Fourth Grade November-December : Unit 3 Nonfiction Reading

Mentor Texts:

Unit Objective: Students will ascertain big ideas in nonfiction text, summarizing, thinking critically, noting ideas and supporting details as well as text features. Students will identify expository text features and note how those features help them to develop understanding of content. Students will read narrative nonfiction with attentiveness to structure using story grammar to synthesize and determine importance across large stretches of text. Readers read nonfiction Part 1: Readers notice how text Readers notice how text. Expository features help them informational books are Pg. 52/63 Nonfiction understand the text better organized Text features: Maps, table of Purpose for reading Text formats, contents, etc Chart noticing the q&a, cause and How does this features of effect, format/ map help informational text sequencing, you learn Nonfiction readers compare and rev up for reading contrast
by predicting according to the topic. I think this book is mostly about..and then it will also tell

Readers notice why and how an author chooses a particular text format. Why did the author choose to use this format?

Summarizing/Monitor & Clarify Nonfiction readers read a section, stop, clarify and summarize according to text organization Pg. 53/63. Identify main idea(s) within a subheading Boxes and Bullets

RI4.1; RI4.5; RI 4.7, RI 4.10

RI4.2; RI4.5; RI4.7

RI4.7, 4.10

RI4.5; RI 4.7

RI4.1; RI4.2; RI4.3

Fourth Grade November-December : Unit 3 Nonfiction Reading

Procedure Lesson Structures of Nonfiction Today I want to teach you that we bring everything we know as readers and people to our informational reading. Pg.53/63 Architecture of Nonfiction text Choosing just-right books Utilizing Strategies when stuck Using logs to track reading progress Utilizing previous charts as reminders Read broadly to learn as much as you can about a topic before moving on

Strategy/Skill Synthesize

Readers need to decide what facts are important and unimportant to pay attention to. Pg. 55/63 Anchor chart (flow chart sequence of events) Use important information to share/teach about the topic you have read.
Explain important information by pointing out specific pictures/charts Utilize an explaining voice

Procedural Readers take notes in different ways when reading. Boxes and bullets. key word notes, time line, webs, sketch and label

Procedural Asking and Answering Questions Today I want to teach you that we discuss our books with our partners through conversation by listening and responding. Pg.56/63 Utilizing Prompts: But I wonder I used to think that.but now I realize. Isnt it weird how.. Did you notice that I want to add one more thing

Strategy Skill Determining unknown words Today I want to teach you that as we read informational text we will come across new words (domain specific words) that we will have to figure out. In order to do this we use our strategies. Pg. 56-57 Substitute the word with a synonym Break up the word: root word, prefix, suffix, etc. Utilize context clues Utilize text features Content specific vocabulary.

RI4.5; RI 4.7

RI 4.1; 4I4.2; RI4.3; S&L 4.4; L4.4

RI4.1;RI4.2; W4.2

RI 4.1; 4I4.2; RI4.3; S&L 4.4; L4.4

RF4.5

Fourth Grade November-December : Unit 3 Nonfiction Reading

Part 2: Narrative Nonfiction

Procedural Readers can sort (clarify) types of nonfiction: Pg. 57/64 Have students sort/chart narrative nonfiction vs. expository nonfiction. Approach narrative non-fiction differently than informational non fiction Read it like a narrative fiction story. Use what they know about reading a story to help generate comprehension of the nonfiction information and ideas. RF4.5 Readers use text evidence to support ideas.

Readers can use what they know about characters to bridge nonfiction main idea. Pg. 57-58/64 While cheetahs are not characters they are the central topic/main idea in the nonfiction narrative.

Today I want to teach you that narrative nonfiction contains underlying ideas and that it is the role of the readers to identify those ideas. Pg. 58/64 Keep track of ideas using boxes and bullets, stop and jot, post its and partner talk. Teaching partners

Today I want to teach you that readers of narrative nonfiction notice the achievements and challenges within the texts in order to determine what matters most in the story. Pg. 58/64 Why is the person famous? What have they achieved? Why the achievements matter? What does the character want, wish or hope for? What stands in his/her way? How did they overcome the challenges?

Strategy/Skill Readers are powerful and can figure out tricky words Pg. 64

RI 4.1; 4I4.2; 4I4.3

RI4.1;RI4.2; W4.2 Nonfiction readers respond Readers analyze reading and discuss: logs and reflect on new Their learning so far learning. Their responses to Lift a topic and their reading so far write a paragraph Read , write, talk about something Responses include new you learned. evidence from the text Provide supporting to support the main details idea.
RI 4.1; 4I4.2; RI4.3; S&L 4.4; L4.4

RI4.8

RF4.5

Assessment
Identifying & using large and small text features

Guided Reading Note:

Teach text structures that are level specific; text formats, q&a, cause and effect, sequencing, compare and contrast.

RI4.1; RI4.2; RI4.3

RF4.5

Special Note: Read aloud suggestions/Modeling Pgs. 60-61

Fourth Grade November-December : Unit 3 Nonfiction Reading