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FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Reading
Grade 4
Board of Education Adoption Date: August 22, 2017
Freehold Borough Board of Education
Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President
Mr. Paul Ceppi
Mr. Paul Jensen
Mrs. Annette Jordan
Mr. Tyler Jordan
Mr. James Keelan
Mr. Bruce Patrick
Mrs. Margaret Rogers
District Administration
Rocco Tomazic, Ed. D., Superintendent
Joseph Howe, School Business Administrator
Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Director of Technology & Assessment
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
William Smith, Principal – Freehold Learning Center
Curriculum Committee
Danielle Fekete
Nicolina Harker
Irene McFadden
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and
confident learners who flourish and contribute willingly in a changing world.
Core Beliefs
We believe that:
All people have inherent worth.
Life-long learning is basic to the survival and advancement of society.
The primary influence on the individual's development is the family in all its forms.
Valuing diversity is essential to individual growth and the advancement of society.
All individuals have strengths and human potential has no known limits.
Democracy thrives when individuals accept responsibility for their choices.
Being trustworthy builds trust.
Creativity and imagination are essential for society to flourish.
A safe environment is essential for the well-being of the individual and for society to flourish
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that
our students deserve the best education, our curriculum is aligned to the New Jersey Student Learning standards
and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The
progression of objectives embraces decades of rigorous research, conducted both independently and at the
university level, and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit.
Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are
integrated with other content areas. Our curriculum contains common expectations that are rigorous and student
centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure
student success.
To ensure that our children are successful and receive the best education, this curriculum document, our staff
will continuously collaborate on this living document. We will develop purposeful and effective formative and
summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will
continuously seek to grow professionally through professional development, which is aligned to statewide
regulations, but specifically geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-
based methods and techniques that focus on student achievement
Our lessons will be structured according to statewide and district standards and our teachers will have
flexibility to ensure that lessons meet the needs of all learners
Units and lessons will be differentiated
Curriculum is focused on student success and balances developmental theory and psychometric
standards
Democratically developed benchmarks and assessments will be utilized to gauge student and curricular
growth. Assessment will be multidimensional and developed according to student need.
Freehold Borough Schools
Grade 4 Reading Curriculum Pacing Guide
Unit Number and Name Unit Description Timeline
Unit 1 – Launching
Readers Workshop
The Reading Fundamentals Launching Unit of Study provides
models for many reading behaviors, rituals and routines. A
community is established that fosters these reading behaviors.
Lessons will allow for students to use focused thinking and
accountable talk to engage in active listening, thinking,
engagement and participation. Meaningful conversations begin to
emerge connected to the books the students are sharing.
8-10 Weeks
Unit 2 - Fiction
The Fiction Unit of Study exposes students to the possibilities
within a genre. By reading and studying different types of
fiction(fantasy, traditional, and realistic), students will develop an
understanding of various forms, features and purposes of fiction.
Their reading will be enhanced by an understanding of the
narrative structure, story elements, and themes associated with
each particular type of fiction writing. Students will also learn and
apply specific reading skills and strategies that will enable them to
visualize magical lands, infer characters feelings, identify the
author’s message,and actively engage with the text they read.
8-10 Weeks
Unit 3 - Nonfiction
The NonFiction Unit of Study exposes students to texts that
encourage them to closely observe and learn about all that is
around them. Students will develop passions for locating
information, finding answers, and deepening their understanding
about the nonfiction topics they are reading and learning about.
This unit will help students learn and apply specific reading skills
and strategies that will enable them to discover facts, identify big
ideas, and learn new information about the topics they are reading
about. It will also address the challenges of reading nonfiction, as
well as ways to work through difficult text.
8-10 Weeks
Grade 4 Curriculum Map
Unit
Name: Unit 1 – Launching Readers Workshop
Timeline: September/October/November
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.4.3
● RF.4.4
● RL.4.1
● RL.4.2
● RL.4.3 ● RL.4.4
● RL.4.10
● RI.4.1
● RI.4.2
● RI.4.3 ● RI.4.7
● RI.4.8
● RI.4.10
● W.4.3
● W.4.5
● W.4.10
● L.4.1
● L.4.3
● L.4.4
● L.4.5
● L.4.6
● SL.4.1
● SL.4.2
● SL.4.3 ● SL.4.4
District Desired Results
Unit Overview Through the use of models, students will learn many reading behaviors, rituals and routines. A community will be
established that fosters these reading behaviors. Lessons will allow for students to use focused thinking and
accountable talk to engage in active listening, thinking, engagement and participation. Meaningful conversations will
begin to emerge connected to the books the students are sharing.
Enduring Understanding ● Good readers develop an understanding of
themselves as readers ● Learning to present ideas about a topic or text
using relevant facts or details enhances what we
read and develops self confidence.ability to learn
how to ask and answer questions to clarify
understanding and draw inferences.
● Collaborating with peers and teachers promotes
understanding and encourages the
Essential Questions ● What do good readers do?
● How does sharing with others promote one’s
reading abilities?
● Why is collaboration important?
Content ● Making Inferences ● Determining Importance ● Speaking to Communicate ● Listening and Responding
● Engaging in Discussion/Collaborating
● Using Schema
● Finding Word Meaning
● Questioning
● Synthesizing
● Text and Genre Features
● Visualizing
Skills – Standards Aligned and Critical Thinking
● Recognizes the power of reading in people’s lives,
learn how to grow as readers from reading workshop.
● Identifies unique individual qualities as a reader,
make personal connections through text.
● Self-Selects well matched text and read for different
purposes.
● Use experiences to ask questions while they interact
with the text.
● “Stop and Jot” to activate their schema and generate
questions.
● Monitor meaning at text, paragraph and word level
and understand how to fix it when meaning breaks
down.
● Engage in collaborative and purposeful conversations
to deepen understanding and appreciation.
● Use tools to track thinking and prepare for
discussions, establish a Reader’s Notebook.
● Initiate and build conversations around the big idea,
and infer themes supported by text evidence.
Vocabulary/Key Terms
● Refer to pages 9-12 in Reading Fundamentals:
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested
ideas to modify instruction. All modifications and
Launch for grade appropriate vocabulary
accommodations should be specific to each individual
child’s IEP.) reduce / revise assignments and
assessments as per IEP; provide individual and small
group help; notes and study guides; provide
background knowledge ● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher level
question; or complimentary assignment ● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate; provide
cooperative learning opportunities; use modeling; use
visual aids and manipulatives ● Struggling Students: provide less distracting seating
if possible; frequent check-ins by teacher; study guides;
notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
● Week 1: What is Reading Workshop? Our Reading Habits : Readers learn about the power in people’s lives.
Students will discuss how reading workshop read and discuss how reading workshop is a time for them to learn and
grow as readers. ● Week 2: Learning About Ourselves as Readers and Making Connections/Growing as Readers: Students will
develop and understanding of their unique identities and histories as readers and learn about other readers in their
reading community. Students will learn how they can make connections to texts and how this will deepen their
understanding and ability to talk about the texts they read.
● Week 3: Creating a Reading Life/What’s My Role in My Reading Community?: Students will use their own
identities, as well as their reading community to self select well matched texts, read for different purposes, and set
reading goals. Students will learn how to select appropriate texts for independent reading and monitor for
understanding and enjoyment.
● Week 4: Making Meaning and Digging Deeper/Getting Ready to Discuss: Students will bring what they know or
have experiences to all types of reading and ask questions as they continually interact with a text. Students will learn
how to “stop and jot” to activate their schema and generate questions.
● Week 5: Knowing When I Get It/Think-Pair-Share: Students will know how it feels to understand their reading and
pay attention when meaning breaks down. Students will learn how to monitor for meaning at text, paragraph, and
word level and to use “fix-up” strategies when meaning breaks down. ● Week 6: Sharing Our Thinking / Being A Careful Reader: Students will talk with others about texts to extend their
thinking and grow new ideas. Students will learn how to engage in collaborative and purposeful conversations about
texts to deepen their understanding and appreciation. ● Week 7: Tracking Our Thinking/Making Pictures in Our Mind: Students will use tools to keep track of their
thinking and prepare for discussions about texts. Students will learn how to establish a Reading Notebook and to
notate and reference their thinking about texts. ● Week 8: Keeping the Conversation Going/The Magic of Fiction: Students will initiate and build conversations
around the big ideas or themes in texts. Students will learn how to infer themes in fiction texts and provide specific
evidence from the text to support their points when engaged in conversations.
Assessment Plan Assessments to Measure Student’s Understanding
Formal Assessments:
● Benchmark Assessments
● F&Ps
● Unit Tests
● Quizzes
● Exit Tickets Projects
Informal Assessments:
● Observations
● Anecdotal Notes
● Participations
● Reader’s Journal
● Graphic Organizers
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Launching Readers Workshop ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing, directionality,
positional words).
● Social Studies
● Science
● Writing
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee.
● CRP2. Apply appropriate academic
and technical skills.
● CRP3. Attend to personal health and
financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the environmental,
social and economic impacts of
decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical
leadership and effective
management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to enhance
productivity.
● CRP12. Work productively in teams
while using cultural global
competence
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology, engineering,
technological design,
computational thinking and the
designed world as they relate to
the individual, global society, and
the environment.
Grade 4 Curriculum Map
Unit
Name: Unit 2 - Fiction
Timeline: November/December/January
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.4.3
● RF.4.4
● RL.4.1
● RL.4.2
● RL.4.3
● RL.4.4
● RL.4.5
● RL.4.7
● RL.4.9
● RL.4.10
● ● W.4.1
● W.4.2
● W.4.9
● L.4.1
● L.4.3
● L.4.5
● L.4.6
● SL.4.1
District Desired Results
Unit Overview The Fiction Unit of Study exposes students to the possibilities within a genre. By reading and studying different types
of fiction(fantasy, traditional, and realistic), students will develop an understanding of various forms, features and
purposes of fiction. Their reading will be enhanced by an understanding of the narrative structure, story elements,
and themes associated with each particular type of fiction writing. Students will also learn and apply specific reading
skills and strategies that will enable them to visualize magical lands, infer characters feelings, identify the author’s
message,and actively engage with the text they read.
Enduring Understanding ● Readers use strategies to construct meaning
behind their fiction texts. ● Readers use comprehension strategies to help
understand and formulate important ideas in a
fictional text.
● Reader use personal connections to the text to
deepen understanding and formulate ideas.
Essential Questions ● How do readers identify different types and
structures of fiction? ● How do readers use what they are thinking as a
reader to determine the story elements and key
details in fiction texts?
● How do readers use personal schema and textual
evidence to make predictions and inferences?
Content ● Text and Genre Features/Structure
● Using Schema
● Speaking to Communicate
● Listening and Responding
● Engaging in Discussion/Collaborating
● Questioning
● Making Inferences
● Visualizing
● Determining Importance
● Finding Word Meaning
● Monitoring and Repairing Comprehension
● Synthesizing
Skills – Standards Aligned and Critical Thinking
● Learn about the fiction genre and explore several types
of fiction text, including traditional literature and
realistic fiction. ● Understand that fictions stores are told in chronological
text structure or in order of time, explore a realistic
fiction, and identify signal words.
● Identify narrative perspective in texts.
● Learn that authors write from different points of view
and explore the difference between first and third person
narration.
● Identify the five basic elements of fiction stories-
characters, setting, problem, plot, resolution.
● Understand that fiction has an important idea, lesson or
moral.
● Combine background knowledge with clues from text to
infer the theme of a story.
● Deepen understanding of different beliefs of people
around the world through reading traditional literature,
understand the literary language, cultural language, and
common characteristics of traditional literature.
● Understand that characters in traditional literature use
trickery to complete a quest, and use this knowledge to
make predictions about the plot.
● Determine the meaning of unfamiliar words and phrases
as they are used in traditional folk literature.
Vocabulary/Key Terms
● Refer to pages 9-10 in Reading Fundamentals:
Fiction for grade appropriate vocabulary
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested
ideas to modify instruction. All modifications and
accommodations should be specific to each individual
child’s IEP.) reduce / revise assignments and
assessments as per IEP; provide individual and small
group help; notes and study guides; provide
background knowledge
● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher level
question; or complimentary assignment ● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate; provide
cooperative learning opportunities; use modeling; use
visual aids and manipulatives ● Struggling Students: provide less distracting seating
if possible; frequent check-ins by teacher; study guides;
notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
● Week 1: Narration From the Imagination/Examining the Cast of Characters: Readers will understand that
fiction texts are created from the writers imaginations and are not true. Students will learn about the fiction
genre and explore several types of fiction texts, including traditional literature and realistic literature. Students
will identify the main or central characters as well as their physical attributes, traits, motivations and feelings.
● Week 2: Following the Story’s Time Line/What’s the Purpose of These Ancient Stories?: Readers understand
that fiction stories are told using a chronological text structure or in the order of time. Students will explore a
realistic fiction story and learn how to identify important signal words that note the passage of time. Students
will understand that the underlying purpose for telling myths through the ages was to explain why things
happened in the natural world.
● Week 3:Who’s Telling the Story?/Types of Characters in Fiction: Students will identify the narrative
perspective in texts. They will learn that fiction writers narrate their stories from different points of view and
explore the differences. They will learn the literary terms for identifying the different types of characters and
analyze their impact on the plot.
● Week 4:The Key Elements in Fiction Stories/Characters May Change Over Time: Students will understand
that by knowing the key elements in fiction text helps to deepen their understanding and enjoyment of the text.
They will recognize that conflicts and experiences often cause a character to change over the course of the story
and learn how to recognize when and why the characters may change.
● Week 5: What’s the Theme or Universal Message?/Tips for Reading and Discussing Drama: Students will
understand that fiction writers often impart an important idea, lesson, or moral. Students will learn how to
combine their background knowledge with clues from the text to infer the theme of the story. Student will be
able to identify the similarities and differences between the text structures and genre features of narrative
stories compared with drama play scripts.
● Week 6: A Closer Look at Traditional Literature/How Myths Have Influenced Our Language Today: Students will deepen their understanding of the different beliefs of people around the world by reading
traditional literature from various cultures. Students will discover familiar words or phrases from myths that
are used in today’s culture. They will also learn how to determine the meaning of some of these common
Greek Myth words or phrases.
● Week 7:The Trickery Feature/Setting a Tone and Creating a Mood: Students will learn how the characters in
traditional literature often use trickery to complete a quest and will use this understanding of the genre to help
make predictions and deepen their understanding as the plot unfolds. Students will learn how to identify the
writer’s tone and mood and explain how the words and illustrations contribute to this.
● Week 8:Understanding the Language of Ancient Times/Responding and Making Connections to Texts: Students will learn how to determine the meaning of unfamiliar words and phrases as they are used in
traditional folk literature. Students will learn that making text connections and writing about these responses to
their reading develops critical comprehension skills and enhances enjoyment and understanding.
● Week 9:Stories Have Conflict or Tension: Students will notice the fiction clues that reveal the conflict or
tension in a story and how it moves forward to get resolved. Students will learn to identify the problem or
struggle and differentiate among types of internal and external conflicts.
Assessment Plan
Assessments to Measure Student’s Understanding Formal Assessments:
● Benchmark Assessments
● F&Ps
● Unit Tests
● Quizzes
● Exit Tickets Projects
Informal Assessments: ● Observations
● Anecdotal Notes
● Participations
● Reader’s Journal
● Graphic Organizers
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Fiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing, directionality,
positional words).
● Social Studies
● Science
● Writing
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee.
● CRP2. Apply appropriate academic
and technical skills.
● CRP3. Attend to personal health and
financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the environmental,
social and economic impacts of
decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them. ● CRP9. Model integrity, ethical
leadership and effective
management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to enhance
productivity.
● CRP12. Work productively in teams
while using cultural global
competence
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology,
engineering, technological
design, computational thinking
and the designed world as they
relate to the individual, global
society, and the environment.
Grade 4 Curriculum Map
Unit
Name: Unit 3 – Nonfiction
Timeline: February/March/April
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.4.3
● RF.4.4
● ● RI.4.1
● RI.4.2
● RI.4.3
● RI.4.4
● RI.4.5
● RI.4.7
● RI.4.8
● RI.4.9
● RI.4.10
● W.4.2
● W.4.8
● W.4.9
● W.4.7
● W.4.10
● L.4.1
● L.4.3
● L.4.6
● SL.4.1
●
District Desired Results
Unit Overview The NonFiction Units of Study will encourage students to closely observe and learn about all that is around them.
Students will develop a passion for locating information, finding answers, and deepening their understanding about
the nonfiction topics they are reading and learning about. This unit will help students learn and apply specific
reading skills and strategies that will enable them to discover facts, identify big ideas, and learn new information
about the topic they are reading about. It will also address the challenges of reading nonfiction, as well as ways to
work through difficult text.
Enduring Understanding ● Readers use strategies to construct meaning behind
their nonfiction texts and support understanding. ● Readers employ a repertoire of strategies and self
monitoring skills to figure out unfamiliar vocabulary
while reading.
● Readers work through the challenges of reading
nonfiction, as well as use strategies to work through
difficult text to learn about what is all around them.
Essential Questions ● How do readers identify different genres, text
structures, and text features of nonfiction texts? ● How do readers determine the meaning of content
specific vocabulary to deepen their understanding of
nonfiction texts?
● How do readers determine and pursue meaningful
goals for enhancing the reading of nonfiction?
Content ● Using Schema
● Text and Genre Features/Structure
● Speaking to Communicate
● Listening and Responding
● Engaging in Discussion/Collaboration
● Determining Importance
● Questioning
● Making Inferences
● Visualizing
● Finding Word Meaning
● Synthesizing
● Monitoring and Repairing Comprehension
Skills – Standards Aligned and Critical Thinking
● Recognize the three different types of nonfiction and how to
use this information along with background knowledge to
deepen understanding.
● Understand how text features can help readers navigate
informational texts. Identify common nonfiction text features
and use them to sort and deepen their understanding of the
content.
● Learn how to interact with nonfiction text in order to deepen
understanding of the text.
● Understand how to use text structures to identify important
information, and understand how writers organize information
to help readers navigate fact filled text.
● Comprehend how and why writers choose different text
structures to help readers deepen their understanding.
● Monitor reading of a text at the sentence and word levels to
notice when meaning is breaking down and utilize “fix up”
strategies to make sense of unfamiliar words.
● Identify the author’s purpose for writing a text in order to
better analyze the content and make inferences.
● Demonstrate understanding of a text by summarizing key
ideas like an investigative reporter.
Vocabulary/Key Terms
● Refer to pages 9-11 in Reading Fundamentals:
NonFiction for grade appropriate vocabulary
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested
ideas to modify instruction. All modifications and
accommodations should be specific to each individual
child’s IEP.) reduce / revise assignments and
assessments as per IEP; provide individual and small
group help; notes and study guides; provide
background knowledge
● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher level
question; or complimentary assignment
● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate; provide
cooperative learning opportunities; use modeling; use
visual aids and manipulatives
● Struggling Students: provide less distracting seating
if possible; frequent check-ins by teacher; study guides;
notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
● Week 1:Why and How Do We Read Nonfiction?/Reading Like a NonFiction Expert: Students will
understand why we read nonfiction and how reading nonfiction is different from reading fiction. Students will
learn to recognize the three different types of nonfiction and follow a step by step process to use their schema
as well as the text’s subject to enhance their understanding.
● Week 2:Nonfiction Text Features/Follow the Text Map to Understanding: Students will identify common
nonfiction text features and understand how they help to navigate the text and deepen understanding of the
content. Students will learn how to combine information from text features and key sentences in descriptive
paragraphs to enhance understanding of a text’s big ideas.
● Week 3:Take Your Time/Hey, Look at Me: Students will learn and understand how to interact with a text in
order to deepen their understanding of a topic. Students will learn how to use the components of nonfiction
texts to enhance their understanding and learn new information.
● Week 4:Organization Is the Key!/Sorting It Out: Students will know how to use text structures to identify
important information by understanding the way writers organize information.Students will use their
knowledge of nonfiction text structures to help sort and chunk information.
● Week 5:What’s the Problem?/When Did That Happen?: Students will understand how writers choose
different text structures to help readers deepen their understanding. Students will sort through information to
determine important details.
● Week 6: Be A Word Detective/How Do They Compare?: Students will monitor their reading to notice when
meaning is breaking down. Students will learn to use “fix-up” strategies when their reading does not make
sense. Students will use their knowledge of nonfiction text structures to help sort and chunk information.
● Week 7:Determining the Author’s Purpose/Putting the Parts Together: Students will learn to identify the
author’s purpose for writing a text in order to better analyze the content and make inferences. Students will
learn how to notice when meaning is broken down and figure out the meaning of words by using context clues
and morphological cues.
● Week 8:Summarizing Like a Reporter/What’s the Author’s Message?: Students will learn how to demonstrate
their understanding of a text by summarizing key ideas like an investigative reporter. Students will learn how
to determine why a writer wrote a text and to identify the important points that he or she wants readers to
remember about the subject or topic.
● Week 9:Sum It Up:Students will learn how to use text features and paragraph structure cues to sort, prioritize,
and summarize key details in an informational text.
● Week 10:Integrating Ideas Across Text: Students will learn how to note important details from two texts about
a common subject and to integrate key ideas to deepen their learning and prepare them to speak knowledgeably
about the subject.
Assessment Plan Assessments to Measure Student’s Understanding
Formal Assessments:
● Benchmark Assessments
● F&Ps
● Unit Tests
● Quizzes
● Exit Tickets Projects
Informal Assessments:
● Observations
● Anecdotal Notes
● Participations
● Reader’s Journal
● Graphic Organizers
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Nonfiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/)
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing,
directionality, positional
words).
● Social Studies
● Science
● Writing
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee.
● CRP2. Apply appropriate
academic and technical skills.
● CRP3. Attend to personal health
and financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the
environmental, social and
economic impacts of decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical
leadership and effective
management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to
enhance productivity.
● CRP12. Work productively in
teams while using cultural global
competence
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology, engineering,
technological design,
computational thinking and the
designed world as they relate to
the individual, global society, and
the environment.
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