Wednesday, June 29, 2011

Another find...4th grade curriculum plan!

Overview of the Grade 4

Reading Curriculum Calendar
From The Teachers College Reading and Writing Project

Southington Reading Curriculum


Unit 1 - Authoring an Independent Reading Life, and Becoming Lost in Stories

•Readers readjust to a reading life within fourth grade, making wise book choices, and setting goals.

•Readers play an active role in comprehending what they read.

•Active Readers use a variety of strategies to build deeper understanding of text.

•Readers develop partnerships to allow us to talk about our reading.



Unit 2- Reading with Minds on Fire - Readers Infer and Grow Ideas about Characters


•Readers respond to the text in order to relate to our characters and become invested in their journeys.

•Readers synthesize into a summary that contains the important elements of a story: characters' traits and motivations, main events of the plot told in sequence, the big problem and how that problem is eventually resolved.

•readers respond to our characters, actions and behaviors to form deeper understandings of their journeys and the text as a whole.

•Readers examine our characters' journeys and respond by reflecting on the journeys we embarked on in our lives.







Unit 3- Nonfiction Reading and Independence in Reading Fiction



•Readers read expository texts to learn what the author is trying to teach us about the topic.

•Readers recognize text structure within expository texts.

•Readers use their notes and materials to present information.

•Readers read narrative nonfiction texts.

Unit 4- Testing Unit

Unit 5 - Maintaining a Varied and Independent Reading Life, and Reading with Close Comprehension: Genre-Based Clubs



•Readers work within a book club with 2-5 other students to read a common text, set expectations for the group, contribute to the book club, hold conversations with each other, help each other us strategies, and push each other to read more.

•Students will explore their interest in the genre of adventure.

•Readers react to text in order to form a personal response that will allow them to discuss the strong emotions evoked by adventure genre.

•Readers use the strategies to predict and envision the character's challenges and options.







Unit 6 - Personal Response to Book Clubs



•Readers linger over their thoughts about books and let themselves become emotionally affected.

•Readers have reading friendships which help them to make deeper meaningful connections and understand the texts they read.

•Readers look closely at the connections they have made with a text. They use these connections to expand and explore their thinking and come to new realizations about the text.

Unit 7 Content Book Club



•Readers research, read and learn about an unfamiliar topic/topic of interest. They skim, scan, and read a wide range of texts in order to learn about a new topic. They use important information from a variety of sources and synthesize ideas within and across books.

•Readers who read like a Scientist/Social Scientist read with interest and intent. They ask questions about what they are learning and begin to predict or hypothesize about the answers to their questions. They activate their prior knowledge, they infer, and grow new ideas and questions about the topic.

•Readers read and learn about their topics by using everything they remember about strong nonfiction reading (determining the main ideas, figuring out new vocabulary, reading to learn, and visualizing).

•Readers read a variety of genre to learn new information about their topics.

•Readers who get ready to teach others about their topic return to their variety of texts to read like a writer.

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