last? For
this page you need to read the passage and answer the question. Then circle or
highlight a part of the story that may be based on fact. Question?
Job #2: Groups (my teacher will run this group so that we can talk)
Students will come to the back table to read a small information text about the
Mayan or Inca nations. They will partner read, choral read, and silent read parts of the
text. I will pause and ask question to help build their comprehension and understanding
of the informative text.
When come to groups you won’t need to bring anything. We will be reading a book
together about either the Mayans or Incas.
Job #3: Writing
Students are working on a multi-paragraph essay about cloud types and their
impact on people. They have read and watched different sources during the week and
will have completed a graphic organizer to organize their thoughts and paragraphs.
Today they will take their “skeleton” and begin typing into google classroom for
submission Friday.
For writing you are going to take the skeleton from our chart and begin to write your
multi-paragraph essay. What are things we need to remember when we begin our
writing? (restate the prompt, transition words, elaboration, etc). Make sure you wash
your hands before getting your computers and starting.
Job #4: Buddy work
(side 1) Students underline the adverb in the given sentence. The adverb will tell
when or where the action takes place.
(side 2) Students will look at the Mayan symbols at the bottom of the page to find
what number it represents and then solve the problem.
For buddy work we are going to so this worksheet. On this side you will find the the
adverb in the sentence and underline it. Then on the back there are some math
problems, but they are written in Mayan characters. You need to look at the bottom and
find the symbol to decide what they number is. Once you have found both symbols then
you can solve the problem. Make sure you pay attention to the sign too.

Question?