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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
The Reading Community
Unit Number
R01
Course
Fourth Grade English Language Arts
Content Area
Language Arts
Description
Literacy block routines are established to allow students to listen, speak and develop as readers.  Readers learn effective ways to collaboratively engage in conversations.
Timeline
2 Week(s)
Enduring Understandings
Readers make meaning from text.
Readers understand that authors use literary elements and techniques to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific purposes.




Essential Questions
How do established routines facilitate learning during the balanced literacy block?
How do readers actively engage in various group reading activities?
How do readers actively engage in collaborative discussions?
How do listeners make meaning from the spoken word?
How do speakers share information for specific purposes?



Additional Unit Resources
  • Benchmark Assessment System
  • Benchmark Literacy: The First 30 Days of School Routines & Rituals
  • Words Their Way
  • BrainPOP
  • BrainPOP Jr.
  • Discovery Education
  • Grammar & Punctuation- SMART notebook resources on Insider
  • Leveled Text
  • Reading A-Z
  • The Continuum of Literacy Learning

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Standard
Standard Component
  
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
ECO
  
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
  
  
Standard
Standard Component
ECO
  
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
ECO
  
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
• Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• Follow agreed-upon rules for discussions and carry out assigned roles
• Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others
• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion




ECO
  
Identify the reasons and evidence a speaker provides to support particular points
ECO
  
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)