4th Grade with Ms.

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LITERACY

OPINION WRITING... WHAT IS

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Y/OPINION-WRITING) AND WHY IS
12/4/2017
IT
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Literacy is the ability of
reading and writing. It is
 literacy all around us,
when we drive, when
we cook even when we
shop. It is the driving
force that will
guarantee the success
of our children.

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READING LITERATURE...
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11/30/2017
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DIVERSE ELEMENTARY BOOKS...
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11/27/2017
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https://www.theguardian.com/childrens-books-site/2014/oct/13/50-
best-culturally-diverse-childrens-books
CLICK THE SITE
The site above gives awesome suggestions to diverse books. These
would make great gifts for the kids. Incase you are looking to buy the
kids books these are great suggestions!

Why are diverse books important?

- Diverse books are important just like diverse movies are important.
It is important for our children to feel represented in the books they
read. This will make the book relatable, therefore helping gain interest
in reading. As a Latina I always questioned books and movies
because as I child I never saw my own culture represented. Because
of this, I found it hard to be interested in reading and it didn't help
motivate me.

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WHO, WHAT, WHERE, HOW...

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11/23/2017
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6 Questions | Fun Reading & Writing Comprehension Strate

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HELPFUL MATERIALS FOR RL. 4.2

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11/7/2017
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(/uploads/6/4/4/5/64455719/raz_lp37_dictionarydave_clr.pdf)

raz_lp37_dictionarydave_clr.pdf
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(/uploads/6/4/4/5/64455719/searching_for_a_theme.pdf)

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READING HOMEWORK...
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11/6/2017
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 Name: Date:

Weekly Week of:

Reading
homework
Directions: Read for 30 minutes each night and write a reading response, using one of the
following reading strategies. Then complete the reading log on the back.
Write a Summary Make a Prediction Ask a Question Make a Connection Visualize

m Book: Pages:

response:
""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

T Book: Pages:

response:
""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

R
e
b
e

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COMPREHENSION STRATEGIES
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11/2/2017
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I observed this video in order to review and teach my kids

comprehension strategies during RL 4.1-3.
I found it very helpful because it uses student's prior knowledge since
they already use a lot of these strategies in the read world. They are
able to practice these strategies in a more structured way, helping
them internalize the information.
 Sing Those Strategies!: Engaging Students in Reading Com

The Balanced Literacy Diet,

(https://www.youtube.com/channel/UCmyHhHVY-
xVsh5SbAbPBrfQ)http://www.LitDiet.org
(https://www.youtube.com/redirect?
event=video_description&q=http%3A%2F%2Fwww.LitDiet.org&redir
_token=MN9LrEOymtTGcGkOpyOVHHmXaEl8MTUxMzEzOTAxOUAx
NTEzMDUyNjE5&v=wxIZmgrK-xc)
https://www.youtube.com/watch?v=wxIZmgrK-xc

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PROMOTING READING IN AND OUT OF

THE CLASSROOM
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OF-THE-CLASSROOM)
11/1/2017
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CREATING A READING ENVIRONMENT...

One of the most important things that I captured from this video is
that reading should be a leisurely experience. Kids should feel
comfortable and have access to books they want to read. As long as
they are reading they are winning.

How I am incorporating this into my classroom. I have changed my

independent reading time rules. I give the kiddos 2 minutes to find a
book and to find a comfy spot in the room. They can lay down or even
hide under theirs desks as long as they are reading. I have added a
variety of titles to my classroom library and I have brought in carpets,
bean bags, yoga balls and plushies for them to read on and with. This
has really turned around reading culture in my classroom because
children feel independent and also are given the ability to make
reading a pleasing time.

How to Design Your Classroom for Children to Develop Lite

was This video created by eHowEducation, Expert: Rob Furman

Filmmaker: Alex Rodia.

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4TH GRADE LITERACY STANDARDS
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10/23/2017
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READING LITERATURE
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 4.2 Determine a theme of a story, drama, or poem from details in

the text; summarize 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 characters
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 4.5 Explain major differences between poems, drama, and prose,

and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.

RL 4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and third-
person narrations.

RL 4.7 Make connections between the text of a story or drama and a

visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL 4.9 Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different
cultures.

RL 4.10 By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, in the grade 45 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.

READING INFORMATIONAL
RI 4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.

RI 4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text.

RI 4.3 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, including what happened and why, based
on specific information in the text.

RI 4.4 Determine the meaning of general academic and domain-

specific words or phrases in a text relevant to a grade 4 topic or
subject area.

RI 4.5 Describe the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.

RI 4.6 Compare and contrast a firsthand and secondhand account of

the same event or topic; describe the differences in focus and the
information provided.
RI 4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information
contributes to an understanding of the text in which it appears.

RI 4.8 Explain how an author uses reasons and evidence to support

particular points in a text.

RI 4.9 Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.

RI 4.10 By the end of the year, read and comprehend informational

texts, including history/social studies, science, and technical texts, in
the grades 45 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

WRITING
W4.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.

W4.2 Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

W4.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event
sequences.

W4.4 Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in W.4.1-
3.)
W4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of L.4.1-3.)

W4.6 With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of one page in a
single sitting.

W4.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

W4.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize
information, and provide a list of sources.

W4.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research.

W4.10 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.

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