Four Corners Teaching Strategy Appointment Clock Strategy Inside-Outside Circle Strategy Learning Response Logs Choice Boards (Tic-Tac-Toe) Reading Strategies http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf Primary Documents: of BookEnds” T32-T35, Hughes: A Poet and a Dreamer” T106-109, Pizzazz” T176-179, “Because “Langston “Pizza “Knowing Noses: Search-and-Rescue Dogs” T248-251 Connections to of Winn-Dixie” by Kate DiCamillo: “Because Biography of Kate DiCamillo (), Interview with Kate DiCamillo () Text Crosswalk Exemplary Lessons from Journeys: Read the main selection and use developing comprehension questions to students to make inferences about text details and characters, determine the theme, or tell the main idea (Reading) Use the Your Turn Section at the end of the main selection to allow students to make connections to the main selection through writing (Writing) Read the Teacher Read Aloud that goes along with the lesson to give students the opportunity to listen to fluent reading, learn target vocabulary, and focus in on specific skills to answer listening comprehension questions (Listening & Speaking) Use Stop and Think points to allow students to discuss important details from the text with peers (Speaking) Resources: Writers’ Workshop Books Adrienne Gear Nonfiction Reading Power,
Four Corners Teaching Strategy Appointment Clock Strategy Inside-Outside Circle Strategy Learning Response Logs Choice Boards (Tic-Tac-Toe) Reading Strategies http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf Primary Documents: “Because of BookEnds” T32-T35, “Langston Hughes: A Poet and a Dreamer” T106-109, “Pizza Pizzazz” T176-179, “Knowing Noses: Search-and-Rescue Dogs” T248-251 Connections to “Because of Winn-Dixie” by Kate DiCamillo: Biography of Kate DiCamillo (), Interview with Kate DiCamillo () Text Crosswalk Exemplary Lessons from Journeys: Read the main selection and use developing comprehension questions to students to make inferences about text details and characters, determine the theme, or tell the main idea (Reading) Use the Your Turn Section at the end of the main selection to allow students to make connections to the main selection through writing (Writing) Read the Teacher Read Aloud that goes along with the lesson to give students the opportunity to listen to fluent reading, learn target vocabulary, and focus in on specific skills to answer listening comprehension questions (Listening & Speaking) Use Stop and Think points to allow students to discuss important details from the text with peers (Speaking) Resources: Writers’ Workshop Books Nonfiction Reading Power, Adrienne Gear
Revised%20Grade%204%20%20Curriculum%20Guide%2010.6.13.docx