Grade 4, day 1, part i
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The document outlines the skills and expectations for students during an online Reader's Workshop. Students will transition between mini-lessons and reading groups, getting to their online stations quickly. They will be expected to actively listen, discuss what they're reading in whole class and small groups, and write about their reading. Students need to take responsibility for their learning by asking questions if they don't understand and helping others in small groups. They are responsible for materials at home like reading books, binders, and texts.
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This document provides instructions for a grade 4 mini-lesson on gathering evidence from a source text to plan a narrative writing assignment. Students will analyze a writing prompt about imagining they are a government employee helping after a disaster. They will then re-read the source text "Solving Problems" to highlight and circle potential situations for their narrative, such as an earthquake or floods mentioned in paragraphs 1-2. Students are also instructed to consider writing about an economic crisis described in paragraph 3. The lesson models using text evidence and ends with students applying these skills to their own writing prompt.Grade 4, unit 1, week 1, mini lesson 5
Grade 4, unit 1, week 1, mini lesson 5Joe Leggett
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This document provides guidance for a lesson on interpreting graphic features in nonfiction texts. It instructs students to analyze how a sidebar, pie chart, and photograph in a reading passage called "Solving Problems" contribute to understanding the text. The lesson emphasizes that graphic features such as these support the information in the text by providing specific examples, details, or ways to visualize concepts discussed.Grade 4, unit 1, week 1, mini lesson 4
Grade 4, unit 1, week 1, mini lesson 4Joe Leggett
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This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.Grade 4, unit 1, week 1, lesson 2
Grade 4, unit 1, week 1, lesson 2Joe Leggett
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This document outlines a mini-lesson plan for 4th grade students on reading an informational text titled "Solving Problems". The lesson instructs students to skim and scan the text to make predictions about its content before reading. It has them examine elements like the title, photos and a pie chart to develop questions. Based on these clues, the students predict the text will be about how government helps solve problems like storm damage and issues with shellfish production. The lesson then has students read sections of the text and annotate by underlining key details and marking possible main ideas. They are reminded that main ideas support the overall text main idea while details in paragraphs are less important. Finally, students read the full text and write a summaryGrade 4, unit 1, week 1, mini lesson 3
Grade 4, unit 1, week 1, mini lesson 3Joe Leggett
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This document outlines a mini-lesson for 4th grade students on analyzing writing prompts. It discusses having students:
1) Read and analyze a sample writing prompt that asks them to imagine being a government employee writing a journal entry about a relief effort they helped with by using a situation from the text "Solving Problems".
2) Create a two-column note sheet to analyze prompts by identifying the text type, source material, required details, and how they will use details before writing.
3) Discuss in a collaborative conversation potential details for their character, their area of government work, the relief effort they helped with, and what they did to help.Grade 4, unit 1, week 1, lesson 1
Grade 4, unit 1, week 1, lesson 1Joe Leggett
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This document provides an overview of a 4th grade social studies unit on government. It introduces the unit's essential question of how government influences the way people live. It gives examples of different levels of government from the local town to federal level and how they provide services. It prompts students to discuss how government has impacted their own lives and share initial ideas on how government influences people.Grade 4, unit 4, week 2, mini lesson 9
Grade 4, unit 4, week 2, mini lesson 9Joe Leggett
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1) The document introduces the vowel-C-e syllable pattern, where a vowel is followed by a consonant and then the letter e, causing the vowel to usually make a long sound.
2) Students will analyze words from a text for this pattern and categorize words containing long a, i, and o vowels.
3) Working in partners, students will highlight sentences containing target words and fill out a note sheet with the words, definitions, and identified long vowel sounds.Grade 4, unit 4, week 2, mini lesson 8
Grade 4, unit 4, week 2, mini lesson 8Joe Leggett
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This document provides guidance for a lesson to teach 4th grade students how to draw inferences about characters. The lesson instructs students to reread passages and annotate evidence from the text to support inferences about how the owners feel about their dog, Lad, in the story "Quiet!". Students will discuss their inferences in partners and share with the class. The lesson models comparing point of view between stories and having students write an essay comparing the point of view in "Quiet!" and "My Breaking In".Recently uploaded (20)
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Grade 4, day 1, part i
- 1. Review and Routines (15 min.) Day 1, Part I
- 2. I will be able to: Transition between mini-lessons. Discuss the skills needed and expected during Readers Workshop.
- 3. Since we are not in the classroom, we will not physically move from one station to another. We will, however, be moving into reading groups. That means that while I am with a reading group, you will be transitioning to an online station. It is important to quickly get to your online station and start working.
- 4. When you think about Readers Workshop, what comes to mind? Lets talk about some of our ideas. I am going to show you a T-chart so we can write down some of our ideas about this question. (use ELMO to create T-chart using TE p. RR2)
- 5. These are the skills we will work on and will be expected to follow to help all of us be successful readers during Readers Workshop. Lets review them again.
- 6. During Readers Workshop, you will be given specific instructions to follow.
- 7. An active listener uses a variety of skills to make sure they understand what is being said. We will review these skills later this week.
- 8. You will be expected to talk about what your reading; both to the whole class and small groups.
- 9. We will review how well be writing about our reading tomorrow.
- 10. Since we will be online for a few months, you will need to be responsible for your learning. Remember, to ask questions if you dont understand what were learning.
- 11. During small groups, you may need to help others out in getting your work done. You may also need to remind them of their role in the group.
- 12. You will need to take care of your reading book, AVID binder, Texts for Close Reading, and other classroom materials at your home.
- 13. These are the skills we will work on and will be expected to follow to help all of us be successful as readers during Readers Workshop.
Editor's Notes
- #4: Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 Writing to Sources.
- #5: Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 Writing to Sources.
- #6: Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 Writing to Sources.