Virginia Regions and Environmentalism

Fourth Grade: Science and Virginia Studies

12/10/2020
 PART A: Overview of Literacy Instructional Needs
Our 4th grade unit was created with students at these three reading stages in mind.

Stages of Reading- (Emergent, Beginning, Transitional, Intermediate/Advanced)

Group 1 Group 2 Group 3

Mid Beginning- Early Transitional Mid Transitional-Late Transitional Intermediate
Mid Letter Name - Early Within Word Within Word Syllables and Affixes

Brief Description of Instructional Needs for Each Group

These students are in the middle letter
name to early within word stage. In
phonics instruction, students will
continue working on consonant blends
and digraphs, as well as solidifying their
knowledge of short vowels. They will
also begin working on vowel patterns
with silent letters. These students are still
learning the patterns in phonics,
especially vowel patterns, so writing can
be intimidating. They will need plenty of
opportunities to work on writing without
pressure to spell correctly. Student
writing can be supported through word
walls or word lists for students to
reference. This word study should be
about 20% of the diet.
This means that in writing, they write
These students are in the middle within
word to early syllables and affixes stage. In
phonics instruction, students will continue
working on less common vowel patterns, r-
influenced vowel patterns, and begin
working on consonant doubling and e-drop.
Student’s development will move towards
the consolidated alphabetic phase. With
this, they will start to process word patterns
and chunks to analyze and decode new
words. This process will allow them to
increase their sight word vocabulary.
Fluency skills will increase and their words
per minute when orally reading will be
over 60 words per minute.
At the beginning of the transitional stage,
the student will read out loud but progress
These students are in the syllables and
affixes stage, so in phonics instruction
they will be continuing to work on
consonant doubling, e-drop, unaccented
final syllables, and begin working on some
suffixes and prefixes.
Word study goal is to develop vocabulary
through meaning-spelling connection.
Use larger chunks of words to decode.
Background knowledge and vocabulary
become critical in the comprehension level
at this stage. Which then creates reading at
a greater fluency.
- Semantic Maps
Students in this level can be expected to
slowly and may need frequent support
from the teacher or from visual supports
around the room (word walls, personal
dictionaries, sentence starters, writing for
sounds, etc.). This should be about 20%
of the diet.
Fluency should be at about 40% of the
diet. Rereading instructional level texts,
independently reading leveled books, use
of choral and partnered reading are all
examples of instructional practices for
this stage.
Comprehension goal is to develop
vocabulary and make predictions. This
should be about 20% of the diet. Some
instructional examples are listening to
stories, predicting, retelling stories, and
using concept sorts with bank words.
Since some of these students fall in the
early transitional grouping, they may
recognize more words automatically and
have more fluency. Teachers can focus a
bit more on comprehension for these
students (silent reading, directed reading
paired with thinking activities, and using
to substantial time completing
silent/independent reading by the end of
the stage. At the late part of this stage, the
students will use SSR or DEAR to read
independently without support, and then
use reading group time to share reactions or
discuss the text. Students should read
instructional and independent-level
materials for at least 30 minutes a day
For writing, the students will write with
greater speed and less conscious attention.
They will become more fluent in their
writing. They will compose writings with
greater back-ground knowledge and
generate more complexity in their
storylines or informational pieces.
For spelling, the students will require a
more active role from the teacher in
making sure vocabulary growth occurs for
all students and promotes word
consciousness.
Students in this stage should start using a
dictionary as a reference tool
Word sorts will include increased exposure
to homophones, homonyms, and
revise their written work, editing it with
accuracy. An extension activity could be
to also edit and revise a partner’s piece of
work as well.
Fluency improves in their writing as well.
Writing longer papers creates confidence.
Student’s reading becomes the primary
source of new vocabulary. Begin to read
longer informational texts, such as the
textbooks.
Morphemic Analysis lesson for vocab.
Development.
Word Sorts-- have students select words
each week to look up and record the
definition and other information about the
words.
Weekly spell checks
 graphic organizers). homographs.

Part B: Overview of the Unit

Texts and Writing Project Description
Quad Text Set
We designed the following quad text set to support whole group instruction around our content-related topic: Fourth Grade Science and
Virginia Studies

Background: Students already had a science unit on SOL 4.3 The student will investigate and understand that organisms, including humans,
interact with one another and with the nonliving components in the ecosystem. Key ideas include a) interrelationships exist in populations,
communities, and ecosystems; b) food webs show the flow of energy within an ecosystem; c) changes in an organism’s niche and habitat may
occur at various stages in its life cycle; and d) classification can be used to identify organisms. Students are expected to build upon the knowledge
gained from the science unit and apply it to this unit and writing project. This unit extends on the science SOL 4.3. This unit preteaches the
Virginia Studies SOL VS.2.

Theme or Topic of the Text Set: Explore relationships between a local community and its surrounding environment/region and how
positive relationships can be fostered
Content Standard(s) of Learning:
VS.2b: The student will demonstrate an understanding of the relationship between physical geography and the lives of the native
peoples, past and present, of Virginia by
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and
Appalachian Plateau;
Science 4.3-The student will investigate and understand that organisms, including humans, interact with one another and with the
nonliving components in the ecosystem. Key ideas include
a) interrelationships exist in populations, communities, and ecosystems;

Essential Questions: What are the strengths and weaknesses of humans participating in the Valley and Ridge region?
What happens to ecosystems when the Valley and Ridge region changes?
Other Interdisciplinary Connections: Virginia Studies

Target Text

Source Brief Description

Exploring the States: Virginia by Lisa Owings About Virginia’s

https://www.getepic.com/app/read/15196 (pages 10-13) Shenandoah Valley and
the wildlife that lives in
Va.

Visual Text/s

Source #1 Brief Description

“Life in an Oak” by Habitat Network Staff A collage of the organisms that interact with oaks, a native plant in the
https://content.yardmap.org/learn/life-in-an-oak/ Valley and Ridge region. Below the visual, there are descriptions of how
each of the organisms interact with oaks.
Source #2 Brief Description

Virginia’s Five Regions by Encyclopædia Britannica, Map of the five different regions in Virginia. This map also shows that the
Inc.
https://kids.britannica.com/students/assembly/view/14
3113
Source
“Virginia’s Native Plants” by
Virginia Department of Education
(read only the section “Valley and
Ridge”)
http://www.doe.virginia.gov/instructio
n/environmental_literacy/va-
natural/docs/vnreg-native-plants.pdf
Source
“Shenandoah Salamander” by
National Park Service (read only
Ecosystem role and Threats sections)
https://www.nps.gov/shen/learn/nature
/shenandoah_salamander.htm
region of the Valley and Ridge are a part of other states as well, not just
Virginia.
Information Text 1 (Near Grade Level)
Brief Description Lexile/Grade Band
Discusses the native plants in Virginia and explains how the 1410L - 1600L
different physiological regions of Virginia impact the kinds of
native plants and ecosystems of that area.
Information Text 2 (Near Grade Level)
Brief Description Lexile/Grade Band
These two sections of the article discuss how the Shenandoah 1410L - 1600L
Salamander serves multiple important ecological roles and the
threats it can endure and therefore alter the ecosystem as a
whole.
Informational Text #3 (Below Grade Level)
 Source Brief Description Lexile/Grade Band

“Waste Not” by Shay Maunz This text focuses on efforts made in a public school district to 3rd-4th grade
https://www.timeforkids.com/g34/was help decrease food waste. It sites statistics on food waste and
te-not/ gives real-world examples of the school’s (and people’s)
changes that they have implemented.
Hook/YA Selection

Source Brief Description Lexile/Grade Band

“Kid Heroes for the Planet” by
Constance Gibbs, Ellen Nam, Karena
Phan, and Rebecca Mordechai
https://www.timeforkids.com/g34/kid-
heroes-planet-4/
Gives a couple of examples on how students are speaking out 610L - 800 L
on how to help their environment, and how to make positive
changes in their environment

Writing Project
We designed the following writing project to support students’ knowledge development and writing skill around our content-related topic.
Students will create an informational project of their choice (examples include: brochure, flyer, skit with script) on the ecosystems of
the Valley and Ridge region in Virginia (VS.2b). The purpose of this project is to inform the 2nd grade students about the habitat or
ecosystem and how to form a positive relationship with that habitat that each student chose. The audience of this project would be the
2nd grade students who are learning about the same concept in their own class (Science 2.5abcd). Students’ informational project will
include: at least three examples of interrelationships between living and nonliving things in the habitat or ecosystem, at least one
example of a food web present in the habitat or ecosystem, at least one example of an organism whose life cycle takes place in the
habitat or ecosystem (describe the stages of the life cycle and how it interacts with its environment at the different stages), at least
three examples on how to foster a positive relationship with the habitat or ecosystem-conservation methods (science 4.3abc). Students
will then share their informational project in a presentation with the second graders through a gallery walk.
Part C Whole Group Instructional
This is our whole group instruction for our unit plan. In the first part of the unit (days 1-5), students will read texts related to the topic of Science
Virginia Studies to research this topic and prepare for their project. In the second part of the unit (days 6-10), students will use the writer’s
workshop method to plan, draft, revise, edit, and possibly present their project related to this topic. Students will create an informational project
that includes the science SOL 4.3 objectives to inform a “buddy” class of 2nd graders. These lessons are designed to last approximately 45
minutes. See accompanying lessons plans for more detailed information.

Comprehension Instruction: Days 1-5

Day 1 Day 2 Day 3 Day 4 Day 5

Text(s) Hook: “Kid Heroes Informational: Informational: Informational: Target text:

for the Planet” by “Shenandoah “Virginia’s Native “Waste Not” by Shay Exploring the States:
Constance Gibbs, Plants” by Virginia Maunz Virginia The Old
Salamander” by https://www.timefork Dominion by Lisa
Ellen Nam, Karena Department of
National Park ids.com/g34/waste- Owings (pages 10-
Phan, and Rebecca Education (read only 13)
Service (read only not/
Mordechai the section “Valley https://www.getepic.
https://www.timefork Ecosystem role and and Ridge”) com/app/read/15196
ids.com/g34/kid- Threats sections) http://www.doe.virgi * Passages will be
heroes-planet-4/ https://www.nps.gov/ nia.gov/instruction/e chunked based on
shen/learn/nature/she nvironmental_literac paragraphs, there are
nandoah_salamander y/va- 4 in total
.htm natural/docs/vnreg-
native-plants.pdf
Visual: Virginia’s
Five Regions by Visual: “Life in an
Encyclopædia Oak” by Habitat
Britannica, Inc. Network Staff
https://kids.britannic https://content.yardm
a.com/students/asse ap.org/learn/life-in-
mbly/view/143113 an-oak/
Literacy 4.6 4.4: 4.4: 4.6 4.6:
Standard(s) f) Distinguish between b) Use knowledge e) Develop and use e) Draw d) summarize
cause and effect. of roots, affixes, general and conclusions and supporting details
e) Draw synonyms, specialized make inferences i) Read with fluency,
conclusions and antonyms, and vocabulary through using textual accuracy, and
make inferences homophones to speaking, listening, information as meaningful
using textual determine the reading, and writing. support.
information as expression.
meaning of new f) Distinguish between
support. words. 4.6 : cause and effect.
d) Use vocabulary 4.4
b) Explain the
from other content e) Develop and use
author’s purpose.
areas. general and
c) Identify the main
specialized
idea.
4.6: vocabulary through
e) Draw conclusions speaking, listening,
and make inferences reading, and writing.
using textual
information as
support.
i) Read with fluency,
accuracy, and
meaningful
expression.

Before Driving Question Probable passage: Picture Driving question Driving question
Reading Board first ( no Categories: introduction: Show board: board (wrap-up):
more than 5 minutes) Characters, Setting, pictures of a shale Prompt: What are Time to address the
Problems and barren, valley and things I can do to week’s questions
Pre-Post journal: Solutions ridges, and oak help my from the DQB and
Prompt: Do you species. Have environment?Sub see if any of the
 believe children can Words: students discuss with questions will be questions can be
make a difference? ● Salamander a partner what they generated by a class solved, and if there
Why or why not? ● Shenandoah think the pictures are discussion where are any new
Can you think of any ● Predation about. Then as a students will come questions. *This will
examples of children ● Insects whole class, discuss up with questions be revisited after
making a difference? ● National Park the pictures, making they think they need reading as well to
● Threats sure to use to answer the driving have a whole class
● Tree vocabulary words to question. discussion answering
mortality build upon what the remaining
● Ecological students are saying questions.
● Disease about the pictures.
● Hiking This helps build
● Camping some background
● High knowledge, as well
elevations as introduce
● Climate vocabulary.
change

During Double entry Scaffolded partner Think aloud: The Double Entry Partner reading:
Reading journal: Left side: reading: teacher will read the Journal:Left side: One student will
Write down quotes One student in the text, stopping at Write down quotes begin reading the
about ways to help pair reads the Threats various points to about ways to help first paragraph in the
the environment. section and one reads think aloud. This the environment. Shenandoah Valley
Right side: Explain the Ecosystem Role models for students Right side: Explain page and the other
how the quote could paragraph. Each how to actively think how the quote could student will read the
impact the student identifies while reading to impact the second paragraph,
environment and challenging words in make sense of a text. environment and students will then
make a connection to their section. Once make a connection to take turns reading the
your own done reading, share your own last two paragraphs.
community. Have the words. Then as a community. After the first reading
students stop and whole class, review of the passages,
share/reflect with the challenging students will read
peers after each words. Partners re- again following the
quote. read the sections out same format. For the
loud with partner second reading
with the purpose of students will be
explaining the instructed to make
environmental role of connections to the
the Shennandoah text (could be
Salamander. personal, from
another text, etc)
During the second
reading students will
pause after each
paragraph to
discuss/share their
connections to each
paragraph. The last
reading of the
passage is individual
and students will
complete a
nonfiction
summarizing strategy
organizer.
Nonfiction
Summarizing
Strategy: This is a
three-step strategy to
support students in
writing a one
sentence summary of
nonfiction texts. First
students identify the
author, then select a
verb to identify what
 the author is trying to
do in the text (e.g.,
describes, explains,
compares). Lastly,
students complete the
thought with the “big
idea” of the text.
Instruct students to
have at least two
sentences for the
Shenandoah Valley
page and two
sentences for the
Wildlife pages. After
completing, students
will turn to their
reading partner and
discuss their
summarizing
sentences.

After Pre-Post journal: Probable passage: List group label: Explanation/Proces Semantic Feature
Reading Prompt: Do you Categories: students make a list s journal: Analysis: After
believe children can Characters, Setting, of words after Prompt: Explain the reading and filling
make a difference? Problems and reading about native problem in the out their individual
Why or why not? Solutions plants in Virginia. article, what the organizer, students
Can you think of any Next, students group school did about the will turn and talk
examples of children Words: the words into problem and what we with an “elbow
making a difference? ● Salamander logical categories can do in our own buddy” (pairing
Think Pair Share: ● Shenandoah and then label those school. method) and discuss
Prompt: What did ● Predation categories. their own organizer.
you take away? What ● Insects Students will have
did the kids do to ● National Park Carousel: Show the the opportunity to
 make the community ● Threats visual text for talk and revise their
better? ● Tree students to see what organizer at this
mortality organisms interact point. The semantic
● Ecological with oaks. As a class, Feature analysis is an
● Disease discuss what they see organizer that allows
● Hiking in the image. Then, students to compare
● Camping have a gallery walk vocabulary words
● High for students to across different
elevations explore the features. It illustrates
● Climate descriptions of each how words are both
change of the organisms in similar and different
the image.They do and emphasizes the
not need to write uniqueness of each
down anything, but word. It draws on
they should be students' prior
talking to a partner. knowledge and uses
discussion to elicit
information about
word meanings.
Semantic Feature
Analysis Organizer
Driving question
board (wrap-up):
Answer any
questions not
answered during the
quad text set.

Vocabulary Probable Passage List Group Label Semantic Feature

(see words above) (see above) Analysis (see above):
● Ridges ● Shenandoah
 ● Species Valley
● Fertile ● Appalachian
● Smattering* Mountains
● Tolerant* ● Eastern
● Thrive* ● Peak
● Basins ● Formations
● Shale barren ● Habitats
● Wildlife
● Prey
● Chesapeake
Bay
● coastal

Writing Instruction: Days 6-10

Day 6 Day 7 Day 8 Day 9 Day 10

Prewriting Drafting Revising Editing Presenting

Writing 4.7 4.7 4.7 4.8 4.2

Standard d) Use a variety of i) Elaborate writing m) Revise writing e) Correctly use c) Use language and
prewriting strategies. by including details for clarity of content adjectives and style appropriate to
to support the adverbs. the audience, topic,
using specific
purpose. and purpose.
vocabulary and
information.

Topic of How to organize How to add How to revise your How to use How to use
ideas on information supporting details to writing to include adjectives correctly appropriate language
Minilesson previously learned reinforce the main more content specific in one’s writing. and style when
using either a purpose of the vocabulary and presenting to a 2nd
concept map or a writing. information for the grade audience
double journal entry audience (2nd grade
students)

Vocabulary (taken
from the writing
project and key
vocabulary used in
the previous science
lesson): habitats,
wildlife, prey,
ecosystem, food
web, organism,
lifecycle,
environment,
conservation

Mentor A completed version Brochure: The Watcher: Jane The Watcher: Jane 2 videos -- what to
Text(s) of a concept map: http://gepoteriko.pb Goodall’s LifeWith Goodall’s LifeWith do/ what not to do
https://study.com/aca works.com/f/133345 the Chimps by the Chimps by
demy/lesson/concept 5211/BROCHURE_ Rebecca Knowles Rebecca Knowles Presentation for
-map-definition- 7.jpg https://youtu.be/yeG https://youtu.be/yeG adults about a
examples.html XFfZAdCc XFfZAdCc complex topic (non-
Flyer: example)
A completed version https://s3.amazanaws https://www.youtube
of a double-journal .com/thumbnails.ven .com/watch?
entry: (scroll to ngage.com/template/ v=G6Yz0DXEhXs
bottom) efd0edc1-8dc3-4503-
https://onthesamepag 9065- Young student
 eelt.wordpress.com/c 028e0726da2a.png example:
ategory/literature/ https://youtu.be/dVP-
Script (on second wGXZ8f4
slide):
https://www.slidesha
re.net/jacobhodgson/
school-dayspsa

Brief As a whole class we We will look at each We will read through We will read through As a whole class we
Teaching will look at each mentor text one at a this mentor text. this mentor text. will watch the two
mentor text: the time. The goal will While reading While reading mentor text videos.
concept map and the be to identify the students will be students will be The students will
double journal entry. main purpose and the asked to look for asked to look for watch the non-
While reading and supporting details in places where content places where example first and
reviewing the mentor each text. Finally, we specific vocabulary adjectives are discuss in their
texts, students will will compare and is used and how the correctly used in the groups and with the
be deciding on which contrast how the context of the book writing. whole class what
organizer they would authors presented the makes it easier for they noticed about it.
like to use to details in their you to understand For example, use the They will then watch
organize all they writing choice the content sentence “She saw the second video.
have previously (brochure, flyer or vocabulary. all the different blues The students will
learned. script) and greens of the compare and contrast
sea, and fish that the two videos.
glowed through the When doing so, they
dark water.” to show will identify the
students how the audience for each
adjectives “blues”, video and note how
“greens”, “glowed”, the intended
and “dark” to show audience can impact
how the adjectives the delivery of a
add to the presentation.
description of the
sea.
Modeling With the document With the teachers’ Show the students a Show the students a Give a short
camera, the teacher graphic organizer written piece of the written piece of the presentation in front
will model to the from the previous teachers about a teacher’s work to of the whole class on
students their own day displayed on the specific content (ex: model how they can a topic that the
creation of how they document camera, a writing on edit their writing to students can connect
create a concept map start by sharing that volcanoes with a lot use adjectives to and promote
and a double journal the teacher will be of high level correctly. interest. I.e. Why
entry. These example writing about why x vocabulary). students should be
organizers will be elementary school is For example, take allowed to have
centered around the the best school and Using this piece, the sentence “A recess multiple times
topic of “why I like that will be the main model how the volcano is an a day.
going to x purpose. On a chart teacher would revise explosion that is hot” Following the
elementary school”. paper, write “why x their writing to use and show them that presentation, then
The teacher will then elementary school is the content specific they need to edit it to use whiteboard (or
explain to the the best” at the top. vocabulary in a more say “A volcano is a smartboard/poster
students that the Look at the organizer audience appropriate hot explosion of paper) to write down
organizers they will and point out ideas way (ex: “rigid magma and Earth”. one GLOW and one
be creating will be around the topic of tectonic plates that GROW for the
about the welcoming school float on a hotter, presentation. These
information they community. Then softer layer in its will be determined
have previously read add a bullet point on mantle” could be during a whole class
during our quad text the chart paper that revised to say “hard, discussion on the
set readings. says “welcoming large pieces of Earth teachers’
school community” float over top a softer presentation.
and tell students that layer of Earth called
will be the topic of the mantle”).
their first paragraph.
Then as a class,
create sub-bullets to
add supporting
details, such as “the
principal welcomes
us at the door every
 morning”, “we have
school wide events
every month”.
Encourage students
to reference the
organizer during this.
Finally using what is
written on the chart
paper, one at a time,
explain how you
plan to write it out
for a brochure, flyer
and script.

Writing Students will create Students will be Students will Students will Students will
their choice of which using their graphic individually revise individually edit practice their
organizer to use to organizer from the their drafts. They their drafts. They presentations on this
show their ideas and day before to begin will be sure to make will be sure to make day. They will have
what they have writing their first revisions to include edits to include chances to revise and
previously learned. draft. They can start content specific adjectives and use edit their scripts to a
Students will have with an outline of the vocabulary. them correctly. minimal degree.
both available ideas like you While observing the
handouts of concept modelled, or they Students will come practicing
map and double can jump right into together with a presentators, the
journal entry to writing paragraphs. partner to share their students will write
decide and write on However, all revisions and make down one GLOW
their desired students are expected any further revisions and one GROW for
organizer. to be incorporating as needed. each presenter that
supporting details. they observe.

Sharing Students will Have students find Students will be Students will Students will work
participate in a think- another person who asked to share on a exchange their through a mock
pair-share with their chose the same document camera an writing with a paired presentation day.
desk neighbors. The writing choice example of one partner (the teacher They will be broken
students will share (brochure, flyer or revision they made will make this up into two groups.
which organizer they script). If the to share with the pairing based on The first group will
decided to do and numbers are uneven, class. high ability+lower present first, moving
why and then also there may be a group ability in writing) to their designated
share what they have of three students. and the students will presentation spots
learned and decided Then each student share where they and completing three
to write. shares their work used adjectives to run throughs of their
with their partner(s). make their writings presentations- using
The purpose of more interesting. their scripts for
sharing with the support. The students
same choice is to The student partners in the second group
provide students with will check that the will move around the
another example adjectives used are room like a carousel
from which they can done so correctly. activity and observe
pull ideas from as it three presentations.
relates to their After the first three
writing choice. rounds, the groups
will then reverse
roles. Following the
presentations, the
students will then
participate in a whole
class discussion;
focusing on the
glows/strengths of
observed
presentations.

Part D: Small Group Instruction

The following is our sketch for small group instruction that connects with the whole group topics for each of three groups described in Part A.
Students will rotate through three 15 minute small group rotations, which will include at least one rotation of developmentally appropriate
phonics instruction and one rotation of independent work that extends either whole group instruction for this day or one of their small group
rotations. The third rotation will be based on the literacy diet needs of individual groups.

Week 1 (Days 1-5)

Small Day 1 Day 2 Day 3 Day 4 Day 5

Group

Independ Group 1 Paired Reading ABC Nonfiction List-Group-Label Sheep in a Jeep Free Write Journal
ent Work Mid (fluency): The Summary Dictionary Activity (Phonics) (WTW p. entry
Beginning- students will Statements (Vocabulary): 234) (Comprehension &
Brief Early complete a paired (Writing): In pairs, students will In pairs, the students Writing): The
Descrip Transition reading of their The students will use the words from will play this game students will
tion of al independent reading complete an ABC their list-group-label using the pattern complete a free write
how you books, with each sentence frames on sort (from the from their word journal entry using
will extend student reading every the“Shenandoah comprehension week study vocabulary words
whole other paragraph. Salamander” by day 3) and look up generated from their
group or National Park each word in the semantic feature
small Service text. dictionary. Students analysis
group to will re-write the (comprehension
provide definition in their week day 5) on the
independe own words. text: Exploring the
nt practice States: Virginia
The Old Dominion
by Lisa Owings
(pages 10-13)

Group 2 Self recording Word Hunt List-Group-Label “I’m Out” Game Repeated Reading
Mid (Fluency): Students (Phonics): Have Dictionary Activity (WTW p. 232) (Fluency): Use the
Transition will pick one section students complete a (Vocabulary): (Phonics): In groups Read Naturally
al-Late from their article word hunt in their Independently, of 3, students will program for students
Transition “Kid Heroes for the independent reading students will use the play this game using to use the computer
al Planet” by Constance books using the words from their list- the pattern from their as a tool to monitor
Gibbs, Ellen Nam, pattern from their group-label sort word study their repeated
Karena Phan, and word study (from the (or/ore/oar). reading.
Rebecca Mordechai (or/ore/oar). comprehension week
https://www.timefork day 3) and look up If Read Naturally is
ids.com/g34/kid- each word in the unavailable, have
heroes-planet-4/ . dictionary. Students students time
They will record will re-write the themselves reading a
themselves reading definition in their section of “Waste
that section, listen own words. Not” by Shay Maunz
back to it and https://www.timefork
rerecord until they ids.com/g34/waste-
are satisfied with not/ , circling any
their reading. troubling words.
After the first
reading, students
have the opportunity
to ask a friend for
help on the troubling
word. Then have the
student time
themselves reading
the same section
again and circling
troubling words.
Finally they can
compare the times
and the number of
 words circled of the
two reads.

Group 3 Small group radio Prefix Spin Game List-Group-Label In partners, students Silent Independent
Intermedia reading (Fluency & (WTW p. 273) Dictionary Activity will share their Reading (Fluency):
te Comprehension): (Phonics): In pairs, (Vocabulary): process journal for Students will pick
student will use their students will play the Independently, comprehension week out one book from
article “Kid Heroes prefix spin game students will use the day 4. the Virginia Studies
for the Planet” by again. If they finish words from their list- Paired reading book bin to read
Constance Gibbs, early students will group-label sort (Comprehension): silently.
Ellen Nam, Karena pick 10 of the words (from the Partnered students While reading
Phan, and Rebecca created from the comprehension week will take turns students will use
Mordechai game and write day 3) and look up rereading every other post-it notes to make
https://www.timefork sentences including each word in the paragraph of the connections to the
ids.com/g34/kid- those words. dictionary. Students “Waste Not” by current book they are
heroes-planet-4/ to will re-write the Shay Maunz reading and the other
assign a specific definition in their https://www.timefo comprehension texts
paragraph (or own words. rkids.com/g34/wast they read.
paragraphs) to each
e-not/ article.
group member. Have
them prepare
discussion questions
on this specific
section. Then, each
assigned section
aloud and present
their discussion
questions to other
members of the
group. Repeat until
all group members
 are the discussion
leaders.

Phonics Group 1: Late Letter Name

Focus on Short vowels with final blends (short vowels in CVC words with final consonant blends of sk, st, ft, lt, lk)
Sample words: ask, gift, best, fast, desk, lost, must, last, just, cost, lift, melt, raft, help, fist, milk, soft, mask, tusk, nest, list, left,
dust, half.
Three example activities to teach these phonics patterns includes (brief description of each):
1. Introduction of words and small group sort - Teacher introduces each word and discusses the meaning with the group.
Then as a small group, they sort them together. Teacher will demonstrate, the students will short and check and then the
group as a whole will reflect.
2. Word study notebook sort- students will independently write the short out in their word study notebooks
3. Word Hunt- students will work as a small group and hunt for other words that follow the same spelling features from their
word sort in a familiar text(s).

Ideas for tying some of the activities to the overall unit plan theme:
● Include content/quad text set texts in word hunt for familiar texts portion

Group 2: Mid Within Word

Focus on Consonant-Influenced vowels : r-influenced vowels (r influenced with o) comparing or/ore/oar
Sample words: horn, work, soar, corn, worm, form, word, store, north, world, fork, tore, oar, storm, wore, more, roar, shore
Three example activities to teach these phonics patterns includes (brief description of each):
1. Introduction to the Sort - students will work in pairs and cut out the words and sort the words by the header cards (closed
word sort). Teacher will check the sorts once completed and have a discussion on why they were sorted the way they were.
2. Speed Sort - students will now in their pairs complete a speed sort where they will go against themselves three times to try
and get their personal bests to sort the words under the correct header.
3. Writing - students will write complete sentences using the words from their sort. Practicing the correct spelling of the
words.

Ideas for tying some of the activities to the overall unit plan theme:
● Word Map - students can complete a word map where they will choose two words from the list that relates to the unit. The
students will write a definition of the word/draw a picture of it and use it in a sentence relating to the unit.
 Group 3: Mid Syllables and Affixes Stage
Focus on: Inflected endings (Base Words + ed and ing).
Sample words: jump, hike, dress, wait, stop, pass, live, wag, jumped, hiked, dressed, waited, stopped, passed, lived, wagged,
jumping, hiking, dressing, waiting, stopping, passing, living, wagging.
Three example activities to teach these phonics patterns includes (brief description of each):
1. Introduce the Sort – Students cut out the words and/or pictures and sort the cards by the header cards.
2. Blind Sort (Writing) – The same procedure as above except this time, the student writes the word in the correct category
and checks the spelling after each card is called.
3. Prefix Spin (Game)- Materials: Make a spinner with the inflected endings (+ ed and ing) in each slot, Make a deck of 24
cards with common base words that can add to the inflected endings (+ ed and ing) selected. May want to include a list of
allowable words to be made so that nonsense words are not used.
a. Procedures
i. Turn the base word cards face down.
ii. Student 1 draws a card from the pile. Student 1 then spins the wheel. If the inflected endings (+ ed and
ing) spun can be joined with the base word card, the student keeps the card.
iii. If the inflected endings (+ ed and ing) cannot be joined with the base word card, then the next player spins
and hopes to get a prefix that can be joined to the base word. This continues until a match has been made.
Whoever spins the match, keeps the base word card.
iv. Then a new base word card is drawn and the game continues.
v. The winner is the player with the most base words cards at the end of the game.
Ideas for tying some of the activities to the overall unit plan theme:
● Have students go back to previous writings and journals to correct/revise words with inflected endings.

Additiona Group 1: Mid Beginning to Early Transitional Readers

l Elements Focus Skill(s): Support students in gaining speed and concept of reading with expression
of the Diet Texts:
(Focus on It’s Earth Day by Mercer Mayer (read aloud https://www.youtube.com/watch?v=_GqM-U5dCsQ) (Lexile level
Basic AD540L)
Reading What Does Green Mean? By Barbara Webb https://www.getepic.com/app/read/18970 (AR level 3.6)
Skills if
needed)
Three example activities to support learning of these skills include (brief description of each):
1. Radio Reading- The students will first complete a complete reading of “What Does Green Mean” independently. Each
member of the group will then be assigned one section of the text that they will be responsible for reading aloud to the rest
of the group. Each student will review their section, deciding how to convey their chosen expression and tone for the
reading. They can practice this independently or with a partner, and should reread this text multiple times. Once they feel
comfortable with their fluency and presentation of the reading, they will perform a read aloud of their passages to the rest
of the group. This can lead into a discussion of the text.
2. Student-Adult, Choral, Echo Reading- Using the “What Does Green Mean?” text, the teacher and group will practice
choral reading by reading the text aloud at the same time. These students will then work with a partner to echo read the
text again. During this, one student will start by reading one page or passage at a time out loud and the partner then re-
reading/repeating aloud the same part. They will move throughout the whole text doing this.
3. Say it like a Character- They will complete this using the “It’s Earth Day” text. After reading the text, each student will go
back and choose a passage written from a particular character’s point of view. They will then reread the passage silently,
focusing on how they think the character might say it. The students will then practice reading the passage aloud before
reading it orally to the group, in the way that they think the character would say and feel it. The students will then
participate in a discussion about the emotions the readers were trying to convey.
Ideas for tying some of the activities to the overall unit plan theme:

Group 2: Mid - Late Transitional Readers

Focus Skill(s): Support students in gaining speed and prosody (fluency)
Texts:
“13 ways to save the Earth from habitat destruction” by Allyson Shaw (4th- 5th reading level)
https://kids.nationalgeographic.com/explore/nature/save-the-earth-hub/13-ways-to-save-the-earth-from-habitat-destruction/
“Virginia” by Jamie Kiffel-Alcheh (4th - 5th reading level)
https://kids.nationalgeographic.com/explore/states/virginia/
Three example activities to support learning of these skills include (brief description):
1. Partner/Repeated Reading -- Using the “13 ways to save the Earth from destruction” text, the students will partner with
their desk buddy taking turns with each person reading a section. The students will focus mainly on their speed and fluency
of their reading. Once the partners are done reading their texts, they will then repeat the reading one more time, but
switching sections.
 2. Student-Adult, Choral, Echo Reading -- Using the “Virginia” text, first both the teacher and the students will read out loud
practicing choral reading. Then starting back at the beginning of the text, the teacher will first read out loud a single
paragraph, once the teacher is done, the student will then read that paragraph back out loud practicing echoing reading.
This not only helps the students with their fluency and speed, but it also helps build students’ confidence.
3. Reader’s Theater-- Students will continue to work on their fluency skills by participating in a Reader’s Theatre having a
choice of their favorite of the two texts. They will work on becoming an “expert” on the text as the teacher models prosody
skills.
Ideas for tying some of the activities to the overall unit plan theme:
● One text has the theme of conservation, which goes along with the unit plan theme.
● One text has the theme revolving around Virginia.

Group 3: Intermediate Readers

Focus Skill(s): Continue to develop comprehension and reading a variety of genres.
Texts: Pax by Sara Pennypacker (4th-7th reading level)
Three example activities to support learning of these skills include (brief description):
1. Story sequencing- Sequencing is another way you can help a little one gain reading comprehension. Being able to order
the sequence of events in a story is a key component in understanding plot. Students will write a few sentences about what
happened at the beginning, middle and end of the story. Students can sequence Pax by Sara Pennypacker.
2. Character analysis- Students will choose a character to closely analyze. A few example analysis questions are: What was
the character’s role in the story? How did the character’s actions impact the other characters? What are some personality
traits of the character?
3. Student book club- To expose students to different genres of books, students will participate in a book club where they
will journal about the book that they are reading and reflect on how the book changed a personal view or made a
connection to themselves or the world.
Ideas for tying some of the activities to the overall unit plan theme:
-Some of the books used in the book club will tie into the unit topic of Virginia regions and environments.
-Some of the books used for story sequencing and character analysis will be fiction and about animal habitats and environments.

Week 2 (Days 6-10)-

 Small Day 6 Day 7 Day 8 Day 9 Day 10
Group

Independ Group 1 Perspective Journal Word Hunt Reader’s Theater Semantic Sort Response Journal
ent Work Mid (writing): The (Phonics) (Fluency): The (Phonics and (Comprehension
Beginning- students will pick a The students will students will vocabulary) (WTW and writing ):
Brief Early book/text to reread complete a word hunt complete a readers pg. 226) In pairs, the Students will pick a
Descrip Transition from last week. They for the words and theater of “Kid students will book of their choice
tion of al will then complete a pattern of their wordHeroes for the compare and contrast and independently
how you perspective journal study this week: Planet” in 2 groups words related to the read. Once finished
will extend entry. In this, they They will use the of 3. Each member of science content of the with the book, or
whole write to put following texts: the group will unit using the text, with 5-7 minutes left
group or themselves into a “Exploring the practice their own “What Does Green of the rotation, the
small situation or into States: Virginia” by assigned portions, Mean?” students will then
group to another person’s and as a group, they write a free response
Lisa Owings
provide shoes. (This should will perform their in their journal of
(pages 10-13) or
independe be completed closely read aloud in front of what they have read.
nt practice after Say it like a “Kid Heroes for the the other group
character from week Planet”
one)

Group 2 Partner Reading Speed Sort Radio Reading “The Spelling Response Journal
Mid (fluency): (Phonics): (fluency/prosody/ Game” (Writing and
Transition Students will pair upStudents will comprehension): (WTW p.232) Comprehension):
al-Late with a partner to read
individually do a Have the students (Phonics): Students will pick a
Transition the text “Shenandoah speed sort with their pair up with a In groups of 2-4, book of their choice
al Salamander” by words from their partner. The pair will students will play that revolves around
National Park word study (horn, read the text this game using their the environment in
Services work, soar, corn, “Virginia’s Native words from the week some way and
https://www.nps.go worm, form, word, Plants” by the (horn, work, soar, independently read.
v/shen/learn/nature/ store, north, world, Virginia Department corn, worm, form, Once finished with
 shenandoah_salam fork, tore, oar, storm, of Education. word, store, north, the book, or with 5-7
ander.htm. One wore, more, roar, https://www.doe.virg world, fork, tore, oar, minutes left of the
student in the pair shore) and try to beat inia.gov/instruction/e storm, wore, more, rotation, the students
will read out loud the their personal record. nvironmental_literac roar, shore). will then write a
Ecosystem Role y/va- response in their
section and then the natural/docs/vnreg- journal of what they
other student will native-plants.pdf have read.
read the Threats The students will
section. only read the “Valley
and Ridge” section.
Each student will
quietly individually
read the section to
become familiar with
it and create a
discussion question.
Then they will read it
out loud to their
partner focusing on
their expression and
tone like a radio
spokesperson. After,
they will ask their
discussion question
to their partner
followed by the
response.

Group 3 ABC Summary Word Hunt Double Scoop Adjective Sentence Response Journal
Intermedia Statements (Phonics): Using (WTW p. 270) Swap (Writing): In (Comprehension &
te (Comprehension): “Earth Day” by Rose (Phonics): In pairs, pairs, students will Writing): Students
 Students will silently Davidson students will play the each write a will silently read
read during this time. https://kids.nationalg board game to sentence. Then the during this time.
As they read, they eographic.com/explo practice consonant two students swap They will then stop 5
will be completing re/celebrations/earth- doubling and e-drop sentences and are minutes before the
ABC Summary day/ , have students when adding challenged with the end of the rotation to
Statements. They can complete a word hunt inflectional endings. task to rewrite the write a response
chunk their reading for adding ing, sentence with journal.
and complete a double and e-drop. powerful adjectives.
statement for each Then have students They will keep
chunk, or they may pick 3 verbs from the repeating this task.
write down at least 2 text that do not
statements 5 minutes already have ing, and
before the end of the add ing to the verb.
rotation.

Phonics Group 1: Early Within Word

Focus on Long-a Pattern (a-e, ai, ay)
Sample words: same, whale, chase, tale, tail, snail, pain, day, play, clay, said, have
Three example activities to teach these phonics patterns includes (brief description of each):
1. Open sort- Provide students with the set of words and have them try to figure out the categories with a partner.
2. Blind sort- With a partner, have one student call out the cards, and the other student point to which category
they think the word belongs to based on the sound they hear (then they switch roles).
3. Word hunt- Have students hunt for words in their sorts in other texts, such as books, magazines, newspapers, signs, etc.

Ideas for tying some of the activities to the overall unit plan theme:
● The word hunt can include the texts from the quad text set, as well as their supplementary texts.

Group 2: Mid Within Word

Focus on Consonant-Influenced vowels : r-influenced vowels (r influenced with e) comparing er/eer/ear
Sample Words: her, deer, dear, learn, gear, fear, peer, cheer, germ, nerve, perch, heard, earth, heart, bear
Three example activities to teach these phonics patterns includes (brief description of each):
1. Open sort- Provide students with the set of words and have them try to figure out the categories with a partner.
 2. Blind sort- With a partner, have one student call out the cards, and the other student point to which category
they think the word belongs to based on the sound they hear (then they switch roles).
3. Word hunt- Have students hunt for words in their sorts in other texts, such as books, magazines, newspapers, signs, etc.

Ideas for tying some of the activities to the overall unit plan theme:
● The word hunt can include the texts from the quad text set, as well as their supplementary texts.

Group 3: Mid Syllables and Affixes

Focus on: Consonant Doubling (Adding ing, double and e-drop)
Sample Words: batting, shopping, bragging, hopping, humming, begging, skipping, swimming, baking, skating, biting, hoping,
sliding, waving, moving, caring)
Three example activities to teach these phonics patterns includes (brief description of each):
1. Word generation- Have students think up some other words that would follow this rule and write them in a journal.
2. Draw and Label – Students draw pictures that represent some of their words to show their meanings.
3. Morphology Poster- drawings or writings that describe a word and the affix rule that follows. Use examples and non-
examples of the affix rule (double and e-drop)

Ideas for tying some of the activities to the overall unit plan theme:
● Provide texts that are Virginia geography and habitat/environment focused to students to help them think of and generate
more words that follow the consonant doubling rule.

Additiona Group 1: Mid- Beginning to Early Transitional Readers

l Elements Focus Skill(s): Support students in gaining speed and prosody
of the Diet Texts:
(Focus on Valley & Ridge: https://regionsofva.weebly.com/valley--ridge.html (Lexile level 810L-1000L)
Basic What Does Green Mean? By Barbara Webb https://www.getepic.com/app/read/18970 (AR level 3.6)
Reading
Skills if Three example activities to support learning of these skills include (brief description of each):
needed) 1. Readers Theater: the students will be exposed to both texts, and then they will be allowed to choose which text they
would like to work with through readers theater. Readers theater will increase their exposure to the texts, and therefore their
fluency, automaticity and prosody will improve.
2. Partner reading- The students will use the “What does Green Mean?” for a partner reading. They will pair up with
 another member of the group and take turns reading a page at a time. They will focus on their speed and expression (prosody)
when reading aloud. They will complete this two times, switching sections after the first reading.
3. Student-Adult, Choral, Echo Reading- Using both texts, the teacher and group will practice choral reading by reading
the text aloud at the same time. These students will then work with a partner to echo read the text again. During this, one
student will start by reading one page or passage at a time out loud and the partner then re-reading/repeating aloud the
same part. They will move throughout the whole text doing this.

Ideas for tying some of the activities to the overall unit plan theme:
These texts provide information connecting the content of valley and ridge for social studies and conservation for science from the
unit

Group 2 Mid - Late Transitional Readers

Focus Skill(s):Support students in gaining speed, prosody, and the concept of reading with expression.
Texts:
“Plant Profile” -- article about an Endangered Plant in the Rockingham and Augusta Counties (4th - 6th reading level)
https://saveplants.org/national-collection/plant-search/plant-profile/?CPCNum=2187
“Green Tips” (4th-5th reading level)
https://kids.nationalgeographic.com/explore/science/green-tips/
Three example activities to support learning of these skills include (brief description):
1. Reader’s Theatre -- Using both texts, throughout the week the students will work on their prosody using Reader’s Theatre.
The students will work on becoming familiar with the text while improving their speed, but also strengthening their expression
as the week goes on.
2. Say it like a Character -- Students will pull a name of a character out of a hat, each student having a different character. They
will then take turns reading the text in that character’s voice working on reading with expression. This will also help the students
gain confidence.
3. Radio Reading -- split up each text into sections and assign each student a different section. Have them read their
section quietly first to become familiar with the text. Then have each student one by one, read their section out loud
focusing on their expression and tone.
Ideas for tying some of the activities to the overall unit plan theme:
● The texts have the theme of conservation, which goes along with the unit plan theme.

Group 3: Intermediate Readers

Focus Skill(s): Continue to develop comprehension and reading a variety of genres
Texts:
“Earth Day” by Rose Davidson (https://kids.nationalgeographic.com/explore/celebrations/earth-day/) (Lexile range: 1010L-
1200L)
“The Natural Garden” by Pedro Pablo Sacristan (https://freestoriesforkids.com/children/stories-and-tales/natural-garden) (Lexile
range: 810L-1000L)
Three example activities to support learning of these skills include (brief description):
1. Problem & solution chart- Using a chart with 3 columns, list the article headers from the “Earth Day” text in the first
column. In the second column, students state the problem within that section. In the third column, students write down the
solution to the problem.
2. Story map- Using “The Natural Garden” text, students will note what takes place in the beginning, middle and end of the
story, as well as the lesson/moral of the story.
3. Text to self journal- Students will create a journal entry with the prompt to write down a text to self connection they had
while reading. Then students will share what they wrote with a partner.
Ideas for tying some of the activities to the overall unit plan theme:
- The texts have been picked with the theme of conservation, which goes along with the unit plan theme.
- The text to self journal can also be modified to include a text to text connection, where students may make a connection to
a text from the quad text set.