Comprehension

Unit
A. Peterson

Standards

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.
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.
RI.4.10: By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
SL.4.1.D: Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion.
W.4.1.A: Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer's purpose.
W.4.1.B: Provide reasons that are supported by facts and details.

Objectives
1. Students will demonstrate their ability to communicate their understanding of a text through guided discussion
by verbalizing their concrete and abstract thoughts and ideas in small groups and as a whole group.

2. Students will learn or re-learn the comprehension strategy of following inner thinking, connecting to

prior knowledge, and backing up and re-reading. Students will be able to demonstrate these skills by
thinking about and recording 3 ways that the text relates to their own experiences, 3 things theyre
wondering about before, during, and after, and 3 things that they learned after reading a text.

3. Students will be able to write at least 3 stickies (with a partner or individually) of things theyre wondering

that enhance their comprehension.

4. Students will be able to summarize the text by writing or verbalizing main events in sequential order, getting at
least 75% of the events in the correct order.

5. Students will be able to compare and contrast two things from a text and identify 3 differences and 3 similarities
using lists or another visual representation i.e. ven diagram, pictures, etc.


Lesson Outline
Day 1
Date: 10/26/15
Unit Objective: #1, 2
Todays Learning
Target:
Learn comp strat:
follow inner
thinking, connect to
prior knowledge,
and back up and reread

Day 2
Date: 10/27/15
Unit Objective: #1, 2
Todays Learning
Target:
Use follow inner
thinking strategies
to guide
comprehension and
questioning

Day 3
Date: 10/28/15
Unit Objective: #1, 3
Todays Learning
Target:
Learn and use comp
strat: Ask questions
throughout text.
Discuss student
questions, answered
and unanswered,
using anchor chart.

RL.4.1

RI.4.1

RI.4.1

Instructional
Practices/Format:
Read aloud and
think aloud with
student interactive
worksheet. This will
be on Follow Your
Inner Thinking that
I created using info
in texts and the
CAF menu. There
in 3 columns: I
already know and
that reminds me of,
I wonder, and
now I know. I will
model at the front
and we will start the
first two columns
together. I will
model thinking
aloud during the
reading and
students will write
down thoughts as
and things they
learned as I read.
We will discuss as a
whole group after
and I will continue
to model the board
at the front.
Assessment:
Collect notes. Did
students write
connections with
prior knowledge as
evidence of
following inner
thinking using
______ reminds me
of

Instructional
Practices/Format:
Partner read All
About Chocolate .
Students will be put
into groups based
on lexile and
running records.
Three different
levels of books will
be read- group O
will be with my MT,
choral reading,
group R will be
with me choral
reading, and group
U will be partner
reading. Each will
have a copy of the
same follow your
inner thinking
graphic organizer.
We will go over the
previous days with
feedback comments
on them. Students
will do fill
organizers out in
their groups or with
their partner.

Instructional
Practices/Format:
Introduce
questioning with
sticky notes. Model
with first couple
pages of All About
Chocolate. Release
students to read
individually. Each
student has 5 sticky
notes. Write
questions as you
read and stick in
text with initials,
question, and page
number. Move if the
question is
answered to where
the answer is.
Group U with Lois.

Assessment:
Collect notes. Did
students write
connections with
prior knowledge as
evidence of
following inner
thinking using
______ reminds me
of

Assessment:
Create anchor chart
with sticky notes
that have initials on
them.

Day 4
Date: 10/29/15
Unit Objective: #1, 3
Todays Learning
Target:
Students will show
that they can
comprehend
informational text
by answering
multiple choice and
short answer
questions.
RI.4.10
Instructional
Practices/Format:
Using text, students
will complete A-Z
comprehension
assessment on All
About Chocolate.
Assessments are
differentiated based
on level book the
students read.

Day 5
Date: 11/2/15
Unit Objective:
#1,2,3
Todays Learning
Target:
Students will be able
to use text
structures to find
evidence.

Summative
Assessment:
Written multiple
choice and short
answer assessment

Assessment:
Observations and
future texts

RI.4.1

Instructional
Practices/Format:
Model strategies
that use text
structures to find
specific information
within a text (i.e.
glossary, table of
contents, etc), using
All About
Chocolate text and
completed
assessments

Criteria:
At least 3 complete
reminds me of , 3
I wonder and 3
now I know
statements
Teaching Notes:
Model with graphic
organizer

Criteria:
Criteria:
Shares at least twice At least 3 stickies
within small group

Criteria:
75% correct on
assessment

Criteria:

Teaching Notes:
Introduce discussion
norms. Re-read text
from day before.
Summarize and
order things you
heard during
discussions

Teaching Notes:
Remind discussion
norms. Re-read text.
Remind students to
always include
reasoning and ask
our friends why?

Teaching Notes:

Teaching Notes:
Sticky notes. What
are we still
wondering after
reading this a couple
times. Do we have
more questions
about what we
learned?


Day 6
Date: 11/3/15
Unit Objective: #1, 4
Todays Learning
Target:
Learn comp strat:
summarize text;
include sequence of
main events

Day 7
Date: 11/4/15
Unit Objective: #1, 5
Todays Learning
Target:
Learn comp strat:
compare and
contrast with
characters

Day 8
Date: 11/5/15
Unit Objective: #1, 4,
5
Todays Learning
Target:
Use previous days
work to show
comprehension

Day 9
Date: 11/6/15
Unit Objective: #1, 5
Todays Learning
Target:
Discuss in small
groups then large
groups

RI.4.5

RL.4.3

Day 10
Date: 11/9/15
Unit Objective:
#1,2,3,4,5
Todays Learning
Target:
Can discuss
sequence of events
and compare and
contrast during
whole group
conversation

RL.4.10

SL.4.1.D

SL.4.1.D, W.4.1.A
W.4.1.B

Instructional
Practices/Format:
Whole group
discussion
facilitated by
teacher with anchor
chart
Introduce
sequencing and how
we use it to better
understand what we
read. Teacher reads
text aloud (Robin
Hood A-Z) while
students follow
along. Hand out
graphic organizers,
fill out sequencing of
main events as a
whole group
Assessment:
Graphic organizer-
sequencing

Instructional
Practices/Format:
Model ven diagram
use with characters.
Read in small groups
or partners.
Students fill out
venn diagram
comparing and
contrasting while
reading. Go over as
whole group after,
getting student
ideas to fill out on
elmo.

Instructional
Practices/Format:
Summative
assessment from
reading A-Z

Instructional
Practices/Format:
Whole group
discussion
facilitated by
teacher
Using all organizers
from previous days,
students will use
what they
comprehended to
write an opinion
paper on Robin
Hood- thief or hero?

Instructional
Practices/Format:
Students share their
opinion and their
reasons with
partner, small
group, then whole
group. Discuss

Assessment:
Graphic organizer-
compare and
contrast

Assessment:
OREO graphic
organizer

Summative
Assessment:
Opinion papers

Criteria:
Notes at least 75%
of main events in the
right order

Criteria:
Can list at least 5
items in each of the
three sections

Assessment:
Can identify
differences and
similarities between
two things using
venn diagram
Criteria:
IDs 3 differences
and 3 similarities

Criteria:
Shares verbally once
and non-verbally
twice

Teaching Notes:
Model on overhead

Teaching Notes:
Model whole group
discussion
expectations and
norms. Anchor chart

Teaching Notes:
Explain expectations
for group
choral/popcorn
reading

Teaching Notes:
Anchor chart for
compare and
contrast

Criteria:
Uses any
combination of
strategies from days
1-9.
Shares verbally once
and non-verbally
twice and turns in
something written
that they used as
their strategy
Teaching Notes:
Remind students of
new strategies, ask
about other strats
they know.