*Module 1A focuses on Informational Text and Informational/Explanatory Writing.

​

Informational Text Targets:

​

IT.4.1-3 Refer to details and examples in a text when explaining what the text says explicitly, when making inferences, when determining the main idea, when summarizing, and when explaining events, procedures, ideas, or concepts in historical, scientific and technical texts. (Reported every Trimester)

​

Literature Targets: 

​

LIT.4.1-3 Draw on explicit and inferred details and examples when determining a theme, describing a character, setting, or event and when summarizing a text. (Reported every Trimester)

​

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

​

Foundational Skills:

F.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

​

F.4.4
Read with sufficient accuracy and fluency to support comprehension.

-Language/Vocabulary:

L.4.4-5
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, and demonstrate understanding of figurative language, word relationships, and nuances in word meanings, based on grade 4 reading and content, choosing flexibly from a range of strategies.

*Small group instruction: During our small group reading rotations, we are reading books that lend themselves to introducing and practicing literacy skills. During this time, we are working on Literacy targets, as well as, Social Studies targets. We continuously work on target based assignments that enhance our Ready Gen lessons for the day. 

​

Writing:

W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.1.A
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
L.4.1.B
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.1.C
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
L.4.1.D
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.1.E
Form and use prepositional phrases.
L.4.1.F
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1.G
Correctly use frequently confused words (e.g., to, too, two; there, their).

L.4.2-CP
Demonstrate command of the conventions of standard English capitalization and punctuation when writing.

L.4.2-S
Know and apply the conventions of grade-level spelling when writing.

​

Informational/Explanatory Writing: 

IW.4.2.1 Write informative/explanatory texts to examine a topic by introducing a topic clearly, grouping related information, and providing a concluding statement or section.

​

IW.4.2.2
Write informative/explanatory texts to examine a topic by developing a topic clearly, linking ideas within categories, and using domain-specific vocabulary.

​

*Writing: We are now writing informational pieces. The students are given a prompt based on our Ready Gen readings. For writing, we are incorporating Ready Gen and Write Tools strategies to teach students to be the best writers they can be. At this time, I am modeling writing skills to the students, and we are practicing what I am modeling for them. Students are taught to include details from the texts we are reading in their writing, and we are working on how to appropriately and efficiently research information on the internet. We use a graphic organizer for our brainstorming, to organize our body paragraphs, and to develop our Core Four Topic sentences. 

​

*Words Their Way: Will start September 25th.

While listening to your children read, I am always listening for fluency, accuracy, rate, and expression.  Please let me know if you have any questions.

Thanks.