3. Student Learning Map

  • Topic:06: Responding to Literature
  • Subject(s):English Language Arts
  • Days:18
  • Grade(s):4
Key Learning:

Readers use reading strategies, skills, and testing strategies to respond to assessment questions.

Test takers use signal words to determine strategies to organize information and select test answers.
Unit Essential Question(s):
 
 

How do readers read and respond to assessment questions?
   
Concept:

Test Taking Strategies

LA.4.6.1.1  
Concept:

Looking Back to Locate Information

LA.4.2.2.2   LA.4.2.2.1  
Concept:

Reading for Meaning

LA.4.1.7.3   LA.4.1.7.1  
Lesson Essential Question(s):

How does a reader summarize what they have read?

 (A)

How do readers create mental images as they read?

 (ET)

What strategies do good test takers use?

(A)
Lesson Essential Question(s):

What words are used to signal a "look back" question or for locating information?

(A)

How do readers use text features to help them locate information quickly and accurately?

(A)

What strategies help readers organize and recall information?

(ET)
Lesson Essential Question(s):

What signal words are used to help readers comprehend?

 (A)

How do readers use text clues to make inferences in an assessment passage?

 (ET)

How do readers choose a reading comprehension strategy to help answer a question?

 (ET)
Vocabulary:

summarizing, visualize

Vocabulary:

signal words

Vocabulary:

meaning, clarify, clues, infer, importance, describe, predict, significance, understand, illustrate

Concept:

Making Connections

LA.4.2.2.1   LA.4.2.1.5   LA.4.1.7.5  
Concept:

Examining Texts

LA.4.1.6.6  
Concept:

Word Meaning

LA.4.2.1.7   LA.4.1.6.8   LA.4.1.6.6   LA.4.1.6.3   LA.4.1.4.3  
Lesson Essential Question(s):

How do readers make connections using the title and visuals?

 (A)

How do readers think "beyond the text" and make connections to real life experiences or other texts?

(ET)
Lesson Essential Question(s):

How can the reader use the title and visuals to understand why the text was written?

 (A)

How do readers explain the author's use of language?

 (A)

How do readers explain the author's purpose for selecting text features?

 (A)
Lesson Essential Question(s):

How do readers use familiar words to help visualize and understand during reading?

 (A)

What strategies are used to determine the meaning of unknown words in a passage?

 (ET)

How do readers decode multi-syllabic words to comprehend the text?

 (A)
Vocabulary:

connections, solve, decide, experience, classify

Vocabulary:

examine, explain

Vocabulary:

context, multi-syllabic

Additional Information:

Polk County Schools

Curriculum Map/Monthly Focus Calendar

Reading Comprehension Skill Sequence

January: Cause/Effect

February: Inference

Embedded throughout the year:

*Reference and Research

*Vocabulary

*Summarizing

Harcourt Trophies

Week 20, January 26 -29, 2010, Lead the Way: You Can Do It - "Lou Gehrig: The Luckiest Man" by David A. Adler

Week 21, February 1 - 5, 2010, Lead the Way: Make Yourself at Home - "Look to the North: A Wolf Pup Diary" by Jean Craighead George

Week 22, February 8 - 12, 2010, Lead the Way: Community Ties - "A Very Important Day" by Maggie Rugg Herold

Week 23, February 16 - 19, 2010, Lead the Way: New Lands - "Paul Bunyan and Babe the Blue Ox" by Robert D. San Souci

Resources:

View As PDF

Acquisition Lesson:

1. What process is used when answering assessment questions?

Extending Thinking Lesson:

Vocabulary Report

  • connections -

    the relationship between events, people, things, etc.

  • meaning -

    understanding what a text or passage is about

  • clarify -

    to make or become clear

  • solve -

    to find the answer to a problem

  • context -

    parts of a text that precedes or follows a specific word or passage

  • summarizing -

    a brief written or oral statement that contains the essential ideas of a passage or selection

  • clues -

    a piece of evidence leading to a solution

  • multi-syllabic -

    a word containing more than one syllable

  • visualize -

    to form a mental image

  • decide -

    to make a choice or judgment

  • infer -

    to draw a conclusion from facts and text

  • examine -

    to observe carefully or critically; to inspect

  • experience -

    knowledger gained from the observation of or participation in events

  • importance -

    significant

  • classify -

    to arrange in or assign to specific groups

  • describe -

    to give details about someone or something

  • predict -

    the use of knowledge to guess what will happen next

  • explain -

    to make plain or clear

  • significance -

    having special meaning

  • signal words -

    key words that prompt the student to look back in the text (locate, identify, find, list, etc.)

  • understand -

    the process or result of acquiring or constructing meaning

  • illustrate -

    to use pictures, drawings or diagrams to explain ideas