Read 4_2_NF_reading_and_info_writing.pdf text version

Unit at a Glance

Grade 4: Unit 2: Nonfiction Reading and Informational Writing

Unit 2: Nonfiction Reading and Informational Writing

Introduction

This unit focuses on developing strategies to support students in reading and writing nonfiction. During Reading Workshop, students continue to learn a variety of strategies to support their nonfiction texts comprehension. When students read and understand books about topics compelling to them, they ignite their curiosity about the world, build important background knowledge, develop more extensive vocabulary, and are motivated to keep reading. During Writing Workshop, students explore informational writing. They learn to write a feature article by identify possible article topics, taking a stance, and marshaling support for their perspective through research and effective informational writing techniques. They write feature articles on issues that are important to them and publish them in appropriate places to reach their desired audiences. Nonfiction is a powerful focus of study to support student achievement. As with all units of study, use these lessons as a guide. Adapt lessons to meet your students' needs and make the unit your own. Depending on your students' background and interests, add, eliminate, or modify lessons. The unit is expected to take four to six weeks to complete. You may need additional time when working with English language learners due to lesson extensions intended to support their unique instructional needs, according to their language levels and your professional judgment. English Language Learner (ELL) connection--These planning guides were written to intentionally integrate transitioning ELLs' needs. The star symbol indicates a strategy and/or additional support essential for transitioning ELLs and embedded throughout the lessons. These suggestions may also benefit other learners. The Notes column shows details and reminders related to ELL strategies, as well as additional information for teachers working with different student populations. Information Literacy and Technology (ILT) connection--Throughout this unit of study are suggestions to infuse informational literacy and technology into the lessons to provide students with opportunities for 21st century learning.

Cultural Competency (CC) connection--The lessons throughout this unit are deliberately designed to promote the goals of cultural competency. This icon identifies strategies and materials that address these goals. Advanced Learners--Suggestions to accelerate instruction or provide more challenging opportunities for advanced learners are included in these lessons. In addition to Mini-Lesson modifications, advanced learners need to receive small group instruction and additional learning experiences appropriate for their instructional levels.

Standards

· · · · · Standard 1: Students read and understand a variety of materials. Standard 2: Students write and speak for a variety of purposes and audiences. Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Standard 5: Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources.

Reading Workshop: Big Ideas

· Use a variety of strategies to comprehend text. · Use text features to locate information and understand text. · Use knowledge of nonfiction text structures (e.g., cause and effect, sequencing, compare and contrast) to support comprehension. · Use genre language to understand text. · Identify important ideas and summarize text. · Use strategies to infer unfamiliar words from context and expand vocabulary. · · · · ·

Writing Workshop: Big Ideas

Develop understanding of feature article attributes. Develop specific focus for topic. Support topic with facts, details, diagrams, and charts. Organize facts in a way that helps readers learn about the topic. Communicate ideas and information using clear and precise descriptive language. · Engage readers with strong lead and conclusion.

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Unit at a Glance

Grade 4: Unit 2: Nonfiction Reading and Informational Writing

Reading Resources

· Making Meaning Teacher Guide, Grade 4 · Making Meaning Student Book · Guiding Readers and Writers, Grades 3-6 by Irene C Fountas and Gay Su Pinnell · Collection of nonfiction books and texts, including books, magazines, brochures, recipes, directions, instructions, history books, biographies, current event articles, and/or downloadable articles with multiple examples of text features, such as italics, bold print, drawings, photographs, maps, captions, index, diagrams, titles, subtitles, quotations, underlined words, and parenthetical definitions · Digging Up Tyrannosaurus Rex by John R. Horner · Experiments with Sports by Salvatore Tocci · Making Meaning books: Animal Senses by Pamela Hickman A Picture Book of Rosa Parks by David Adler A Picture Book of Harriet Tubman by David Adler Un libro ilustrado de Martin Luther King, Hijo by David Adler Harriet Tubman, una lección de coraje by Elizabeth Kernan Flight by Robert Burleigh Slinky, Scaly, Slithery Snakes by Dorothy Hinshaw Patent · Lacrosse: The National Game of the Iroquois by Diane Hoyt-Goldsmith · Web articles from www.timeforkids.com, www.ajkids.com/news.asp, http://teacher.scholastic.com/scholasticnews/, and/or www.pbs.org/newshour/extra: "Collision Course"/"Rumbo a un choque" "Get Moving"/"Muévete" "We Are America"/ "Nosotros somos América" "Rescuers Save Animals"/"Rescatistas salvan animales" Colorado Firsts (www.colorado.gov/dpa/doit/archives/arcfirst.html)/ "Los Primeros de Colorado" "Wild Winds"/"Vientos salvajes" "Floating Gold"/"Oro flotante" · Frida by Jonah Winter · Compañeros de equipo by Peter Golenbock · La época colonial by Jeri Cipriano · La historia de la vida by Sylvaine Peyrols · Tiburones by Seymour Simon · Serpientes que atrapan y estrujan by Lynn M. Stone

Writing Resources

· Making Meaning Teacher Guide, Grade 4 · Collection of feature articles with illustrations and/or photographs incorporated to support authors' stances or perspectives; different layout possibilities, such as use of space, columns, titles, subtitles, and bold print; and different leads, including examples leading with a question, an anecdote, and information · Research tools for students, including access to computers, school library, relevant books or articles about their topics, and other resources · The No Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill, Chapter 11, http://books.heinemann.com/davis-hill/ Figure 11-4A, "Daniella's initial notebook entry" (page 178)/ "Anotación inicial en el cuaderno de Daniella" Figure 11-4B, "Daniella's flowchart" (page 179)/"Diagrama de procedimiento de Daniella" Figure 11-4C, "Daniella's first draft" (page 179)/"Primer borrador de Daniella" Figure 11-4D, "Daniella's published feature article" (page 180)/ "Artículo principal publicado de Daniella" ) "Daniella's second draft"/"Segundo borrador de Daniella" "Too Much Homework?"/"¿Demasiada tarea?" (page 167) "The Truth about Video Games"/"La verdad acerca de los juegos de video" "Parent Problems by Eliza"/"Problemas con los padres" "Stop Teasing Please! by Todd"/"¡Dejen de estar molestando por favor!" "Fitting In by Lathisha"/"Sintiéndote integrado" · Web articles from www.timeforkids.com, www.ajkids.com/news.asp, www.pbs.org/newshour/extra, http://news.nationalgeographic.com/kids, and/or http://teacher.scholastic.com/scholasticnews/: "Lizards Invade Florida"/"Invasión de lagartos en Florida" "Endangered Species"/"Animales en peligro de extinción" "Hard at Work"/"Duros para trabajar" "Child Soldiers Set Free"/"Soldados niños puestos en libertad" "Counting on Dolphins"/"Contamos con los delfines" "New Kids' Food Pyramid"/"Nueva pirámide alimenticia para niños" "Kids Grade Cafeteria Food"/"Los niños califican la comida de la cafetería" "Iraqis Vote for a New Government"/"Los iraquíes votan por un nuevo gobierno" "Too Much Homework!"/"¡Demasiada tarea!" · Making Meaning books: A Picture Book of Harriet Tubman by David Adler Harriet Tubman, una lección de coraje by Elizabeth Kernan · Exemplars of informational writing and feature articles

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Unit at a Glance

Grade 4: Unit 2: Nonfiction Reading and Informational Writing

Lessons 1­5

Reading Workshop

Lesson 1: Introducing Nonfiction Reading

Lesson 2: Using Text Features to Understand Nonfiction I

Lesson 3: Using Text Features to Understand Nonfiction Text II Lesson 3: Studying Elements of Feature Articles-- Subtitles, Subheadings, and Illustrations Lesson 8: Using the "Stop and Ask Questions" Strategy

Lesson 4: Listing Nonfiction Texts from Daily Life

Lesson 5: Using "I Wonder" Statements to Make Sense of Text Lesson 5: Identifying the Writer's Stance as an Element of Feature Articles

Writing Workshop

Lesson 1: Learning about Feature Articles

Lesson 2: Creating Feature Article Topic Lists

Lesson 4: Informing Readers about People and Events through Elements of Feature Articles

Lessons 6­10

Reading Workshop

Lesson 6: Asking Questions about Text I

Lesson 7: Asking Questions about Text II

Lesson 9: Skimming for the General Idea

Lesson 10: Scanning to Find Information

Reading Workshop

Writing Workshop

Lesson 6: Developing a "Feature Article Study" Chart

Lesson 7: Taking a New Stance on a Feature Article

Lesson 8: Supporting an Idea with Research

Lesson 9: Delving into Research

Lesson 10: Using Interview Strategies to Collect Information Lesson 15: Understanding Text Structure-- Compare and Contrast I Lesson 15: Understanding Text Structure-- Compare and Contrast Lesson 20: Exploring Summaries II

Lessons 11­15

Lesson 11: Recognizing Text Structured by Sequence or Time Order Lesson 11: Using a Flowchart to Develop Focus and Organization

Lesson 12: Using Timelines to Sequence Events

Lesson 13: Understanding Text Structure-- Cause and Effect I Lesson 13: Writing an Effective Lead--Questions, Anecdotes, and Information Lesson 18: Identifying Important and Supporting Ideas

Lesson 14: Understanding Text Structure-- Cause and Effect II Lesson 14: Giving Voice to Writing

Writing Workshop

Lesson 12: Drafting a Feature Article

Lessons 16­20

Lesson 16: Understanding Text Structure-- Compare and Contrast II Lesson 16: Revising and Crafting

Reading Workshop

Lesson 17: Identifying Important Ideas

Lesson 19: Exploring Summaries I

Writing Workshop

Lesson 17: Creating a Rubric

Lesson 18: Editing

Lesson 19: Publishing the Article

Lesson 20: Understanding the Role of Illustrations and Photographs

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Unit at a Glance

Grade 4: Unit 2: Nonfiction Reading and Informational Writing

Reading Workshop

Lessons 21­24

Lesson 21: Understanding Vocabulary from Context I

Lesson 22: Understanding Vocabulary from Context II

Lesson 23: Understanding Vocabulary Using Print Features as Context Clues

Lesson 24: Putting It Together-- Using Strategies to Understand Nonfiction

Writing Workshop

Lesson 21: Using a "Feature Article Rubric" to Assess Peer Writing

Lesson 22: Feature Article Writing Celebration

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