Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 4

Unit 2: Recognizing Text Features (Expository Nonfiction)3 Weeks

Students should understand and be able to:Comprehension Focus

Students explore expository text features. Students read independently.

Social Development Focus Students learn the procedure for “Think, Pair, Write.” Students analyze the effect of their behavior on others and on the group work. Students develop the group skill of explaining their thinking. Students have a class meeting to discuss partner interactions.

Mentor Texts Digging Up Tyrannosaurus Rex “Tying the Score: Men, Women, and Basketball” “Food for Thought: Cafeteria Menus Shape Up” Italian Americans

Making MeaningWeek 1

Day 1: Read-aloud – Digging Up Tyrannosaurus Rex

Pair partners and get ready to work together

Introduce and read the story aloud

Discuss the reading Reflect on “Think, Pair,

Share” IDR: Monitor the

students’ reading

Day 2: Strategy Lesson

Introduce “Think, Pair, Write”

Explore expository text features

Share features as a whole class

Reflect on “Think, Pair, Write”

IDR: Select books and read independently/ discuss reading

Extension: Research what students want to know about dinosaurs

Day 3: Guided Strategy Practice

Review expository text features

Examine and discuss other text features

Begin the “Reading Comprehension Strategies” chart

Reflect on working together

IDR: Monitor students’ reading/write in IDR journals

Extension: Write expository text

Day 4: Independent Strategy Practice

Review the week Read independently Discuss independent

reading Reflect on partner work Extension: List nonfiction

texts from daily life

Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.3 Explain events, procedures, ideas, or concepts

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.7 Interpret information presented visually, orally, or

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.7 Interpret information presented visually, orally, or

in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.7 Conduct short research projects that build knowledge through investigation of

quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon

quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon

different aspects of a topic.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

rules for discussions and carry out assigned roles.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 2

Vocabulary Words: reminisce, trim, transform, sidesplitting, enthusiastic, adoreWord-learning Strategies: Recognizing words with multiple meanings, recognizing idioms

Day 1 Introduce and

define new words Discuss the words Introduce words

with multiple meanings

Vocabulary activities

More Strategy Practice: Talk about the meanings of trim

Day 2 Review the words Vocabulary games

Day 3 Introduce and

define new words Review idioms Talk about the

words

Day 4 Review the words Vocabulary activities

Day 5 – Ongoing Review

Display the word cards and review words

Discuss “Would You?” Questions

More Strategy Practice: Review the prefix in-

Assessment: comprehension of word meanings, use words to explain thinking, enjoyment of learning new words

Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5b Recognize and explain the meaning of

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5b Recognize and explain the meaning of

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to

common idioms, adages, and proverbs.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material;

common idioms, adages, and proverbs.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about

L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

Making MeaningWeek 2

Day 1: Read-aloud – “Tying the Score”

Get ready to work together

Review recognizing text features and introduce the article

Read aloud Discuss and reflect IDR: Monitor the

students’ reading/write in IDR journals

Day 2: Guided Strategy Practice

Review the article Reread the article and

discuss text features Examine and discuss a

comparison chart Reflect on how students

explained their thinking IDR: Monitor students’

reading

Assessment: expository text features

Day 3: Read-aloud – “Food for Thought”

Introduce previewing a text before reading

Read the article and discussDiscuss how partners acted

responsiblyIDR: Get to know students’

reading lives

Day 4: Guided Strategy Practice

Review the article Reread and discuss text

features Examine a table Discuss what you wonder

about the table Reflect on partner work IDR: Monitor the

students’ reading/write in IDR journals

Extension: Read a news story using investigative questions

Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.10 By the end of year, read and comprehend informational texts, including

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.10 By the end of year, read and comprehend informational texts, including history/social

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry

studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

technical text, including what happened and why, based on specific information in the text.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to theremarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 3

Vocabulary Words: vast, lush, approach, partial, portray, establishWord-learning Strategies: Recognizing synonyms, recognizing antonyms, recognizing words with multiple meaningsDay 1 Introduce and define

new words Introduce synonyms Vocabulary games

More Strategy Practice: Start a synonym chart

Day 2 Review the words Vocabulary

activities

Day 3 Introduce and

define new words Review antonyms Vocabulary

activities Discuss multiple

meanings of the words

Day 4 Review the words Talk about the words

More Strategy Practice: Discuss other meanings of partial

Day 5 – Ongoing Review Display word cards

and review the words

Play “What’s the Missing Word?”

Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and

telegraph, photograph, autograph).L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RI.4.4 Determine the meaning of general

effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material;explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.SL.4.1 Engage effectively in a range of

that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material;explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material;explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for

academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

discussions and carry out assigned roles.

Making MeaningWeek 3

Day 1: Read-aloud – Italian Americans

Review and get ready to work together

Introduce the story and discuss the Table of Contents

Read the story and discuss

Reflect on how the students acted responsibly

IDR: Monitor the students’ reading/discuss table of contents

Day 2: Guided Strategy Practice

Review “Think, Pair, Write”

Reread and “Think, Pair, Write” about text features

Share what they learned as a class

Reflect on how students explained thinking

IDR: Monitor students’ reading/discuss expository text features

Extension: Discuss what students are wondering

Assessment: recognize text feature

Day 3: Guided Strategy Practice

Review the story and introduce the index

Explore the index in pairs Explore other text features Review recognizing text

features Discuss how partners acted

responsibly IDR: Monitor students’

reading/discuss indexes

Day 4: Class Meeting

Gather for a class meeting

Discuss building community

IDR: Monitor students’ reading/write in IDR journals

Extension: Build community throughout the day

Assessment: assess individual students’ progress (p. 34 of the Assessment Resource Book)

Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science,

inferences from the text.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry

inferences from the text.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the

animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

out assigned roles. topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 4

Vocabulary Words: rowdy, rowdier, impressive, analyze, trend, boostWord-learning Strategies: Using the suffix –er to determine word meanings, recognizing synonyms, recognizing words with multiple meaningsDay 1 Introduce and

define new words Talk about the

words Introduce the suffix

–er Discuss the words

More Strategy Practice: Discuss other words with the suffix -er

Day 2 Review the words Vocabulary

activities

Day 3 Introduce and

define new words Review synonyms Analyze the word Vocabulary

activities

Day 4 Review words Vocabulary activities

Day 5 – Ongoing Review

Display word cards and review the words

Answer “Would You?” questions

Common Core State Standards L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,

L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,

telegraph, photograph, autograph).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building

conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own

accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-

conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

upon rules for discussions and carry out assigned roles.

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Collect expository and other nonfiction texts for the students to examine on Week 1, Day 3 and read independently

throughout the unit. Prepare the “Teacher’s Facilitation Bookmark” (BLM12). Make a transparency of the excerpt from “Food for Thought: Cafeteria Menus Shape Up” (BLM7). Prepare a transparency of the “Contents from Italian Americans” (BLM8). Copy the “Resource Sheet for IDR Conferences” on BLM13 Make copies of the Unit 2 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Review the procedure for “Think, Pair, Share.” Review More Strategy Practice on p. 37-38, 54, 63, 76-77, 87 Write the “What’s the Missing Word?” sentences on the board prior to Week 3, Day 5, Step 2, p. 79 (BLM4) and

Week 4, Day 4, Step 2, p. 98 (BLM6).

Write the list of evidence on the board or a sheet of paper of the evidence prior to Week 4, Day 3 Step 2, p. 92 (BLM5).

Collect and use word cards: 1-10,12, 13, 15, 16, and 21 for ongoing review.