Dates: November WORKSHOP CALENDAR FOR: Grade 4 Reading Unit 3 Unit of Study: Unit 3 Nonfiction Reading: Using text structures… MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Minilesson Choice Day Readers rev up their minds for Readers summarize little Readers learn new ways to make Readers become experts on reading by reading the title chunks of text by pausing and sense of their text by adding and a topic by teaching others and subtitles, looking over saying to themselves, “What using tools in their “toolbelt” what they know, using main chunks of the text, and think did I just read?” 4.RML.3-2 when they encounter difficulty. ideas and supporting details 4.RML.3-3 about what the story is mostly to help explain the text. about. 4.RML.3-1 4.RML.3-4 Minilesson Choice Day Readers sort little bits of Readers grow ideas by talking Readers can discuss what they Readers read non-fiction information under bigger to others to let texts get read by asking questions like, texts differently by poings, by creating a through to us, and to let text “Isn’t it weird how…?”, “Did you recognizing what kind of outline that change our minds.4.RML.3-6 notice that…?,” “I wonder non-fiction text it is. (A matches the text. 4.RML.3-5 why…?”, etc. 4.RML.3-7 story is a story is a story). 4.RML.3-8 Minilesson choice day Readers get to know main Readers keep in mind that Readers determine what matters Readers figure out the ideas in narrative non-fiction narrative non-fiction are most in the story by recognizing meaning of tricky words by books by using what they written to convey not just and using the predictable path visualizing what is going on that stories take. 4.RML.3-11 know about characters in facts, but ideas, by finding in that part of the story and fiction books. 4.RML.3-9 meaning out of what would thinking what would make sense. 4.RML.3-12 otherwise be strings of events and facts. 4.RML.3-10
WORKSHOP CALENDAR FOR: Grade 4 Reading Unit 3 Dates: November Unit of Study: Unit 3 Nonfiction Reading: Using text structures… MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Readers rev up their minds for reading by reading the title and subtitles, looking over chunks of the text, and think about what the story is mostly about. 4.RML.3-1 Readers summarize little chunks of text by pausing and saying to themselves, “What did I just read?” 4.RML.3-2 Minilesson Choice Day Readers learn new ways to make sense of their text by adding and using tools in their “toolbelt” when they encounter difficulty. 4.RML.3-3 Readers become experts on a topic by teaching others what they know, using main ideas and supporting details to help explain the text. 4.RML.3-4 Readers sort little bits of information under bigger poings, by creating a outline that matches the text. 4.RML.3-5 Readers grow ideas by talking to others to let texts get through to us, and to let text change our minds.4.RML.3-6 Minilesson Choice Day Readers can discuss what they read by asking questions like, “Isn’t it weird how…?”, “Did you notice that…?,” “I wonder why…?”, etc. 4.RML.3-7 Readers read non-fiction texts differently by recognizing what kind of non-fiction text it is. (A story is a story is a story). 4.RML.3-8 Readers get to know main ideas in narrative non-fiction books by using what they know about characters in fiction books. 4.RML.3-9 Readers keep in mind that narrative non-fiction are written to convey not just facts, but ideas, by finding meaning out of what would otherwise be strings of events and facts. 4.RML.3-10 Minilesson choice day Readers determine what matters most in the story by recognizing and using the predictable path that stories take. 4.RML.3-11 Readers figure out the meaning of tricky words by visualizing what is going on in that part of the story and thinking what would make sense. 4.RML.3-12
Grade-4-Unit-3-condensed-revised-6-25-14.docx