Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 1
G R A D E 4S C O P E A N D S E Q U E N C E
The Making Meaning program integrates the academic rigor of reading instruction with
collaborative structures that teach students to make sense of text, support their own
opinions, and appreciate and respect the ideas of others. Each lesson is built on the
assumption that academic and social learning flourish when they are integrated naturally,
rather than pursued separately.
The following scope and sequence provides a complete calendar of the skills and reading
covered by the program in each unit, week, and day. It also details the comprehension
strategies taught by the program, along with the vocabulary words and word-learning
strategies students encounter.
THIRD EDITION
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 2
Teaching the ProgramHow the Grade 4 Program Is OrganizedThe Making Meaning program for grade 4 consists of nine units. The units vary in length from one to five weeks. Each week has four days of instruction and practice. The calendar below provides an overview of the year.
Sample Calendar for Grade 4
Unit/Read-aloud Length Focus
FALL
1. The Reading Community: Fiction
•A Bad Case of Stripes by David Shannon
•The Old Woman Who Named Things by Cynthia Rylant
•Song and Dance Man by Karen Ackerman
2 weeks Listen to and discuss stories
Explore themes in stories
Build the reading community
Learn the procedures for gathering, “Turn to Your Partner,” “Think, Pair, Share,” and Individualized Daily Reading
2. Recognizing Text Features: Expository Nonfiction
•Shattering Earthquakes by Louise and Richard Spilsbury
•“Tying the Score: Men, Women, and Basketball”
•“Food for Thought: Cafeteria Menus Shape Up”
•Nineteenth-Century Migration to America by John Bliss
3 weeks Use text features to find and understand information
Learn the procedure for “Think, Pair, Write”
3. Questioning: Expository Nonfiction
•Animal Senses: How Animals See, Hear, Taste, Smell and Feel by Pamela Hickman
•Slinky Scaly Slithery Snakes by Dorothy Hinshaw Patent
3 weeks Use questioning to think about expository texts
Use schema to think about all they know about a topic
Build a body of knowledge about animal life
Learn the procedure for “Stop and Ask Questions”
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 3
Sample Calendar for Grade 4
Unit/Read-aloud Length FocusFA
LL (c
ontin
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4. Analyzing Text Structure: Fiction, Narrative Nonfiction, and Drama
•Thunder Cake by Patricia Polacco
•The Princess and the Pizza by Mary Jane and Herm Auch
•Chicken Sunday by Patricia Polacco
•The Bat Boy & His Violin by Gavin Curtis
•Teammates by Peter Golenbock
•“Demeter and Persephone”
•“Co-chin and the Spirits”
•Gluskabe and Old Man Winter from Pushing Up the Sky: Seven Native American Plays for Children by Joseph Bruchac
5 weeks Explore narrative text structure through discussions of plot, setting, character, and conflict
Use questioning to think about narrative texts
Explore first- and third-person points of view
WIN
TER
5. Making Inferences: Fiction and Poetry
•Hurricane by David Wiesner
•My Man Blue by Nikki Grimes
3 weeks Make inferences to understand narrative text and poetry
Make inferences and visualize to understand poetry
Use a double-entry journal
Learn the procedure for “Heads Together”
6. Making Inferences: Fiction and Narrative Nonfiction
•Amelia’s Road by Linda Jacobs Altman
•Peppe the Lamplighter by Elisa Bartone
•Coming to America: The Story of Immigration by Betsy Maestro
•A Picture Book of Harriet Tubman by David A. Adler
4 weeks Make inferences to understand narrative and expository texts
Make inferences to explore causal relationships in narrative and expository texts
Learn the procedure for “Group Brainstorming”
7. Analyzing Text Structure: Expository Nonfiction
•“Virtual Worlds: Community in a Computer”
•“School Uniforms: The Way to Go”
•“School Uniforms: No Way!”
•“How to Make Oobleck”
•“Simon’s Sandwich Shop”
•“City of Lawrence Street Map”
•Farm Workers Unite: The Great Grape Boycott
4 weeks Analyze expository text structure
Explore ways in which articles and functional texts are organized
Explore the use of sequence of events and compare/contrast relationships in textbooks
ANSWERING QUESTIONS IN RESPONSE TO TEXT UNIT FROM THE READING ASSESSMENT PREPARATION GUIDE (1 WEEK)
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 4
Sample Calendar for Grade 4
Unit/Read-aloud Length FocusSP
RIN
G
8. Determining Important Ideas and Summarizing: Fiction and Narrative Nonfiction
•Flight by Robert Burleigh
•A Picture Book of Amelia Earhart by David A. Adler
• In My Own Backyard by Judi Kurjian
•A Picture Book of Rosa Parks by David A. Adler
•“Excerpt from Rosa Parks: My Story” by Rosa Parks with Jim Haskins
5 weeks Determine important ideas in texts
Distinguish between important and supporting ideas in texts
Use important ideas to summarize
9. Revisiting the Reading Community 1 week Prepare book recommendations and generate summer reading lists
Reflect on the students’ growth as readers
Reflect on the reading community
Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.
THE GRADE 4 COMPREHENSION STRATEGIES
The strategies that follow are formally taught or informally experienced in grade 4 of the program.
• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 4, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.
• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 4, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.
• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is about before they read, speculate about what is happening while they read, and ask
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 5
questions after they read to gauge their understanding. In Making Meaning grade 4, the students wonder and ask questions before, during, and after a read-aloud to make sense of a text.
• Using text features. Readers who understand that expository texts have common features, such as tables of contents and indexes, headings and subheadings, and diagrams and charts, use those features to help them unlock a text’s meaning. In Making Meaning grade 4, the students identify features of expository texts and use those features to help them understand the texts.
• Making inferences. Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. Making inferences helps readers move beyond the literal to a deeper understanding of texts. In Making Meaning grade 4, the students make inferences to think more deeply about both narrative and expository texts.
• Determining important ideas. Determining the important ideas in a text helps readers identify information that is essential to know and remember. What is identified as important in a text will vary from reader to reader, depending on the purpose for reading and prior knowledge. In Making Meaning grade 4, the students explore which ideas in texts are important and support their thinking with evidence from the texts.
• Analyzing text structure. Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend texts. For example, readers who understand that stories have common elements, such as setting, characters, and plot, have a framework for thinking about stories. Readers who understand that authors of expository texts organize information through text structures, such as chronological order, cause and effect, and compare and contrast, use those structures to understand and remember the information. In Making Meaning grade 4, the students use story elements to help them think about stories.
• Summarizing. Summarizing is the process of identifying and bringing together the essential ideas in a text. Readers summarize as a way of understanding what they have read and communicating it to others. In Making Meaning grade 4, the students use text structure to help them think about both narrative and expository texts.
• Synthesizing. Synthesizing is a complex process that requires the reader to visualize, use schema, question, infer, and summarize to develop new ideas and understandings based on information in a text. In Making Meaning grade 4, the students informally synthesize to form opinions and make judgments about texts.
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 6
THINKING TOOLS
The students learn various “Thinking Tools” that help them implement the strategies they are learning and delve more deeply into texts. In grade 4, the students learn and use:
• Stop and Ask Questions. The teacher stops at various places during a read-aloud, and the students write questions about what they are hearing. The students then have a record of their questions to use during partner or class discussions.
• Double-entry Journal. A student might write a quotation from a text in one column and his or her reaction to the quotation in the other column. Alternatively, he or she might write thoughts about a character at the start of a story in one column, and his or her thoughts about the character at the end of the story in the other column. This kind of writing in a double-entry journal helps the students to become more reflective about their reading and builds writing skills.
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 7
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:A Bad Case of StripesFocus: • Learning the procedure for gathering •Hearing and discussing a story • Exploring the theme of the story
Listening Practice:A Bad Case of StripesFocus: • Learning the procedure for “Turn to Your Partner” •Hearing a story again to build comprehension •Making connections between the story and a visual presentation of the story
Read-aloud:The Old Woman Who Named ThingsFocus: •Hearing and discussing a story • Learning the procedure for Individualized Daily Reading (IDR)
Listening Practice:The Old Woman Who Named ThingsFocus: •Hearing a story again to build comprehension • Exploring the theme of the story • Learning a procedure for selecting texts at their independent reading levels
Week
2Read-aloud:Song and Dance ManFocus: • Learning the procedure for “Think, Pair, Share” •Hearing and discussing a story
Listening Practice:Song and Dance ManFocus: •Hearing a story again to build comprehension •Discussing a character’s feelings and thoughts
Individualized Daily ReadingFocus: • Learning a procedure for self-monitoring •Reading independently
Individualized Daily ReadingFocus: • Learning how to use a reading log •Reading independently
U N I T 1 : T H E R E A D I N G CO M M U N I T Y
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 8
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:Shattering EarthquakesFocus: •Hearing and discussing part of an expository nonfiction book •Using text features, such as the table of contents, to better understand information in the book
Strategy Lesson:Shattering EarthquakesFocus: • Learning the procedure for “Think, Pair, Write” •Hearing parts of an expository nonfiction book again to build comprehension •Using text features, such as a map, a map key, and captions, to better understand information in the book •Comparing first- and secondhand accounts of an event
Guided Strategy PracticeFocus: •Examining an expository nonfiction article •Using text features, such as headings, to better understand information in the article
Independent Strategy PracticeFocus: •Reading independently •Using text features to better understand information in the texts • Learning how to use a reading journal
Week
2Read-aloud:“Tying the Score: Men, Women, and Basketball”Focus: •Hearing and discussing an expository nonfiction article
Guided Strategy Practice:“Tying the Score: Men, Women, and Basketball”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a photograph, captions, and a chart, to better understand and locate key information in the article
Read-aloud:“Food for Thought: Cafeteria Menus Shape Up”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing and discussing the article •Using text features, such as the title, the subtitle, and headings, to better understand and locate key information in the article
Guided Strategy Practice:“Food for Thought: Cafeteria Menus Shape Up”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a text box, to better understand and locate key information in the article
Week
3Read-aloud:Nineteenth-Century Migration to AmericaFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, such as the table of contents and front and back covers, to better understand and locate key information in the book
Guided Strategy Practice:Nineteenth-Century Migration to AmericaFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using text features to better understand and locate key information in the book
Guided Strategy Practice:Nineteenth-Century Migration to AmericaFocus: •Using text features, such as an index, a map, a glossary, keywords, and a “Find Out More” section, to better understand and locate key information in the book
Independent Strategy PracticeFocus: •Reading expository texts independently •Using text features to better understand and locate key information in the texts •Writing in their reading journals
U N I T 2 : U S I N G T E X T F E AT U R E S
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 9
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud/Strategy Lesson:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book
Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Generating more “I wonder” statements about the topic •Using wondering to make sense of the book
Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book
Independent Strategy PracticeFocus: •Reading independently •Writing “I wonder” statements independently
Week
2Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book •Writing in their reading journals
Read-aloud/Strategy Lesson:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Asking questions about the book using who, what, where, when, why, and how •Using questioning to make sense of the book
Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book
Read-aloud/Guided Strategy Practice:Animal SensesFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book
Week
3Read-aloud/Strategy Lesson:Slinky Scaly Slithery SnakesFocus: • Learning the procedure for “Stop and Ask Questions” •Hearing and discussing parts of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Using questioning to make sense of the book
Read-aloud/Guided Strategy Practice:Slinky Scaly Slithery SnakesFocus: • Learning discussion prompts •Hearing and discussing parts of an expository nonfiction book •Using questioning to make sense of the book
Guided Strategy Practice:Slinky Scaly Slithery SnakesFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Using questioning to make sense of the book
Independent Strategy PracticeFocus: •Reading texts independently •Using questioning to think about texts they read independently •Writing in their reading journals
U N I T 3 : Q U E S T I O N I N G
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 10
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:Thunder CakeFocus: •Hearing and discussing a fiction story •Discussing character, setting, and plot
Strategy Lesson:Thunder CakeFocus: •Hearing a fiction story again to build comprehension •Discussing setting
Read-aloud/Guided Strategy Practice:The Princess and the PizzaFocus: •Hearing and discussing a fiction story •Discussing character, setting, and plot
Strategy Lesson:Thunder Cake; The Princess and the PizzaFocus: •Discussing the use of first- and third-person points of view in stories
Week
2Read-aloud:Chicken SundayFocus: •Hearing and discussing a fiction story •Discussing character, setting, plot, and point of view
Strategy Lesson:Chicken SundayFocus: •Hearing a fiction story again to build comprehension •Discussing character change and conflict
Independent Strategy PracticeFocus: •Reviewing story elements •Reading independently •Rereading and thinking about the characters in their stories
Independent Strategy PracticeFocus: •Reading independently •Rereading and exploring conflict and character change in their stories •Writing in their reading journals
Week
3Read-aloud/Guided Strategy Practice:The Bat Boy & His ViolinFocus: •Hearing and discussing a fiction story •Using questioning to make sense of the story •Discussing conflict and character change •Discussing theme and ethical issues
Guided Strategy Practice:The Bat Boy & His ViolinFocus: •Hearing a fiction story again to listen for answers to their questions •Using their questions to make sense of the story
Read-aloud:TeammatesFocus: •Hearing and discussing a narrative nonfiction story •Using questioning to make sense of the story •Discussing character, setting, and plot •Discussing theme and ethical issues
Guided Strategy Practice:TeammatesFocus: •Hearing a narrative nonfiction story again to listen for answers to their questions •Using their questions to make sense of the story •Writing in their reading journals
Week
4Read-aloud/Guided Strategy Practice:“Demeter and Persephone”Focus: • Learning to use discussion prompts in pairs •Hearing and discussing a myth •Using questioning to make sense of the myth
Strategy Lesson:“Demeter and Persephone”Focus: •Hearing a myth again to build comprehension •Using their questions to understand and discuss the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Discussing character, setting, plot, and conflict
Read-aloud/Guided Strategy Practice:“Co-chin and the Spirits”Focus: •Hearing and discussing a myth •Using questioning to make sense of the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Discussing character change
Guided Strategy Practice:“Co-chin and the Spirits”Focus: •Hearing a myth again to build comprehension •Using their questions to understand and discuss the myth •Thinking about whether their questions are answered directly, indirectly, or not at all •Comparing two myths about a similar topic
Week
5Read-aloud:Gluskabe and Old Man WinterFocus: •Hearing and discussing a play •Using questioning informally to make sense of the play •Exploring differences between plays (drama) and prose
Guided Strategy Practice:Gluskabe and Old Man WinterFocus: •Hearing a play again to build comprehension •Discussing character, setting, plot, conflict, and theme
Strategy Lesson:Gluskabe and Old Man WinterFocus: •Exploring differences between plays (drama) and prose •Reading a play independently
Strategy Lesson:Gluskabe and Old Man WinterFocus: •Reading a play aloud as a class •Making connections between the words of a play and an oral presentation of the words
U N I T 4 : A N A LY Z I N G T E X T S T R U C T U R E
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 11
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:HurricaneFocus: • Learning to confirm another person’s thinking •Hearing and discussing a fiction story •Using questioning to think about the story •Discussing conflict and theme
Strategy Lesson:HurricaneFocus: •Hearing part of a fiction story again to build comprehension •Building awareness of making inferences as they listen to the story
Guided Strategy Practice:HurricaneFocus: •Hearing, reading, and discussing part of a fiction story •Building awareness of making inferences as they hear and read part of the story
Independent Strategy PracticeFocus: •Reading independently •Building awareness of making inferences •Writing in their reading journals
Week
2Read-aloud:“My Man Blue”Focus: • Learning to use clarifying questions and statements •Hearing, reading, and discussing a poem •Visualizing to make sense of the poem •Building awareness of making inferences as they hear and read the poem •Comparing poems and stories
Read-aloud/Strategy Lesson:“When We First Met”Focus: • Learning to use a double-entry journal •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem
Read-aloud/Guided Strategy Practice:“Second Son”Focus: •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem
Independent Strategy PracticeFocus: •Reading independently •Building awareness of making inferences
Week
3Read-aloud:“Grounded”Focus: • Learning the procedure for “Heads Together” •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear the poem
Guided Strategy Practice:”The Watcher”Focus: •Hearing, reading, and discussing a poem •Building awareness of making inferences as they hear and read the poem •Visualizing to make sense of the poem •Writing in their reading journals
Independent Strategy PracticeFocus: •Reading independently •Visualizing and making inferences
Independent Strategy PracticeFocus: •Reading independently •Making inferences
U N I T 5 : M A K I N G I N F E R E N C E S
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 12
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:Amelia’s RoadFocus: •Hearing and discussing a fiction story •Discussing setting and plot
Guided Strategy Practice:Amelia’s RoadFocus: •Hearing a fiction story again to build comprehension •Making inferences about a character as they hear the story •Discussing character and conflict or problem
Guided Strategy Practice:Amelia’s RoadFocus: •Hearing, reading, and discussing part of a fiction story •Making inferences to understand a character’s actions •Discussing theme
Independent Strategy PracticeFocus: •Reading independently •Making inferences to understand characters
Week
2Read-aloud:Peppe the LamplighterFocus: •Hearing and discussing a fiction story •Discussing setting and plot
Guided Strategy Practice:Peppe the LamplighterFocus: •Hearing a fiction story again to build comprehension •Making inferences about a character as they hear the story •Discussing character change and theme
Guided Strategy Practice:Peppe the LamplighterFocus: •Reading and discussing part of a fiction story •Making inferences to understand a character
Independent Strategy PracticeFocus: •Reading independently •Making inferences to understand characters •Writing in their reading journals
Week
3Read-aloud:Coming to AmericaFocus: • Learning the procedure for “Group Brainstorming” •Hearing and discussing parts of an expository nonfiction book •Using schema to tell what they know about the topic before listening to the book •Making inferences as they hear the book
Guided Strategy Practice:Coming to AmericaFocus: •Hearing parts of an expository nonfiction book again to build comprehension •Making inferences as they hear the book •Exploring ethical issues in the book
Strategy Lesson:Coming to AmericaFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Exploring causes of events in the book
Independent Strategy PracticeFocus: •Reading independently •Exploring causes of events
Week
4Read-aloud:A Picture Book of Harriet TubmanFocus: •Hearing and discussing a narrative nonfiction story •Making inferences as they hear the story •Exploring social and ethical issues in the story
Guided Strategy Practice:A Picture Book of Harriet TubmanFocus: •Hearing a narrative nonfiction story again to build comprehension •Making inferences as they hear the story
Guided Strategy Practice:A Picture Book of Harriet TubmanFocus: •Hearing, reading, and discussing part of a narrative nonfiction story •Exploring causes of events in the story
Independent Strategy PracticeFocus: •Reading independently •Exploring causes of events •Writing in their reading journals
U N I T 6 : M A K I N G I N F E R E N C E S
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 13
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:“Virtual Worlds: Community in a Computer”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, headings, and subheadings •Hearing and discussing the article • Identifying what they learn from the article
Strategy Lesson:“Virtual Worlds: Community in a Computer”Focus: •Hearing and discussing an expository nonfiction article again •Analyzing how information in the article is organized •Exploring how articles can inform by highlighting pros and cons
Read-aloud/Guided Strategy Practice:“School Uniforms: The Way to Go”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing, discussing, and reading the article • Identifying what they learn from the article •Exploring the author’s opinion •Exploring how articles can inform by investigating one side of an issue
Read-aloud/Guided Strategy Practice:“School Uniforms: No Way!”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing, discussing, and reading the article • Identifying what they learn from the article •Exploring the author’s opinion •Exploring how articles can inform by investigating one side of an issue
Week
2Strategy LessonFocus: • Looking for and reading functional texts inside and outside the classroom • Identifying what they learn from the texts
Read-aloud/Guided Strategy Practice:“How to Make Oobleck”; “Simon’s Sandwich Shop”Focus: •Reading and discussing two functional texts • Identifying what they learn from the texts •Analyzing how the information in the texts is organized
Guided Strategy Practice:“City of Lawrence Street Map”Focus: • Identifying what they learn from a functional text •Analyzing how the information in the text is organized •Writing in their reading journals
Independent Strategy PracticeFocus: •Examining functional texts independently •Sharing the texts with classmates • Identifying what they learn from the texts •Exploring how the texts inform readers
Week
3Read-aloud:Farm Workers UniteFocus: •Using schema to tell what they know about the topic before listening to the book •Hearing and discussing parts of an expository text • Identifying what they learn from the text
Read-aloud:Farm Workers UniteFocus: •Hearing and discussing part of an expository text • Identifying what they learn from the text
Read-aloud:Farm Workers UniteFocus: •Hearing and discussing parts of an expository text • Identifying what they learn from the text
Read-aloud:Farm Workers UniteFocus: •Hearing and discussing parts of an expository text • Identifying what they learn from the text
Week
4Strategy Lesson:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring sequence in the text •Exploring how information can be organized in expository text
Strategy Lesson:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring compare/contrast relationships in the text •Exploring how information can be organized in expository text
Guided Strategy Practice:Farm Workers UniteFocus: •Using text structure to analyze an expository text •Exploring sequence and compare/contrast relationships in the text •Exploring how information can be organized in expository text
Independent Strategy PracticeFocus: •Reading independently •Using text structure to analyze expository texts •Exploring sequence and compare/contrast relationships in the texts •Exploring how information can be organized in expository text •Writing in their reading journals
U N I T 7: A N A LYZ I N G T E XT ST R U C T U R E
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 14
Day 1 Day 2 Day 3 Day 4
Week
1Read-aloud:FlightFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story •Discussing point of view and plot
Strategy Lesson:FlightFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about what is important in the story
Guided Strategy Practice:FlightFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about important ideas in the story
Strategy Lesson:FlightFocus: •Determining important ideas and supporting details in a narrative nonfiction story
Week
2Read-aloud:A Picture Book of Amelia EarhartFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story
Guided Strategy Practice:A Picture Book of Amelia EarhartFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about important ideas in the story
Guided Strategy PracticeFocus: •Determining important ideas and supporting details in a narrative nonfiction story
Guided Strategy PracticeFocus: •Determining important ideas and supporting details in a narrative nonfiction story
Week
3Strategy Lesson:A Picture Book of Amelia EarhartFocus: •Hearing, reading, and discussing summaries •Exploring what a summary is
Read-aloud:In My Own BackyardFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story •Thinking about life in the past •Discussing point of view and setting
Guided Strategy PracticeFocus: •Hearing and discussing a narrative nonfiction story again to build comprehension •Determining important ideas and supporting details in the story
Strategy LessonFocus: •Building a summary as a class •Writing in their reading journals
Week
4Read-aloud:A Picture Book of Rosa ParksFocus: •Hearing and discussing a narrative nonfiction story •Using schema to tell what they know about the topic before listening to the story • Identifying important ideas in the story
Guided Strategy PracticeFocus: • Identifying important ideas in an excerpt from a narrative nonfiction story •Taking notes about important ideas
Guided Strategy PracticeFocus: •Building a summary as a class •Writing in their reading journals
Read-aloud/Guided Strategy Practice:A Picture Book of Rosa Parks; “Excerpt from Rosa Parks: My Story”Focus: •Hearing and discussing parts of narrative nonfiction texts • Identifying the important ideas in the texts •Comparing first- and secondhand accounts of an event
Week
5Guided Strategy PracticeFocus: •Revisiting their reading logs and identifying favorite books •Selecting books to summarize
Independent Strategy PracticeFocus: •Reading independently •Thinking about important ideas in their books
Independent Strategy PracticeFocus: •Building summaries of their own books
Independent Strategy PracticeFocus: •Sharing their summaries with partners •Giving each other feedback about their summaries •Revising their summaries
U N I T 8 : D E T E R M I N I N G I M P O RTA N T I D E A S A N D S U M M A R I Z I N G
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 15
Day 1 Day 2 Day 3 Day 4
Week
1Preparing Book RecommendationsFocus: •Preparing book recommendations for summer reading
Sharing Book RecommendationsFocus: •Sharing book recommendations for summer reading •Planning their summer reading
Sharing Book Recommendations and ReflectingFocus: •Sharing book recommendations for summer reading •Planning their summer reading •Reflecting on and writing about their reading lives •Reflecting on their growth as readers
Read-aloud and Reflection:Student-selected bookFocus: •Hearing and discussing a student-selected book •Planning their summer reading •Reflecting on the comprehension strategies they are using •Writing in their reading journals •Reflecting on their contributions to the reading community and how they have benefited from the reading community
U N I T 9 : R E V I S I T I N G T H E R E A D I N G CO M M U N I T Y
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 16
INDEPENDENT WORD-LEARNING STRATEGIES
Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 4, the students learn the following strategies:
• Recognizing synonyms
• Recognizing antonyms
• Using the prefixes in- and mis- to determine word meanings
• Using the suffixes -er and -ly to determine word meanings
• Using Greek and Latin roots to determine word meanings
• Using context to determine word meanings
• Recognizing idioms
• Recognizing adages and proverbs
• Recognizing shades of meaning
• Recognizing words with multiple meanings
• Using a print dictionary to determine word meanings
• Using an online dictionary to determine word meanings
• Using a print thesaurus to determine word meanings
• Using an online thesaurus to determine word meanings
• Using a glossary to determine word meanings
Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word plead in Week 5.) For additional practice in using the strategies, More Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.
The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.
Independent Word-learning Strategy K 1 2 3 4 5
Recognizing synonyms ■ ■ ■ ■ ■ ■
Recognizing antonyms ■ ■ ■ ■ ■ ■
Using context to determine word meanings ■ ■ ■ ■ ■
Recognizing shades of meaning ■ ■ ■ ■ ■ ■
Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 17
Independent Word-learning Strategy K 1 2 3 4 5
Using inflectional endings ■ ■
Using knowledge of compound words to determine meanings ■
Using prefixes to determine meanings ■ ■ ■ ■
Using suffixes to determine meanings ■ ■ ■ ■
Using Greek and Latin roots to determine word meanings ■ ■ ■
Recognizing idioms, adages, and proverbs ■ ■ ■
Using a dictionary, glossary, or thesaurus ■ ■ ■ ■
■ formally taught informally explored or reviewed
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 18
GRADE Kactiveallowamusingassistassortmentbrightcare forcollidecomfortcomfortablecommunicatecompanioncompleteconcernedconfidentcontainercourageouscozycreaturecreepcrowdedcupboarddecidedeliciousdepartdescribedetermineddietdifficultdisappointeddrowsyeageredgeenergeticenjoyenormouseveningexcited
exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce
practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn
weakwelcomewhirlwild
GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence
exclaimextraordinaryfaintfeastferociousfirmflashfondfrigidfuturegathergiganticglideglowgulphabitatherohopehoverhowlhumorousimpoliteinaudibleindependentinspectjourneylungematchmeadowmemorymigratemiserablemoanmunchmutterneighborhoodneighborlynervousodd
VOCABUL ARY WORDS K–5
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 19
(continued)
(continues)
odorordinarypackpeacefulperseverepilepopularpossessionpoutpowerfulpredatorpreyprotectquarrelrapidlyrelaxremainrescueresentrespectridiculousrumblerushscrumptiousshallowsnugglesobspotsquintstompstorestudysurroundingsthrillingtidytimidtracktrembletrusttug
twirlundergrounduntidyvegetationwanderwobblewonderwriggle
GRADE 2accompanyannoyappreciateapproachapproveattachattractbehavebeneficialblobbulgechaoscharacteristiccollectcompassionatecomplexcongratulateconserveconsumecontentconvincecreatedampdashdecreasedelightfuldisapprovediscoverdisguisedisobedient
downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary
notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist
treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper
GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered
Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 20
(continues)
coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy
flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of
hearthave eyes in the
back of your head
hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity
originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm
strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into
somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh
GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre
blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 21
(continues)
featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an
eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery
jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice
reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn
GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice
devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract
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Making Meaning® Scope and Sequence, Grade 4 © Center for the Collaborative Classroom 22
internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless
mystifynegativenourishon pins and
needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure
protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence
significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong
thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread
wobbly
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