Eled G4m1-Unit 1 Second Edition Student-Materials-Modulelessons-Flexcurriculum

3–8 Language Arts (Second Edition): Instructional Materials - STUDENTS Grade 4: Module 1: Unit 1
Grade 4: Module 1 (Second Edition)

Instructional Materials
Overview: These symbols occur frequently in this document. Use this key to help understand
each symbol. These will tell you if an assignment should be completed with a teacher or
independently, and if the assignment occurs before, during, or after the lesson.
Key
Learning Before the
Homework
Target Lesson
Synchronous whole group:

Synchronous small group: Certain
During the Lesson: All students
students working with the teacher
in the class experiencing live
in a small group
teaching together
Asynchronous: Before or After the Lesson: Students working independently
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Table of Contents
UNIT 1
Lesson Before the Lesson After the Lesson Additional Language

and Literacy (ALL) Block
Read and reflect on the

guiding questions for the
module. Talk about them
Complete the Lesson 1 with someone at home.
1 prework activities before How do they make you Flex Day
class time. feel? Why? What do they
make you think about?
You can sketch or write
your reflections.
Complete the Lesson 2

Independent
2 prework activities before Unit 1, Week 1, Day 1
Reading/Research Reading
class time.
Reread Love That Dog,

pages 1–5, and complete
the What Happens and Independent
3 Unit 1, Week 1, Day 2
How Does Jack Feel Reading/Research Reading
about It? note-catcher
for Lesson 2.
Read Love That Dog, pages
6–7, and add to the What
Happens and How Does
Jack Feel about It? note-
4 prework activities before Unit 1, Week 1, Day 3
catcher for Lesson 4.
class time.
Independent
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homework activities
before the next lesson.
5a None Unit 1, Week 1, Day 4
Independent
UNIT 1, Continued
Lesson Before the Lesson After the Lesson ALL Block

homework activities
5b None before the next lesson. Unit 1, Week 2, Day 1
Independent

Independent Complete Language Dive
6 prework activities before
Reading/Research Reading with teacher guidance.
class time.

Complete the Lesson 7 homework activities
7 prework activities before before the next lesson. Unit 1, Week 2, Day 2
class time. Independent
homework activities
before the next lesson.
8 None Unit 1, Week 2, Day 3
Independent
Independent
9a prework activities before Flex
class time.
Independent
9b None Flex
10 Complete the Lesson 10 Independent Unit 1, Week 2, Day 4
prework activities before Reading/Research Reading
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class time.
Complete the Lesson 11 Complete Text-Based
Independent
11 prework activities before Discussion with teacher
class time. guidance.
Independent
12 None Flex
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Unit 1: Reading and Analyzing Poetry:

Love That Dog and Famous Poems
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Lesson 1: Inferring the Topic Resources

Learning Targets:
1. I can discuss and record what I notice
and wonder about resources. (RL.4.1,
W.4.8, SL.4.1)
2. I can infer the topic of this module Complete Independently Before the Lesson
from the resources. (RL.4.1, W.4.8)
Directions: THINK and WRITE: Look at the resources below. These are resources from texts that
you’ll read in this module. Think about the details in the resources. What details do you notice
about this text? Use the I Notice/I Wonder note-catcher on the next page to record your
thoughts.
1 So much depends
upon
a blue car
splattered with mud
speeding down the road.
Creech, S. Love That Dog. New York: HarperCollins, 2001. Print.
2 I have a little shadow that goes in and out with me,

And what can be the use of him is more than I can see.
He is very, very like me from the heels up to the head; And I see him jump before me,
when I jump into my bed.
Stevenson, Robert Louis. “My Shadow.” Poems Every Child Should Know. Ed. Mary E.
Burt. New York: Doubleday, Page & Company, 1904. Project Gutenberg. Web.
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3 Slowly she grew—till she filled the night,

And shone
On her throne
In the sky alone,
A matchless, wonderful silvery light,
Radiant and lovely, the queen of the night.
Macdonald, George. “The Wind and the Moon.” Poems Every Child Should Know. Ed.
Mary E. Burt. New York: Doubleday, Page & Company, 1904. Project Gutenberg. Web.
4 Maybe you could

copy it too
and hang it on the wall
in our class
where we can see it
when we are sitting
at our desks
doing our stuff.
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5 Up from the meadows rich with corn,

Clear in the cool September morn,
The clustered spires of Frederick stand
Green-walled by the hills of Maryland.
Roundabout them orchards sweep,
Apple and peach tree fruited deep,
Whittier, John G. “Barbara Frietchie.” Poems Every Child Should Know. Ed. Mary E. Burt.
New York: Doubleday, Page & Company, 1904. Project Gutenberg. Web.
6 I am sorry
I took the book home
without asking.
I only got
one spot
on it.
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I Notice/I Wonder
RL.4.1, W.4.8
What do you think you will be learning about in this module?

I Notice I Wonder
(things I see) (questions I have)
Now that you’ve looked at some resources, what do you think this module might be about?
Answer Here:
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Lesson 2: Reflecting on Module Guiding

Questions
Learning Targets:
N/A
Complete Independently Before the Lesson
Directions:
1. READ: Reread the Module Guiding Questions anchor chart.
2. WRITE: Refer to the Working to Become Ethical People note-catcher for Lesson 2 (found
in the Appendix of this document).
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Lesson 2: Reading and Finding the Gist: Love

That Dog
Learning Target:
1. I can describe what happens in pages 1–5 of Love

That Dog and how Jack feels about it. (RL.4.1,
RL.4.3) Complete During the Lesson
Directions:
1. READ: You will read pages 1–5 of Love That Dog with your teacher. Record the gist in
the box below.
2. THINK: You will need to refer to the following note-catchers during this unit:
a. Working to Become Ethical People note-catcher
b. What Happens and How Does Jack Feel about It? note-catcher
Pages 1–5 Gist:
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ALL Block: Unit 1, Week 1, Day 1

Learning Target:
1. I can explain the ALL Block and its purpose.

(SL.5.1b) Complete During ALL Block
Directions:
On a sheet of chart paper, create the posters according to the directions below. Post them
around the classroom in advance of the lesson.
1. Look at each “Poster” below.

2. As you look, complete the I Notice/I Wonder note-catcher.
3. If possible, discuss the question with your group.
4. Record your response to the question in the response box.
Introductory Posters:
Poster 1
“What will you be doing in the Independent Reading
ALL Block?”
What is it?
● Reading texts on your own
● Research reading or choice reading
● Responding to prompts about the text
● Sharing what you’ve learned from the text
What materials will I use?

● Independent reading research text
● Independent reading free choice text
● Student Task Card when working independently
● Teacher-Guided Student Activity Card when
working with the teacher
● Pencil
● Independent reading journal
● Vocabulary log
Answer Below: ● Independent Reading Prompt Bookmarks
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Poster 2
“What will you be doing in the Additional Work with Complex Text
ALL Block?”
What is it?
● Rereading and analyzing complex texts from the
module lessons
● Reading new texts about the module topic
● Practicing reading skills from the module lessons

● Teacher-Guided Student Activity Card when
working with the teacher
● A copy of complex texts
● Paper
Answer Below: ● Pencil
Poster 3
“What will you be doing in the Word Study and Vocabulary
ALL Block?”
What is it?
● Working with academic vocabulary, or words that
you hear in school or read in texts on any topic
● Thinking about parts of words and what they mean
● Thinking about how words are used in complex
sentences
● Teacher-Guided Student Activity Card when working
with the teacher
● A copy of complex texts
● Vocabulary log
Answer Below:
● Pencil
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Poster 4
“What will you be doing in the
ALL Block?” Writing Practice
What is it?
● Developing the ability to write fluently about a topic
● Practicing writing skills from the module lessons

with the teacher
● Paper
● Pencil
Answer Below:
Poster 5
“What will you be doing in the
Reading and Speaking Fluency/GUM
ALL Block?”
What is it?
● Reading aloud smoothly with expression and without
making mistakes
● Practicing grammar skills from the module lessons

with the teacher
● Pencil
Answer Below:
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I Notice/I Wonder Note-Catcher
I Notice I Wonder
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Lesson 3: I Notice/I Wonder Note-Catcher:

“The Red Wheelbarrow”
Learning Targets:
1. I can determine the theme of “The Red
Wheelbarrow” from details in the text and
summarize it. (RL.4.2, RL.4.5)
2. I can identify the characteristics of poetry in “The Complete During the Lesson
Red Wheelbarrow.” (RL.4.1, RL.4.5)
Directions:
1. Your teacher will lead you through the reading of a new poem: “The Red Wheelbarrow.”
2. You will also use the What Makes a Poem a Poem? note-catcher.
I Notice I Wonder
Theme: (Underline the answer you think is correct.)

A. When it rains, white chickens look even whiter.
B. An everyday object, such as a wheelbarrow, can be important.
C. Objects that are red are very important.
D. Chickens make a mess of red wheelbarrows.
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Supporting Details: (Underline the answers you think are correct. There may be more than
one.)
A. He wrote, “Beside the white chickens.” The color of the red wheelbarrow against the
white chickens makes it seem important.
B. He wrote, “rain water,” and this makes the wheelbarrow seem more important than if
it was wet from tap water.
C. He wrote, “So much depends upon the red wheelbarrow,” and the word depends tells
us that someone or something relies on it.
Additional Notes:
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Learning Target:
1. I can listen carefully and ask questions of others

about their free choice reading. (RL.4.10,
RI.4.10, SL.4.1) Complete During ALL Block
Independent Reading
Text-Share Protocol:
Directions: Follow the ALL Independent Group Work protocol to allocate a facilitator and
timekeeper.
1. Timekeeper: Set a 2-minute timer.
2. Facilitator: You will go first.
a. Show the group your text.
b. Tell your group what your text is about. (“My text is about _____.”)
c. Tell your group your opinion of the text. Explain why you have that opinion. (“I
like/don’t like my text because _____.”)
Group: As the facilitator shares, consider what else you would like to know about his or
her text. Prepare a question about it.
3. Timekeeper: Set a 2-minute timer.
4. Group: When the facilitator has finished sharing, take turns asking him or her questions.
5. Repeat with each person in the group.
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Lesson 4: Entrance Ticket:

Love That Dog, pages 6–7
Learning Target:
1. I can describe what happens in
pages 6–7 of Love That Dog and
how Jack feels about it. (RL.4.3) Complete Independently Before the Lesson
Part 1: What happens?

Directions:
1. READ: Read pages 6–7 in Love That Dog.
2. THINK and WRITE: Read the summary provided in the What Happens and How Does
Jack Feel about It? note-catcher for Lesson 4, and add any additional details you feel
would make the summary more complete.
3. Record your initial gist statement below:
Pages 6–7 Gist Here:
Part 2: How does Jack feel about it?

Directions:
1. READ: Reread pages 6–7 in Love That Dog.
2. THINK and WRITE: Complete the sections of the What Happens and How Does Jack Feel
about It? note-catcher for Lesson 4:
● How does Jack feel about it?
● How do you know?
4.
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“Stopping by Woods on a Snowy Evening”
Learning Targets:
1. I can determine the theme of “Stopping by
Woods on a Snowy Evening” from details in
the text and summarize it. (RL.4.2, RL.4.5)
2. I can identify the characteristics of poetry in Complete During the Lesson
“Stopping by Woods on a Snowy Evening.”
(RL.4.1, RL.4.5)
Directions:
1. Your teacher will lead you through the reading of a new poem: “Stopping by Woods on
a Snowy Evening.”
I Notice I Wonder
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Theme:
Supporting Detail: Supporting Detail:
Summarizing the Poem:
Answer Here:
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Learning Target:
1. I can use a variety of strategies to determine the
meaning of unknown words and phrases. (RI.4.4,
L.4.4) Complete During ALL Block
Word Study and Vocabulary
Directions:
Work with your partner to answer the vocabulary questions below. For these questions you will
underline the definition that best matches the meaning of the word as it is used in the ALL
Independent Group Work protocol.
1. Facilitator:
A. someone who helps the group get its work done
B. someone who does all the work for a group
2. Protocol:
A. an original draft, copy, or record of an agreement
B. the proper or agreed-upon way of doing something
3. Independently:
A. not ruled by another person or government
B. without the direction of a teacher
4. Timekeeper:
A. someone who keeps track of the time during an activity
B. a watch or clock; a timepiece
5. Allocate:
A. to give out according to a plan
B. to assign a job
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Lesson 5a: Model Summary

Learning Target:
1. I can revise my summary based on peer

feedback. (RL.4.2) Complete During the Lesson
“Stopping by Woods on a Snowy Evening” by Robert Frost is about a man taking a walk through
the snowy woods at night. He stops every so often, looking at the woods, a frozen lake, and
other things around him. Because it is nighttime, it is very quiet. He writes that he can hear the
horse’s bells and the snow. As he walks, the writer admires the snow but he writes that he
cannot stop too long to look at it because he is tired and has a long way to go.
This poem is about how you should take time to stop and appreciate the beauty around you.
The rhythm and rhyme are predictable, giving a peaceful feeling and the imagery shows how
beautiful the woods are and that they are worth stopping for.
Notes Here:
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Lesson 5a: Directions for Peer Critique:

Summary
Learning Target:
1. I can revise my summary based on peer

feedback. (RL.4.2 Complete During the Lesson
1. Partner B reads summary aloud to partner A, twice. Partner A listens and checks each
criterion on the anchor chart.
2. Partner A gives feedback using the criteria on the anchor chart.
3. Partner A reads summary aloud to partner B, twice. Partner B listens and checks each
criterion on the anchor chart.
4. Partner B gives feedback using the criteria on the anchor chart.
5. Revise summaries based on feedback.
6. Check summaries against the criteria on the anchor chart.
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Lesson 5a: Exit Ticket: Love That Dog,

pages 8–11
Learning Target:
pages 8–11 of Love That Dog
and how Jack feels about it. Complete Independently After the Lesson
(RL.4.3)

Directions:
2. THINK and WRITE: Describe what happens in these pages of the text. Add your
summary to the section of the What Happens and How Does Jack Feel about It? note-
catcher for Lesson 5:
● What happens?

Directions:
1. READ: Reread pages 8–11 in Love That Dog
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ALL Block: Unit 1, Week 1, Day 4: Independent

Group Work
Learning Targets:
1. I can draw an illustration using details from the
text. (RI.4.1)
2. I can read my research reading text Complete During ALL Block
independently for 10 minutes. (RI.4.10)
Directions:
Your teacher will act as a timekeeper and facilitator for this activity.
Together, your group will create a display showing each step in the ALL Independent Group
Work protocol. This display will help the class remember what to do during the ALL Block.
Follow the directions below.
1. Your teacher will tell you which step you will be illustrating. Write the number of the
step at the top of your drawing paper.
2. Carefully reread the step you will draw. Copy the step at the bottom of your drawing
paper. Ask a group member or the teacher if you need help understanding the step.
3. Draw a picture to clearly illustrate the step.
4. With your group, assemble your pictures in order and review the steps of the protocol.
MORE CHALLENGE: Ask the teacher if there are additional steps to illustrate, or add more detail
to your picture.
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Lesson 5b: Comparing and Contrasting Poetry

and Prose Graphic Organizer: “The Tiger”
Learning Targets:
1. I can use the characteristics of poetry to explain
how poetry and prose are similar and different.
(RL.4.5)
2. I can identify the characteristics of poetry in the Complete During the Lesson
first stanza of “The Tiger.” (RL.4.1, RL.4.5)
Directions:
1. Your teacher will lead you through the reading of a new poem: “The Tiger.”
“The Tiger”
I Notice I Wonder
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Prose: The tiger’s bright orange coat looked like it was burning in the dark of the forest at night.
Who created such an amazing creature?
Similarity/ Example from Prose Example from Poem

Difference
Similarity 1:
Difference 1:
Difference 2: ¡
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Learning Targets:
1. I can explain the difference between academic
and domain-specific vocabulary words. (L.4.4)
2. I can sort academic and domain-specific Complete During ALL Block
vocabulary words. (L.4.4)
Directions:
1. Your teacher will guide you through the activities on this card.
2. Read through the words in the Vocabulary Word Sort.
3. Categorize the list of words as academic or domain-specific words. In the space next to
each word, write either A for academic or D for domain-specific.
4. When the teacher indicates it’s time, compare your list with a partner and discuss any
differences. Recategorize if needed.
5. When the teacher reveals the answer key, compare your list to the answer key and
explain any differences you see to your group.
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Vocabulary Word Sort
Vocabulary Word A — academic

D — domain-specific
challenges A
tadpoles D
cats
quest
organize
peanut
introduce
ballet
carrot
leaves
understand
identify
football
explain
information
sapling
MORE CHALLENGE: Use each word in a sentence.
Answer Here:
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Lesson 6: Entrance Ticket: Love That Dog,

pages 12–19
Learning Target:

Directions:
● What happens?

Directions:
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“dog”
Learning Target:
1. I can determine the theme of “dog” from details

in the text and summarize it. (RL.4.2, RL.4.5) Complete During the Lesson
Directions:
1. Your teacher will lead you through the reading of a new poem: “dog.”
I Notice I Wonder
Theme:
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Summary:
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Lesson 6: Directions for the Final Word

Protocol
Learning Target:
1. I can listen carefully and ask questions of

others while discussing a text. (SL.4.1) Complete During the Lesson
1. Choose a timekeeper.
2. Independently: Read the poem and record what you notice and wonder about the
specific characteristic of poetry you have been allocated. (4 minutes)
3. Partner C will go first. Partner C will share one notice with the group. Refer the group
back to the text.
4. Repeat step 3 with partner A, and then partner B.
5. Group members add to their note-catcher if necessary.
6. Continue cycling partner C, partner A, and partner B until all notices have been
discussed. (3 minutes)
7. Repeat steps 3–6 with wonders. (3 minutes)
8. Choose someone from your triad to present your ideas to the whole group .
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Lesson 6: Language Dive Note-Catcher: “dog”

Learning Target:
1. I can use the characteristics of poetry to

explain how poetry and prose are similar and
different. (RL.4.5) Complete During the Lesson
Sketch a clock showing “All afternoon.” Sketch how the dog sleeps “In his loose skin.”
Valerie Worth’s poetry version. Underline Write your prose version. Underline the
the predicate in red. subject in blue and predicate in red.
sleeps
All afternoon
In his loose skin.
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Difference
Similarity 1:
Similarity 2:
Difference 1:
Difference 2:
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pages 20–24
Learning Target:

Directions:
● What happens?

Directions:
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“The Pasture”
Learning Targets:
1. I can determine the theme of “The Pasture” from
details in the text and summarize it. (RL.4.2,
RL.4.5)
2. I can identify the characteristics of poetry in “The Complete During the Lesson
Pasture.” (RL.4.1, RL.4.5)
Directions:
1. Your teacher will lead you through the reading of a new poem: “The Pasture.”
I Notice I Wonder
Theme:
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Summary:
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Lesson 7: Comparing and Contrasting Poetry

and Prose Graphic Organizer: “The Pasture”
Learning Target:
1. I can identify the similarities and
differences between poetry and
prose. (RL.4.1, RL.4.5) Complete Independently After the Lesson
Directions:
1. READ: Read the prose below and the poem “The Pasture” in back of Love That Dog.
2. THINK: Review the characteristics of this poem recorded in the What Makes a Poem a
Poem? note-catcher.
3. WRITE: Identify two ways in which the poem and prose are similar and two ways in
which they are different. Find examples to support your thinking from the poem and
prose. Enter all responses in the chart below.
Prose: I’m going out to the pasture to do some chores. I’m going to rake the leaves out of the
spring so the water can run clear and bring in the newborn calf. It shouldn’t take very long. Do
you want to come, too?

Difference
Similarity 1:
Similarity 2:
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Difference
Difference 1:
Difference 2:
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Learning Target:
1. I can use my vocabulary log to analyze the

meaning of a vocabulary word. (L.4.4) Complete During ALL Block
Directions:
You will work with your teacher to discuss the word academic using the note-catcher from your
vocabulary log.
Vocabulary Word:
academic
Definition Strategy Academic/

Domain-Specific
Sketch:
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Directions: Answer the following questions in the space provided:
1. Restate this definition in your own words.

academic vocabulary: words you might find in informational texts on many different
topics
Answer Here:
2. What does the word academic mean?
Answer Here:
3. Now that you know what academic means, what do you think academic vocabulary
means? Where might you encounter academic vocabulary?
Answer Here:
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Lesson 8a: Mid-Unit 1 Assessment:

Summarizing a Poem and Comparing Prose
and Poetry
Learning Targets:
1. I can identify the similarities and differences
between poetry and prose. (RL.4.1, RL.4.5,
RL.4.10)
2. I can determine the theme of Jack’s poem about
the animal shelter from details in the text and
summarize it. (RL.4.1, RL.4.2, RL.4.10, W.4.9a) Complete During the Lesson
3. I can identify the characteristics of poetry in
Jack’s poem about the animal shelter. (RL.4.1,
RL.4.5, RL.4.10, W.4.9a)
This assessment has two parts. In Part I, you will reread “Stopping by Woods on a Snowy
Evening” and compare the poem to prose by completing a chart. Then you will answer
selected response questions about the poem. In Part II, you will read a new poem from
Love That Dog and write a summary.
Part I: Compare Prose and Poetry

Reread the poem “Stopping by Woods on a Snowy Evening” by Robert Frost (in the
Appendix of Love That Dog). Then read a version of the same event written in prose below.
“Stopping by Woods on a Snowy Evening” (prose version)
The man and his horse were far from the village, on a lonely road between the
woods and the frozen lake. It was snowing hard. It was dark and beautiful.
Even though it didn’t make sense, the man stopped to watch the snow come
down in the quiet woods. The sound of his horse shaking his harness reminded
the man that it was time to get going. He still had so much to do, and it was a
long way home.
Complete the chart to explain one way in which the prose and poetry versions are the
same, and two ways in which they are different. Be sure to give examples from each text to
support your response. (RL.4.5)
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Similarity/Difference Example from Prose Example from Poem
Similarity:
Difference 1:
Difference 2:
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Refer to the poem “Stopping by Woods on a Snowy Evening” by Robert Frost when answering
the questions below.
1. Which of the following describes the structure of the poem? (RL.4.5)

A. The poem has four stanzas and four lines in each stanza.
B. The poem has four paragraphs and four sentences in each paragraph.
C. The poem is made up of sixteen sentences.
D. The poem has four stanzas and four sentences in each stanza.
2. What is imagery? Use an example from the poem to explain your answer. (RL.4.5)
Answer Here:
Part II: Love That Dog, pages 25–27

Read Jack’s poem about the animal shelter on pages 25–27. Then write a summary of the
poem. (RL.4.2, W.4.9a)
Be sure your summary includes the following:
● An introduction to the text stating the title, pages, and author

● A brief outline of what the text is about
● A possible theme (the point or message the author wants you to take away) of Jack’s
poem
● Details from the text to support your theme
● A brief explanation of how Jack uses one of the poetry elements we studied (structure,
imagery, rhyme/rhythm, or repetition) to help the reader better understand the theme
of the poem
You can use this note-catcher to capture your notices about the characteristics of poetry, as
well as the theme and supporting details. This will not be assessed.
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Title of Poem Notices Characteristics of Poetry

and Poet
Structure (how the poem
is organized):
● Stanza: a group of
lines divided by a
space
● Line: a row with a
group of words
Rhyme and Meter
(whether the poem
rhymes and the rhythm
or beat)
● Free verse: doesn’t
rhyme or have a
rhythm
Imagery (words and
phrases an author uses to
help the reader imagine
with the senses—sight,
sound, touch, taste,
smell)
Repetition (repeated
words and phrases)
Theme:
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Summary:
Answer Here:
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Summarizing a Poem Rubric

Advanced Proficient Developing Beginning
Accurately identifies Accurately identifies Accurately identifies Missing many key
and clearly and briefly describes and briefly describes events and/or events
describes the key the key events in the most key events are described in a way
events in the poem poem that indicates
misunderstanding
Identifies and Identifies and explains Identifies how the Does not identify how
explains how the how the author uses author uses structure, the author uses
author uses more structure, imagery, imagery, structure, imagery,
than one of the rhyme/rhythm, or rhyme/rhythm, or rhyme/rhythm, or
poetry elements repetition in the story repetition in the repetition in the poem
studied, supporting using an example story, but does not
each with at least from the text include an example
one example from from the text
the text
Identifies an States a plausible States a plausible No theme stated or

insightful theme and theme and briefly theme but does not stated theme indicates
briefly explains its explains its explain its a misunderstanding of
relationship to the relationship to the relationship to the the poem
events or craft in events or craft in the events or craft in the
the poem poem poem
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Lesson 8b: Tracking Progress: Reading,

Understanding, and Explaining New Text
Learning Target:
1. I can independently read,
understand, and explain the
meaning of a new text. (RL/RI.4.1, Complete Independently After the Lesson
RL/RI.4.4, RL/RI.4.10, L.4.4)
Text Type (circle): Informative Story Poem Play/Readers Theater
1. How am I doing?
● For each criterion, self-assess by putting a check mark in the appropriate column.
● Write the number of each standard on a sticky note or flag. Then on your assessment
materials, place each sticky note in an area that shows evidence that you have met that
criterion. This might be next to a selected response question or a short piece of writing.
Make sure you have evidence for each criterion.
● Strive to be honest with yourself. Remember, your ability grows with your effort, so it’s
fine if you aren’t there yet!
You will receive feedback on different-colored sticky notes/flags, and in a different-colored pen
on the checklist.
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Standard Criteria for reading, 4 3 2 1

understanding, and Advanced Proficient Developing Beginning
explaining a new text
RL.4.1/ I use details and
RI.4.1 information to explain
what a text says and to
make inferences.
RL.4.4/ I determine the
RI.4.4 meanings of unknown
words and phrases using
L.4.4 at least one of the
following strategies:
–Use context
–Use affixes and roots
–Use reference materials
RL.4.10/ I read and understand
RI.4.10 Grade 4-level texts
independently.
2. How have I improved since I last worked on this skill?
Answer Here:
Teacher Response:
Answer Here:
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3. How can I improve next time?
Answer Here:
Teacher Response:
Answer Here:
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Anchor Standards
R.1
By the end of Grade 12, I will be able to: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
R.4
By the end of Grade 12, I will be able to: Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
R.10
By the end of Grade 12, I will be able to: Read and comprehend complex literary and
informational texts independently and proficiently.
L.4
By the end of Grade 12, I will be able to: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues, analyzing meaningful word parts,
and consulting general and specialized reference materials, as appropriate.
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Learning Target:
1. I can use my vocabulary log to analyze the

meaning of a vocabulary word. (L.4.4) Complete During ALL Block
Directions: Answer the following questions in the space provided.

Restate this definition in your own words:
domain-specific vocabulary: words about a particular topic
Answer Here:
What does the term domain-specific mean?
Answer Here:
Now that you know what domain-specific means, what do you think domain-specific
vocabulary means? Where might you encounter domain-specific vocabulary?
Answer Here:
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Lesson 9a: Entrance Ticket: Love That Dog,

pages 28–34
Learning Target:
1. I can describe what happens in pages
28–34 of Love That Dog and how
Jack feels about it. (RL.4.3) Complete Independently Before the Lesson

Directions:
● What happens?

Directions:
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Lesson 9a: I Notice/I Wonder Note-Catcher:

“Street Music”
Learning Targets:
“Street Music.” (RL.4.5)
2. I can identify the characteristics of poetry in Complete During the Lesson
“Street Music.” (RL.4.1, RL.4.5)
Directions:
1. Your teacher will lead you through the reading of a new poem: “Street Music.”
I Notice I Wonder
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Lesson 9b: Preparing for a Text-Based

Discussion Note-Catcher
Learning Targets:
1. I can find evidence of the poems that inspired
Jack in his poetry. (RL.4.1, RL.4.5, W.4.9a,
SL.4.1a)
2. I can follow discussion norms to have an Complete During the Lesson
effective text-based discussion. (SL.4.1a)
Question: What evidence do you see that Jack’s “Street Poem” has been inspired by the poems
he has read?
Poem Evidence from famous poem Evidence from Jack’s

street poem
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Text-Based Discussion Notes:
Answer Here:
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pages 35–41
Learning Target:
1. I can describe what happens in pages
35–41 of Love That Dog and how
Jack feels about it. (RL.4.3) Complete Independently Before the Lesson

Directions:
● What happens?

Directions:
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Lesson 10: What Inspires Poets to Write

Poetry? Note-Catcher
Learning Targets:
“The Apple.” (RL.4.1, RL.4.5)
2. I can identify what inspired Jack to write poetry
and find evidence of this in his poems. (RL.4.1, Complete During the Lesson
RL.4.5)
Title of Poem and What inspired the poet? Where can you see evidence
Poet of this in the poem?
“The Yellow Dog”
by Jack (Love
That Dog, page
37)
The first poem

about the blue
car by Jack (Love
That Dog, page 4)
The second poem

about the blue
car by Jack (Love
That Dog, page 8)
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Title of Poem and What inspired the poet? Where can you see evidence
Poet of this in the poem?
The poem about
the small poems
by Jack (Love
That Dog, pages
15–16)
The poem about

visiting the
animal shelter
(Love That Dog,
pages 25–27)
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pages 42–45
Learning Target:

Directions:
● What happens?

Directions:
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Lesson 11: Preparing for a Text-Based

Discussion Note-Catcher
Learning Targets:
1. I can identify the characteristics of poetry in the
first stanza of “Love That Boy.” (RL.4.1, RL.4.5)
2. I can describe how Jack’s feelings about poetry
changed using evidence from the text. (RL.4.1,
RL.4.5, W.4.9a, SL.4.1a) Complete During the Lesson
3. I can identify the characteristics of poetry in the
first stanza of “Love That Boy.” (RL.4.1, RL.4.5)
Question: How have Jack’s feelings about poetry changed from the beginning of Love
That Dog to where we are in the story now (page 45)? Why have they changed?
Question Evidence Elaboration

How did Jack feel
about poetry in
the beginning of
the story? How
do you know?
How does Jack

feel about poetry
now? How do you
know?
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Question Evidence Elaboration

What caused the
change? How do
you know?
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Lesson 11: Affix List

Prefixes (before the root)
Prefix Definition Examples Origin

in not inactive, income Latin
im not impossible, improper, import Latin
in into insert, inform, include Latin
non not nonfat, nonsense Latin
dis not, opposite of dislike, distrust, disagree Latin
pre before pretest, preplan, premade Latin
tele far, distant telephone, telegraph, Greek
television
de reduce down away from defeat, deform, decrease Latin
mis bad or badly wrong or misbehave, misread, misspell Latin
wrongly
over too much, above overdone, overhead Anglo-Saxon
under too little, below underfed, underground Anglo-Saxon
bi two bicycle, binocular Latin
tri three tricycle, triangle Latin/Greek
oct eight octagon, octopus Latin/Greek
quad four quadrilateral, quadrant Latin
en to cause to be, to put into encounter, enable, employ, Latin

or onto, to go into or onto embark, encircle
em to cause to be, to put into encounter, enable, employ, Latin
or onto, to go into or onto embark, encircle
sub under, beneath, below, subway, subsoil, substitute Latin
secondary
deca ten decathlon, decade, decimal, Latin/Greek
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decimeter
Prefix Definition Examples Origin

centi 100 centimeter, centipede Latin
milli 1,000 millennium, millimeter Latin
kilo 1,000 kilogram, kilowatt Greek
mille 1,000 millennium, millimeter Latin
fore before, earlier forearm, foreword Anglo-Saxon
anti opposite, against antibiotic, antifreeze Greek
deci ten decathlon, decade, decimal, Latin/Greek
decimeter
auto self autograph, automatic Greek
semi half semicircle, semicolon Latin
poly many, much polygon, polysyllable Greek
multi many, much multicolor, multifamily Latin
*Adapted from Prefix-Suffix-Root List by Grade Level 2012–2013. Cheney Public Schools.
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Roots
Root Definition Examples Origin

bio life biology, biography, antibiotic Latin/Greek
form shape information, transform, deform, Greek
graph write telegraph, photograph, Latin
phonograph, autograph
phone sound phonograph, symphony, Greek
telephone, microphone, phonics
sk(c)ope see, look, consider, microscope, telescope, bishop, Greek
examine periscope, stethoscope,
kaleidoscope
spir(e) breathe, or breath of life spirit, inspire, conspire Latin
rupt break, burst bankrupt, rapture, disruptive Latin
terra land terrain, territory, terrarium Latin
geo earth, ground, soil geography, geology, geometry Greek
photo light photograph, telephoto, photos Greek
tract pull, draw (drag) tractor, attract, subtract, traction Greek
meter measure speedometer, geometry, metric, Latin
metronome, thermometer,
perimeter, diameter, centimeter
metron measure speedometer, geometry, metric, Greek
metronome, thermometer,
perimeter, diameter, centimeter
jacio to throw inject, objection, project, eject Latin
jactum to throw inject, objection, project, eject Latin
ject to throw inject, objection, project, eject Latin
struct to build construct, instructor Latin
vid to see vision, evidence, provide, Latin
providence
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struct to build construct, instructor Latin

vid to see vision, evidence, provide, Latin
providence
video to see vision, evidence, provide, Latin
providence
vis to see vision, evidence, provide, Latin
providence
visum to see vision, evidence, provide, Latin
providence
jur judge, oath, law jury, jurisdiction, juror Latin
juris judge, oath, law jury, jurisdiction, juror Latin
log word or study prologue, apology, dialogue, Greek
eulogy, monologue, logic
logos word or study prologue, apology, dialogue, Greek
logue word or study prologue, apology, dialogue, Greek
path feeling, suffering apathetic, pathology, pathetic, Greek
sympathy
pathos feeling, suffering apathetic, pathology, pathetic, Greek
sympathy
ast star astronaut, astronomy, disaster, Greek
asterisk, aster, asteroid
astr star astronaut, astronomy, disaster, Greek
astron star astronaut, astronomy, disaster, Greek
mit to send emit, transmit, admit, remit, Latin
missile, mission, admission,
dismissed, commit
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mitt to send emit, transmit, admit, remit, Latin

dismissed, commit

miss to send emit, transmit, admit, remit, Latin
dismissed, commit
aud hear, listen audience, auditorium, Latin
audiovisual, auditor, audition
audi hear, listen audience, auditorium, Latin
aus hear, listen audience, auditorium, Latin
dico to say, tell, speak diction, dictator, dictate, predict, Latin
verdict, contradict
dict to say, tell, speak diction, dictator, dictate, predict, Latin
verdict, contradict
dictum to say, tell, speak diction, dictator, dictate, predict, Latin
verdict, contradict
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Suffixes (after the root)
Suffix Definition Examples Origin

ed past tense stopped, hopped Anglo-Saxon
ied past tense cried, tried, Anglo-Saxon
y characterized by, like cloudy, fishy Anglo-Saxon
ly characteristic of badly, friendly, quickly Anglo-Saxon
ies plural, more than one parties, babies, cries Anglo-Saxon
er one who, that which baker, boxer, conductor, Latin
survivor
en made of, to make wooden, dampen, tighten, Anglo-Saxon
ion act of, state of, result of union, tension, restriction Anglo-Saxon
tion act of, state of, result of attention Anglo-Saxon
ation act of, state of, result of elevation, invitation Anglo-Saxon
ition act of, state of, result of addition Anglo-Saxon
al related to, characterized by dental, betrayal, natural, Latin
logical, optional
ial related to, characterized by colonial, biennial Latin
or one who, that which baker, boxer, conductor, Latin

survivor
ment act, process enjoyment, replacement Latin
ness condition, state of darkness, fairness Anglo-Saxon
an one having a certain skill, electrician, magician, Latin
relating to, belonging to American, suburban
ian one having a certain skill, electrician, magician, Latin
relating to, belonging to American, suburban
able can be done enjoyable, sensible, likable Latin
ive inclined/tending toward an festive, active Latin

action
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Suffix Definition Examples Origin
ive inclined/tending toward an festive, active Latin

action
tive inclined/tending toward an sensitive Latin
action
ative inclined/tending toward an talkative Latin
action
ence act or condition of persistence, excellence, Latin

assistance, importance
ance act or condition of persistence, excellence, Latin

assistance, importance
ible can be done enjoyable, sensible, likable Latin
logy science of, study of, one who biology Greek

studies
ology science of, study of, one who chronology Greek
studies
ologist science of, study of, one who anthropologist Greek
studies
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Lesson 11: Exit Ticket: Goals for a Text-Based

Discussion
Learning Target:
N/A
Complete Independently After the Lesson
Criterion for Improvement:

Directions:
1. READ: Read the Discussion Norms anchor chart in your Anchor Chart Reference
document.
2. THINK: Think about the following question:

● What is one criterion you needed more practice with after the last text-based
discussion and that you hope to do better with in the next lesson?
3. WRITE: Record your reflection below.
Answer Here:
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Strategy:
Directions:
1. THINK: Think about the following question:
● What is one strategy you have to improve on this criterion in the next lesson?
2. WRITE: Record your reflection below.
Answer Here:
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ALL Block: Unit 1, Week 2, Day 4: Independent

Reading
Learning Target:
1. I can read an independent reading text with

increasing stamina. (RI.4.10) Complete During ALL Block
Independent Reading
● What do you know about the word stamina?
Answer Here:
Directions:
Your teacher will act as timekeeper and facilitator for this task card.
1. Read your research reading text independently for 7 minutes.
2. Record your reading in your independent reading journal (date, text title, author, pages
read).
3. Record any new vocabulary in your vocabulary log. Record academic vocabulary in the
front and domain-specific vocabulary in the back.
4. Respond to this prompt in your independent reading journal.
● What strategies did you use to stay focused on your text while you were
reading? How successful were you? What strategies will you use the next time
you read independently? Why?
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Lesson 12a: End of Unit 1 Assessment

Learning Targets:
1. I can describe how Jack’s feelings about poetry
changed using evidence from the text. (RL.4.1,
RL.4.3, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, SL.4.1c)
2. I can follow discussion norms to have an Complete During the Lesson
effective text-based discussion. (Sl.4.1a–c)
This assessment has two parts. Your teacher will tell you in which order to complete them. In
Part I, you will discuss in a small group how Jack’s attitude toward poetry has changed. In Part
II, you will answer selected response and short response questions to show your understanding
of Jack’s thoughts, feelings, and actions, and how Jack’s character has developed since the
beginning of the book. You will need your copy of Love That Dog and the notes you prepared in
the previous session for both parts of this assessment.
Part I: Collaborative Discussion: How Does Jack Change?

Throughout this unit, you have been summarizing key events in Love That Dog and analyzing
Jack’s reaction to them. For this assessment, you are going to reflect on how Jack’s character
has changed since the beginning of the story. (RL.4.1, RL.4.3, SL.4.1a, SL.4.1b, SL.4.1c)
In this part of the assessment, you will meet with a small group to discuss the follow questions:
How have Jack’s feelings about poetry changed from the beginning of Love That Dog
to where we are in the story now (page 45)? Why have they changed?
Remember to use details and examples from the text to support and explain your thinking.
Throughout the discussion, refer to

● the Discussion Norms anchor chart and
● the notes on your Preparing for a Text-Based Discussion note-catcher.
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Note: This is an example of the rubric you will be graded with.
Student Name: Grade 4

Date:
CCSS Criteria 4 3 2 1 Notes
Comprehension and Collaboration
SL.4.1a Comes to discussions
prepared, having read
or studied required
material
SL.4.1a Explicitly draws on

preparation and other
information known
about the topic to
explore ideas under
discussion
SL.4.1b Follows agreed-upon

rules for discussions
and carries out assigned
roles
SL.4.1c Makes comments that

contribute to the
discussion
SL.4.1c Poses and responds to
specific questions to
clarify or follow up on
information
SL.4.1c Links comments to the
remarks of others
SL.4.1d Reviews the key ideas

expressed
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Date:
Comprehension and Collaboration
SL.4.1d Explains own ideas and
understanding in light of
the discussion
SL.4.6 Differentiates between
L.4.3c contexts that call for formal
English (e.g., presenting
ideas) and situations where
informal discourse is
appropriate (e.g., small
group discussion); uses
formal English when
appropriate to the task and
situation
L.4.1 Demonstrates command of
L.4.3 the conventions of
standard English grammar
and usage, and uses
knowledge of language and
its conventions when
speaking and listening
L.4.1a Uses relative pronouns
(who, whose, whom,
which, that) and relative
adverbs (where, when,
why).
L.4.1b Forms and uses the
progressive (e.g., I was
walking; I am walking; I will
be walking) verb tenses
L.4.1c Uses modal auxiliaries

(e.g., can, may, must) to
convey various conditions.
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Date:
Conventions and Language Use
L.4.1d Orders adjectives within
sentences according to
conventional patterns
L.4.1e Forms and uses
prepositional phrases
L.4.1f Produces complete

sentences, recognizing and
correcting inappropriate
fragments and run-ons
L.4.1g Correctly uses frequently
confused words (e.g., to,
too, two; there, their)
L.4.3a Accurately uses grade-

L.4.6 appropriate conversational,
general academic, and
domain-specific words and
phrases to convey ideas
precisely
L.4.6 Accurately uses grade-
appropriate general
academic and domain-
specific words and phrases
L.4.6 Accurately uses grade-
appropriate words and
phrases that signal precise
actions, emotions, or states
of being and that are basic
to a particular topic
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Part II: Selected Response Questions: How Does Jack Change?

You will need a copy of Love That Dog to answer the questions about Jack’s character below.
1. Reread pages 6–7 of Love That Dog. Which is the most likely reason that Jack asks the
questions on these pages? (RL.4.3)
A. Miss Stretchberry is doing a poor job of teaching poetry.
B. The poems are too difficult for students this age.
C. Jack is angry about having to read and write poetry.
D. Jack did not read the poems carefully.
2. On page 18, Jack writes, “But, I think it would look better if there was more space
between the lines.” Which of the following best describes what Jack may be thinking
and feeling when he writes this entry? (RL.4.3)
A. Jack is angry at Miss Stretchberry for not typing his poem correctly.
B. Jack is beginning to care about the poetry he writes.
C. Jack is worried about what his classmates will think of his poem.
D. Jack is very embarrassed that Miss Stretchberry hung up his poem.
3. Reread pages 39–41 of Love That Dog. Which of the following details from the text best
supports the idea that Jack’s attitude toward poetry has changed? (RL.4.1, RL.4.3)
A. He is embarrassed that people liked his yellow dog poem.
B. He likes the way his poem looks on yellow paper.
C. He enjoyed writing the poem about the tree.
D. He wants to know why the anonymous poet did not put his or her name on
the poem.
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4. How did Jack feel about poetry in the beginning of the story?
Answer Here:
a. Below, list one piece of evidence from the text to support your thinking.
Answer Here:
5. How does Jack feel about poetry now?
Answer Here:
a. Below, list one piece of evidence from the text to support your thinking.
Answer Here:
6. What do you think may have caused this change?

Answer Here:
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Lesson 12b: Tracking Progress: Collaborative

Discussion
Learning Target:
1. I can participate in an effective

collaborative discussion. (SL.4.1) Complete Independently After the Lesson
Text Type (circle): Informative Story Poem Play/Readers Theater
1. How am I doing?
● For each criterion, self-assess by putting a check mark in the appropriate column.
● Strive to be honest with yourself. Remember, your ability grows with your effort, so it’s
fine if you aren’t there yet!
You will receive feedback in a different-colored pen on the checklist.

SL.4.1a I prepared for the
discussion by finding
appropriate evidence
in the text(s).
SL.4.1a I use the evidence I
prepared to support
my ideas during the
discussion.
SL.4.1b I follow agreed-upon
rules for the
discussion.
SL.4.1b I carry out the role I

have been given in a
discussion.
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SL.4.1c I ask questions to
better understand
what others are saying.
SL.4.1c I answer questions to
help others understand
my ideas.
SL.4.1c I link my ideas to those
of others.
SL.4.1d I explain the key ideas
of a discussion and how
my understanding has
grown from it.
2. How have I improved since I last worked on this skill?
Answer Here:
Teacher Response:
Answer Here:
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3. How can I improve next time?
Answer Here:
Teacher Response:
Answer Here:
Anchor Standard
SL.1
By the end of Grade 12, I will be able to: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others’ ideas and
expressing my own clearly and persuasively.
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Appendix
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Working to Become Ethical People Note-

Catcher
Treat others well, and stand up for what is right.
Unit 1: Lesson 2
Habit of What does What does it look like? What does it

character it mean? sound like?
I show Applauding others “I really appreciate . . .
respect. when they have done because . . .”
well “You did a great job with
Taking care around the . . . because . . .”
classroom not to break
things or hurt people
Returning borrowed
items in the same
condition they were
given
Throwing trash in the

trash can
Recycling
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Unit 1: Lesson 8
Habit of What does it mean? What does it look What does it
character like? sound like?
I behave with Admitting when at fault “I’m sorry, but I . . .”
integrity. Doing homework
Keeping eyes on own
work
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What Happens and How Does Jack Feel about

It? Note-Catcher
Unit 1: Lesson 2
Pages What How does Jack feel about How do you know? Use
happens? it? evidence from the text to
support your answer.
1–2 Jack begins this Frustrated or annoyed. Jack
journal and doesn’t want to write
struggles to write poetry, and his brain is
poetry. empty.
3 Jack reads a poem

about a red
wheelbarrow and
white chickens.
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Unit 1: Lesson 4
6–7 Jack reads a new
poem about snowy
woods and is asked
to write more about
the blue car.
Unit 1: Lesson 5
8–11
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Unit 1: Lesson 6
1–14
15–19
Unit 1: Lesson 7
20–21
22–24
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Unit 1: Lesson 8
25–27
Unit 1: Lesson 9
28–30
31–34
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Unit 1: Lesson 10
35–37
38–41
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Unit 1: Lesson 11
42–45
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What Makes a Poem a Poem? Note-Catcher

Unit 1: Lesson 3
Title of Poem and Notices Characteristics of Poetry
Poet
“The Red Structure (how the poem is
Wheelbarrow” by organized):
William Carlos ● Stanza: a group of lines
divided by a space
Williams
● Line: a row with a group of
words
Rhyme and Meter (whether the

poem rhymes and the rhythm or
Words that help me see: beat)
● Free verse: doesn’t rhyme or
have a rhythm
Imagery (words and phrases an

author uses to help the reader
imagine with the senses—sight,
sound, touch, taste, smell)
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Unit 1: Lesson 4
Poet
“Stopping by Structure (how the poem is
Woods on a organized)
Snowy Evening” Rhyme and Meter (whether the
by Robert Frost poem rhymes and the rhythm or
beat)
Words that help me see:
Repetition (repeated words and
phrases)
Words that help me hear:
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Unit 1: Lesson 5
Poet
First stanza of Structure (how the poem is
“The Tiger” by organized)
William Blake Rhyme and Meter (whether the
beat)
Words that help me see: author uses to help the reader
Repetition (repeated words and
phrases)
Unit 1: Lesson 6
Poet
“dog” by Valerie Structure (how the poem is
Worth organized)
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Unit 1: Lesson 7
Poet
“The Pasture” by Structure (how the poem is
Robert Frost organized)
beat)
Words that help me see: sound, touch, taste, smell)
Repetition (repeating words and
phrases)
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Unit 1: Lesson 9
Poet
“Street Music” by Structure (how the poem is
Arnold Adoff organized)
Words that help me hear:
phrases)
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Unit 1: Lesson 10
Poet
“The Apple” by Structure (how the poem is
S.C. Rigg organized)
beat)
Words that help me see:
phrases)
Words that help me taste:
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Unit 1: Lesson 11
Poet
The first stanza of Structure (how the poem is
“Love That Boy” organized)
by Walter Dean Rhyme and Meter (whether the
Myers poem rhymes and the rhythm or
beat)
Words that help me see: sound, touch, taste, smell)
phrases)
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Independent Reading Journal

Directions:
1. Read: Read your independent reading text for at least 20 minutes.
2. Think: Choose one of the prompts below and, consider your answer.
3. Talk: Find a friend, family member, or caregiver and discuss the prompt with them. (Ask
your caregiver and try calling someone you know!)
4. Write: Using the note-catcher on the following pages, complete one row for each day
you read your independent reading book. An example has been done for you.
Independent Reading Prompts (not all prompts will be relevant every day):
1. How does this text add to your understanding of one of the guiding questions of the
module?
2. What is the main idea of the text? What are some of the key details, and how do they
support the main idea?
3. What do the illustrations (photographs, maps) tell you? How do they help you to
understand the words?
4. What questions do you now have after reading? What would you like to learn more
about? Why?
5. What are the most important facts you learned from reading?
6. What is the most interesting fact you learned today? Why?
7. How does what you read today connect to something you have learned in lessons?
8. Describe in depth a character in the text using details from the text.
9. Describe in depth a setting in the text using details from the text.
10. Describe in depth an event in the text using details from the text.
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Example Journal Entry:

Text Title and Author: My Librarian Is a Camel by Margriet Ruurs
Date Pages Prompt Response

Read Number
9/1/20 Thailand, #2 The main idea is that elephants help some students in the
28–29 Omkoi region of Thailand get books and learn. Some of the
key details that support this main idea are that more than 20
elephants are being used to carry books, and in each trip the
elephants visit seven or eight villages. The elephants carry
metal slates on their backs to teach students to read and
write.
Journal Entries:
Text Title and Author:

Read Number
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Read Number

Read Number

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Read Number

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Module Vocabulary Log

Directions:
1. READ: Read an appropriate research-reading text related to the topic of study you are
learning about during your lessons.
2. THINK: Choose a word from your research reading or from a text you’ve read in class.
Consider which strategy you used from the list below.
3. WRITE: Record the word in your vocabulary log. Try to choose a different word and to
practice a different vocabulary strategy each time. For each word, be sure to add the
following:
a. The definition, or meaning, of the word
b. The vocabulary strategy you used to figure out the meaning of the word
c. A sketch or diagram that helps you to better understand the word’s meaning
d. Label the word as Academic or Domain-Specific Vocabulary.
i. Academic vocabulary: Words you might find in informational texts on
many different topics. For example, the words evidence and rationale are
words that could be found in books on any topic.
ii. Domain-specific vocabulary: Words about a particular topic. For
example, the words tadpoles, frogspawn, and amphibian are some that
would be found on the topic of frogs.
Vocabulary Strategies
As a reminder, these are the vocabulary strategies we’ve been working on in class:
● Context: Read the sentence around the word.
● Look at the affixes for clues.
● Look at the root of the word for clues.
● Use a dictionary.
● Discuss the word with another person (after attempting some of the above strategies).
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Vocabulary Log
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
Vocabulary Word:

Domain-Specific
Sketch:
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Eled G4m1-Unit 1 Second Edition Student-Materials-Modulelessons-Flexcurriculum

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Eled G4m1-Unit 1 Second Edition Student-Materials-Modulelessons-Flexcurriculum

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3–8 Language Arts (Second Edition): Instructional Materials - STUDENTS Grade 4: Module 1: Unit 1

Grade 4: Module 1 (Second Edition)

Synchronous whole group:

Asynchronous: Before or After the Lesson: Students working independently

Lesson Before the Lesson After the Lesson Additional Language

Read and reflect on the

Complete the Lesson 2

Reread Love That Dog,

Complete the Lesson 5

Lesson Before the Lesson After the Lesson ALL Block

Complete the Lesson 5

Complete the Lesson 6

Complete the Lesson 7

Unit 1: Reading and Analyzing Poetry:

Lesson 1: Inferring the Topic Resources

Creech, S. Love That Dog. New York: HarperCollins, 2001. Print.

2 I have a little shadow that goes in and out with me,

3 Slowly she grew—till she filled the night,

4 Maybe you could

Creech, S. Love That Dog. New York: HarperCollins, 2001. Print.

5 Up from the meadows rich with corn,

Creech, S. Love That Dog. New York: HarperCollins, 2001. Print.

What do you think you will be learning about in this module?

Lesson 2: Reflecting on Module Guiding

Lesson 2: Reading and Finding the Gist: Love

1. I can describe what happens in pages 1–5 of Love

Pages 1–5 Gist:

ALL Block: Unit 1, Week 1, Day 1

1. I can explain the ALL Block and its purpose.

1. Look at each “Poster” below.

What materials will I use?

What materials will I use?

What materials will I use?

What materials will I use?

I Notice/I Wonder Note-Catcher

Lesson 3: I Notice/I Wonder Note-Catcher:

Theme: (Underline the answer you think is correct.)

B. An everyday object, such as a wheelbarrow, can be important.

C. Objects that are red are very important.

D. Chickens make a mess of red wheelbarrows.

ALL Block: Unit 1, Week 1, Day 2

1. I can listen carefully and ask questions of others

1. Timekeeper: Set a 2-minute timer.

2. Facilitator: You will go first.

a. Show the group your text.

3. Timekeeper: Set a 2-minute timer.

5. Repeat with each person in the group.

Lesson 4: Entrance Ticket:

Part 1: What happens?

Pages 6–7 Gist Here:

Part 2: How does Jack feel about it?

Lesson 4: I Notice/I Wonder Note-Catcher:

Supporting Detail: Supporting Detail:

Summarizing the Poem:

ALL Block: Unit 1, Week 1, Day 3

Word Study and Vocabulary

Lesson 5a: Model Summary

1. I can revise my summary based on peer

Lesson 5a: Directions for Peer Critique:

1. I can revise my summary based on peer

2. Partner A gives feedback using the criteria on the anchor chart.

4. Partner B gives feedback using the criteria on the anchor chart.

5. Revise summaries based on feedback.