Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 4
Unit 5: Making Inferences (Fiction and Poetry)3 Weeks
Students should understand and be able to:Comprehension Focus
Students explore the difference between explicit and implicit meanings in text. Students continue to use questioning and understanding text structure to make sense of narrative texts. Students make inferences to understand text. Students visualize to create mental images from text. Students read independently.
Social Development Focus Students analyze the effect of behavior on others and the group work. Students analyze why it’s important to be respectful. Students develop the group skill of asking clarifying questions. Students develop the group skill of confirming that they understand another person’s thinking by repeating back
what they heard. Students develop the group skill of including everyone and contributing to the group. Students have a class meeting to discuss working with different kinds of partners.
Mentor Texts Hurricane My Man Blue
Making MeaningWeek 1
Day 1: Read-aloud Hurricane
Pair students and introduce a new social skill
Model using a prompt to confirm another person’s thinking
Read aloud with “Stop and Ask Questions”
Use questions to discuss the story
Highlight inferences Discuss repeating what
partners said IDR: Teach self-
monitoring
Day 2: Strategy Lesson
Review confirming each other’s thinking
Review the story and reread
Add to the “Reading Comprehension Strategies” chart
Find and discuss inferences
Reflect on confirming each other’s thinking
IDR: Practice Self-monitoring
Assessment: finding clues to make inferences
Day 3: Independent Strategy Practice
Review making inferences
Read independently Model looking for
inferences during rereading
Reread independently and talk in pairs
Discuss what students noticed
Discuss how students worked together
Day 4: Class Meeting
Gather for a class meeting
Discuss challenges of working with different partners
Start the “Ways to Work with Any Partner” chart
Reflect on the ground rules and adjourn
IDR: Read independently/write in IDR journals
Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.10 By the end of the year,
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 12
Vocabulary Words: anticipate, distinguish, musty, hitch, taunt, pay no mindWord-learning Strategies: Recognizing words with multiple meanings, Recognizing synonyms, Recognizing antonyms, Recognizing idiomsDay 1 Introduce and
define new words Talk about other
meanings of the word
Vocabulary activities
More Strategy Practice: Discuss multiple meanings of words
Day 2Review wordsDiscuss questions
using the wordsExtension: Discuss
the prefix un-
Day 3 Introduce new
words and review synonyms and antonyms
Review idioms Vocabulary
activities
More Strategy Practice: Discuss synonyms and multiple meaning words
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word cards
and review the words
“Tell Me a Story”
Assessment: comprehension of word meanings, using new words spontaneously, using synonyms in writing
Individual Vocabulary Progress Assessment: Word Check 3 (BLM28)
Student Self-Assessment: (BLM33)
Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and
L.4.5 demonstrate understanding of figurative language, word relationships, and
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-
phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or
nuances in word meanings.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
upon rules for discussions and carry out assigned roles.
information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Making MeaningWeek 2
Day 1: Read-aloud – “My Man Blue” from My Man Blue
Introduce asking clarifying questions
Introduce poetry Introduce the poem and
read aloud Discuss the poem Discuss using clarifying
questions or statements IDR: Review self-
monitoring and practice rereading
Extension: Write poems
Day 2: Strategy Lesson – “When We First Met” from My Man Blue
Review asking clarifying questions
Review making inferences
Introduce the poem and read aloud
Look for clues to character’s feelings
Introduce the double-entry journal
Complete a double-journal entry as a class
Discuss working together IDR: Practice rereading
with wondering/questioning
Day 3: Guided Strategy Practice – “Second Son” from My Man Blue
Review making inferences and get ready to work together
Introduce the poem and read aloud
Discuss the poemIntroduce and complete a
double-entry journal individually
Discuss inferencesIDR: Practice rereading with
wondering/questioningExtension: Discuss
personification, Share favorite poems
Assessment: make inferences based on
Day 4: Independent Strategy Practice
Review the week Read independently and
mark clues Use a double-entry
journal to record clues and inferences
Discuss inferences Reflect on working
together
evidence from textCommon Core State Standards
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a
groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.W.4.10 Write routinely over
range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 13
Vocabulary Words: secure, thoroughly, indignantly, sustain, serene, stalkWord-learning Strategies: Recognizing synonyms, Recognizing words with multiple meanings, Using the suffix –ly to determine word meanings, Recognizing antonymsDay 1 Introduce and
define new words Review synonyms Discuss multiple
meanings for words
Review the suffix –ly
More Strategy Practice: Review the suffix –ly
Day 2 Review words Vocabulary
activities
Day 3 Introduce and
define new words Review synonyms Review antonyms
More Strategy Practice: Discuss multiple meanings of words
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word cards
and review the words
“What Do You Think Will Happen?”
Common Core State StandardsL.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those
L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those
choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry
L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of
that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry
that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
out assigned roles. collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
out assigned roles. out assigned roles.
clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Making MeaningWeek 3
Day 1: Read-aloud – “Grounded” from My Man Blue
Introduce “Heads Together”
Introduce the poem and read aloud
Discuss the poem in groups and as a class
Discuss working in groups of four
IDR: Read independently and make inferences
Day 2: Guided Strategy Practice - “The Watcher” from My Man Blue
Get ready to work in groups of four
Introduce and read the poem aloud
Discuss the poem and students’ visualizations
Add to the “Reading Comprehension Strategies” chart
IDR: Document IDR conferences/have student write in IDR journals
Day 3: Independent Strategy Practice
Review the importance of using strategies during independent reading
Read independently Model visualizing and
prepare to reread Reread independently
and mark with self-stick notes
Use a double-entry journal to record visualizations
Discuss in groups and as
Day 4: Independent Strategy Practice
Prepare to reread independently
Reread, infer, and mark clues
Use a double-entry journal to record clues and inferences
Discuss the students’ clues and inferences
Discuss working together
Individual Comprehension Assessment: making
about inferences Extension: Read more
poems from My Man Blue
Assessment: describe the poem, visualizations, making inferences
a class Reflect on the group work
inferences
Social Skills Assessment: social development
Common Core State StandardsRF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories,
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RF.4.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.RF.4.4a Read on-level text with purpose and understanding.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others
RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4
range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of othersW.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
topics and texts, building on others' ideas and expressing their own clearly.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of othersW.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 14
Vocabulary Words: rugged, conceal, amiable, dubious, sandwiched, blurt outWord-learning Strategies: Recognizing words with multiple meanings, Recognizing synonyms, Using the suffix –ly to determine word meaningsDay 1 Introduce and
define new words Discuss the word
and multiple meanings
Review synonyms Vocabulary
activities
More Strategy Practice: Play “Synonym Match”
Day 2 Review words Create a sentence
Day 3 Introduce new
words and review synonyms
Vocabulary activities
More Strategy Practice: Review the suffix -ly
Day 4 Review words Create a sentence
Day 5 – Ongoing Review Display word
cards and review the words
“Does That Make Sense?”
Assessment: comprehension of word meaning, recognize and use words with multiple meanings, enjoyment of learning new words
Common Core State Standards L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,
L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms)
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.4a Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a word or phrase.L.4.5 demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
and to words with similar but not identical meanings (synonyms).L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
restatements in text) as a clue to the meaning of a word or phrase.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied
meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Helpful TipsMaking Meaning
Decide how you will randomly assign partners to work together during the unit. Prepare the “Self-monitoring Questions” chart for use during IDR (Step 7 p. 226). Make a transparency of the “Excerpt from Hurricane” (BLM9). Prepare the chart for Independent Strategy Practice (Step 3, p. 233). Prepare to model making inferences in independent reading (Step 3 p. 233). Collect narrative texts for the students to read independently throughout the unit. Make a transparency of “Double-entry Journals About ‘When We First Met’” (BLM10). Collect poetry for the students to read independently in the coming weeks. Prepare to model making inferences in independent reading (Step 4, p. 257). Make a chart with the first eleven lines of “Grounded.” Make a transparency of “The Watcher” (BLM11). Prepare to model visualizing independent reading (Step 3 p. 273). Make copies of the Unit 5 Parent Letter to send home at the end of the unit.
Making Meaning Vocabulary Review More Strategy Practice on pp. 274-275, 282-283, 298, 306, 319-320, and 328 Write three definitions of rugged on the board (BLM14). (Step 3 p. 315.) Collect and use the following word cards for ongoing review: 50, 55, 56, 57, 58, 59, 60, 61, 62, 64, 65, 66, 67, 69, and 71