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Published by: bgeller4936 on Aug 24, 2009
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Grade Reading Pacing Guide – First Nine Weeks
   C  o  m  p  r  e   h  e  n  s   i  o  n
Read silently with increasing ease for longer periods (4-8) TEKS 7FAlief expectation is 30 minutes of purposeful independent reading in addition to sustained silent reading, recreationalreading, and content area reading for 20 minutes. The comprehension portion of the pacing guide is divided into sections: strategies and TAKS skills. The students usethe comprehension strategies to read the text which allows him/her to perform the TAKS skill. For instance, the TAKSskill for the first few chapters of a novel may be determining how the author sets the scene. Students use thecomprehension strategy schema to activate prior knowledge about how an author sets the scene for a novel and tomake connections to the characters, setting, and plot.Students should be reading books that are 4 Fall/DRA 40/O-P or above. These texts have the following features:
Ideas in text require inference
Complex sentences
More dialogue is unassigned
Dialogue tags go beyond said and asked
Literary devices such as simile and metaphor
Authors use descriptive and memorable language (including onomatopoeia)
More sophisticated vocabulary
Longer chapters in fiction
 Text layout varies (i.e. centered text in the middle of the page, stair step text)
Full range of punctuation, including semi-colonsFor information on the features books above or below 4 Fall/DRA 40/O-P see Leveled Text: Features and ReaderBehaviorsExamples of on-level books for the first nine weeks of fourth grade are:
English TitlesSpanish Titles
Baby-Sitters Club
, Realistic Fiction, level O
Coraje de Sarah Noble
Chocolate Fever 
, Fiction, level O
Gracias a Winn-Dixie
George Washington
, Biography, level O, EarlyBiographies
Stone Fox y la carrera de trineos
, Informational, level O
Un sabor a moras
Encyclopedia Brown
, Realistic Fiction, level P
 Asi es Josefina
Howliday Inn
, Fiction, level P
The Lotus Seed 
, Informational, level P
 Jesse Jackson
, Biography, level P, Children’s PressResources:
Comprehension Instruction
Revised 8/23/2009
Grade Reading Pacing Guide – First Nine Weeks
   C  o  m  p  r  e   h  e  n  s   i  o  n   S   t  r  a   t  e  g  y   S  c   h  e  m  a
(Making Connections)
Refine text to self, text to text, and text to world connectionsand extend thinking to include how connections helped withcomprehension
Develop schema for authors, text structures, and genres inboth fiction and non-fiction
Access background knowledge to comprehend text
Students should be taught to access schema purposefullywhen comprehension breaks down
Connect his/her own experiences, information, insights, andideas with those of others through speaking and listening (4-8) TEKS 4A
Draw on experiences to bring meaning to words in contextsuch as figurative language and multiple-meaning words (4-5) TEKS 9B
Use his/her own knowledge and experience to comprehend(4-8) TEKS 10A
Offer observations, make connections, react, speculate,interpret, and raise questions in response to texts (4-8) TEKS11A
Support responses by referring to relevant aspects of text andhis/her own experiences (4-8) TEKS 11C
Compare text events with his/her own and other readers’experiences (4-8) TEKS 14A
Access prior knowledge about social studies, science, andhealth-related topics (What do I already know about _____?)
Respond in writing to the prompt “What do you already knowabout ___?” regarding a social studies, science, and health-related topicsStrategies for Teaching Schema:Save the Last Word for MeSay Something/Write SomethingStem Starters for Say SomethingKWLSemantic MapAnticipation GuideProbable Passages DirectionsProbable Passage Student Form Teacher Resources for Schema:
Schema Definitions (Text-to-Self, Text-to-Text, Text-to-World)
Strategies That Work 
, StephanieHarvey (Stenhouse)
 Teacher Resources for Research:Alief Information Literacy: ResearchInquiry Process
Revised 8/23/2009

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