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2ndNineWeeks.reading(3)Gr4

2ndNineWeeks.reading(3)Gr4

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Published by: bgeller4936 on Aug 24, 2009
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05/11/2014

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4
th
Grade Reading Pacing Guide – Second 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 7F
Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information orpleasure (4-5) TEKS 8BAlief expectation is 30 minutes of purposeful independent reading in addition to sustained silent reading, recreational reading, andcontent area reading for 20 minutes. The comprehension portion of the pacing guide is divided into sections: strategies and TAKS skills. The students use thecomprehension strategies to read the text which allows him/her to perform the TAKS skill. For instance, the TAKS skill for the firstfew chapters of a novel may be determining how the author sets the scene. Students use the comprehension strategy schema toactivate prior knowledge about how an author sets the scene for a novel and to make connections to the characters, setting, andplot.Students should be reading books that are 4Winter/DRA 40/P-Q or above. These texts have the following features:
Ideas in text require inference
Narrative texts have few illustrations
More dialogue is unassigned
Characters are memorable
 Themes require interpretation
Complex sentence structures
Literary devices such as simile and metaphor
Difficult/sophisticated vocabulary
Most chapter books over 100 pages
Full range of punctuation, including semi-colons
Illustrations in informational texts carry a great deal of meaning and require interpretationFor information on the features books above or below 4Winter/DRA 40/P-Q see Leveled Text: Features and Reader BehaviorsExamples of on-level books for the second nine weeks of fourth grade are:
Yang the Youngest and His Terrible Ear 
, Realistic Fiction, level P
 Against the Odds
, Information Book, level P, Wright Group Publishing
 Amelia Earhart 
, Biography, level P, Bantam Doubleday Dell Publishing
The Lotus Seed 
. Historical Fiction, level P
The Magic School Bus
, Fiction, level P
 Anastasia
, Realistic Fiction, level Q
Bunnicula
, Fiction, level Q
Pedro’s Journal
, Historical Fiction, level Q
Picasso
, Biography, level Q, Childrens Press Publishing
Secrets of the Desert 
, Information Book, level Q, Rigby PublishingProfessional Resources:
Comprehension Instruction
Revised 8/23/2009
 
4
th
Grade Reading Pacing Guide – Second Nine Weeks
   C  o  m  p  r  e   h  e  n  s   i  o  n   S   t  r  a   t  e  g  y   V   i  s  u  a   l   i  z   i  n  g
Visualizing
 Spend about 3-4 weeks teaching the visualizing strategyPoems and picture books are good text choices when beginninginstruction on visualizing
Describe mental images that text descriptions evoke (4-8) TEKS 10D
Create and describe multisensory images that extend andenrich the text
Create images to form unique interpretations, clarify thinking,draw conclusions, and enhance understanding
Adapt images to incorporate new information while reading
Identify language in a text that would help create images inthe mindStrategies for Teaching Visualizing:Gallery ImagesGuided ImagerySketch to StretchSplit ScreenAssessing Visualizing:Visualizing Rubric
Revised 8/23/2009
 
4
th
Grade Reading Pacing Guide – Second Nine Weeks
   C  o  m  p  r  e   h  e  n  s   i  o  n   S   t  r  a   t  e  g  y   D  e   t  e  r  m   i  n   i  n  g   I  m  p  o  r   t  a  n  c  e
Determining Importance
Spend about 5-6 weeks teaching the determining importancestrategy The strategy of determining importance lends itself to nonfictiontext – see the Comprehension Text Structure portion of thispacing guide for more information The strategy of determining importance in fiction and othernarrative text often refers to the bigger ideas and themes in thestory
Draw inferences such as conclusions or generalizations andsupport them with text evidence and support (4-8) TEKS 10H
Use the text’s structure or progression of ideas such as causeand effect or chronology to locate and recall information (4-8) TEKS 10E
Summarize and organize information from multiple sourcesby taking notes, outlining ideas, or making charts (4-8) TEKS13E
Identify at least one key concept, idea, or theme as importantin overall text meaning, and clearly explain why
Distinguish the difference between fiction and nonfiction
Explore a wide range of nonfiction texts
Read to locate specific information
Distinguish important from unimportant information in orderto identify key ideas or themes
Recognize that purpose determines what is important
Research
Determine important information related to a research topic
Skim and scan sources to locate information related to aresearch topicStrategies for Teaching Determining Importance:Conventions Notebooks Topic-Details-Response ChartSkimming and ScanningAssessing Determining Importance:Determining Importance Rubric Teacher Resources for Research:Alief Information Literacy: Research Inquiry Process
Revised 8/23/2009

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