Brookhaven Elementary School

Skip to main content
4th Grade » 4th Grade ELA Lesson Plans

4th Grade ELA Lesson Plans

4th Grade ELA Lesson Plans

August 19-30

Standards

RL

L

SL

RF

W

4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4.3 Describe in depth a character, setting, or event in a story or drama; drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

 

4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

-4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

-4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)

-4.2d Spell grade-appropriate words correctly, consulting references as needed.

-4.6 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).

 

4.1Engage 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.

-4.1a-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.

-4.1b-Follow agreed‐upon rules for discussions and carry out assigned roles.

-4.1c 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.

-4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

-4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.3-Identify the reasons and evidence a speaker provides to support particular points.

-4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

-4.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

-4.6 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 for specific expectations.)

4.4b Read grade‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

4.3 Know and apply grade‐level phonics and word analysis skills in decoding words

-4.3a Use combined knowledge of all letter‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4.4 Read with sufficient accuracy and fluency to support comprehension.

-4.4a Read grade‐level text with purpose and understanding.

-4.4c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

 

4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to reading comprehension.

4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

4.2d Use precise language and domainspecific vocabulary to inform about or explain the topic.

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

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing  for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

Learning Targets

RL

L

SL

RF

W

I Can:

RL.4.1.1 Retell a story in my own words.

RL.4.1.2 Explain an inference.

RL.4.1.3 Use prior knowledge to understand what I read to create an inference.

RL.4.1.4 Include specific details/examples from the story to support my retelling and inferences.

RL.4.1.5 Locate/Recognize clues to understand ideas and events that are not stated directly in the text.

RL.4.2.1 Identify the most important details from the passage.

RL.4.2.2 Use the most important details to determine the theme.

RL.4.2.3 Combine the theme and important details to summarize the story, drama, or poem with a beginning, middle, and ending.

RL.4.3.1 Identify the character, setting, and important events from the story.

RL.4.3.2 Discuss the characters’ thoughts and actions.

RL.4.3.3 Uncover reasons for the characters’ thoughts and actions and use these thoughts and actions to describe the character.

RL.4.3.4 Describe the setting (time and place) of the story.

RL.4.3.5 Examine how the setting affects what happens in the story.

RL.4.3.6 Locate and summarize the events of a story/drama using specific details from the text – e.g. problem/solution.

RL.4.3.7 Explain the events that led to a turning point in the story.

RL.4.3.8 Justify the description of a character, setting, or event by using specific details from the story/drama.

 

I Can:

L.4.4.a.1 Use context clues to figure out the meanings of unfamiliar words or phrases (e.g., definitions, examples, synonyms/antonyms or restatements in text).

L.4.4.b.1 Identify Greek affixes and roots.

L.4.4.b.2 Identify Latin affixes and roots.

L.4.4.b.3 Use Greek and Latin affixes and roots as clues to determine the meaning of words (e.g., telegraph, photograph, autograph).

4.1• I can quote accurately from the text to explain or infer meaning

• I can use the details and examples in the text to explain or infer meaning

• I can use the details and examples in the text from what I read to explain the meaning of the text

• I can use details from the text to explain what I read

4.2 I can listen and retell important information

• I can identify information from a text being read aloud • I can identify information that is presented in different formats

• I can paraphrase the information gathered to determine the main idea and support details

4.3 • I can identify the points being made by the speaker

• I can determine the reasons and evidence a speaker uses to support particular points

4.4 • I can present on a topic in an organized manner, using details to support my topic

• I can speak clearly at an understandable pace while presenting my information.

4.5 • I can use multimedia and visuals in presentations to help support my topics

 • I can identify main ideas or theme in my presentation that could be enhanced

4.6 • I can choose the appropriate way to express my thoughts (formal or informal register) during presentations

• I can determine speaking task or situations that will require a formal structure

• I can compose a formal speech that demonstrates a command of grade 4 Language standards

4.3 • I can use word-decoding strategies to read unfamiliar words

• I can recognize that letters and combinations of letters make different sounds

• I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words

• I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

• I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words

4.4I can read with purpose and understanding

• I can read grade-level text fluently and show comprehension through voice, timings, and expression

• I can recognize when a word I have read does not make sense within the text

• I can self-correct misread or misunderstood words using context clues

• I can reread with corrections when necessary

• I can read prose and poetry aloud with accuracy, rate and expression

• I can use context to know if I am reading accurately and can self-correct when necessary

W2 • I can select a topic and gather information to share with my audience

• I can define common formatting structures and determine the best structure that will allow me to organize my information

• I can introduce an informational topic clearly and organized information in paragraphs and sections • I can include informational text features and multimedia to help my reader to better understand my message

• I can use facts, definitions, details, quotations and examples to develop an informational topic

• I can link ideas when writing an informational piece

• I can use topic specific language and vocabulary to better inform my reader

• I can write a concluding statement or paragraph to support my topic when writing an informational piece

 

 

 

 

 

 

 

 

 

Procedures

Monday, August 19

Tuesday, August 20

Wednesday, August 21

Thursday, August 22

Friday, August 23

 

Prior knowledge-

https://www.flocabulary

.com/unit/orange/ unit 2

 

 

Activities-

Comprehension-

1.      Introduce new skills:  Inference (review), theme, character traits, story elements (Create pages in interactive notebook and anchor charts.)

2.      Story Elements activity

3.      Vocabulary activity (Flocabulary) “The Parrot”

Closure-

Exit Ticket

 

 

 

 

 

 

 

Monday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/story elements/

 

Activities-

Comprehension-

1.     Review skills in interactive notebook.

2.    Inference activity

3.    Theme activity

4.    Story elements (Describe characters, setting, and events.) (wb. pgs. 106, 120)

5.    Vocabulary activity (Flocabulary)

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/context-clues/

 

 

Activities-

Comprehension-

Review skills in interactive notebook.

 

Centers

1.     Theme activity

2.    Story elements activity

3.    Vocabulary activity(Flocabulary)

4.    Inference activity

 

Writing – Informational Writing:

Topic Sentence

Closure-

Exit Ticket

 

 

 

 

 

 

 

Wednesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/inferencing/

 

 

Activities-

Comprehension-

Review skills in interactive notebook.

1.     Inference task cards

2.    Theme task cards

3.    Story elements task cards

4.    Vocabulary activity- review for test(Flocabulary)

 

Writing – Informational Writing:

Transitional Words

 

Closure-

Exit Ticket

 

 

 

 

 

 

Thursday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

https://www.flocabulary

.com/unit/character traits/

 

Activities-

Comprehension-

Review skills in interactive notebook.

1.     Theme activity

2.    Character traits activity

3.    Context clues activity

4.     

Writing – Informational Writing:

Conclusion Sentence

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

 

Procedures

Monday, August 26

Tuesday, August 27

Wednesday, August 28

Thursday, August 29

Friday, August 30

 

Prior knowledge-

Story elements  and narrative summary

 

Activities-

Comprehension-

Review skills in interactive notebook.

1.     Vocabulary Activity (Flocabulary)

2.    Inference activity

3.    Theme activity

4.    Describe in depth a character, setting, or events in a story activity

5.    Writing Informational Text anchor chart, interactive notebook (“Dust Bowl”)

 

Closure-

Exit Ticket

 

 

 

 

 

Monday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Inferences

 

Activities-

Comprehension-

Review skills in interactive notebook.

1.     Vocabulary Activity (Flocabulary)

2.    Inference activity

3.    Theme activity

4.    Characters, settings, events activity

5.       Writing – First read and unpack the prompt.

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

 

 

 

Tuesday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

Prior knowledge-

Context clues and theme

 

Activities-

Comprehension-

Review skills in interactive notebook.

1.     Writing- Read 2nd time and complete graphic organizer

2.    Writing- First draft

 

Closure-

Exit Ticket

 

 

 

NWEA MAP TESTING-
ELA 4th grade

 

 

 

 

 

 

 

 

 

 

Wednesday

 

Homework:

 

3.    Study Vocabulary words

4.    Study skills in interactive notebook

5.    Read AR book 20 minutes

 

 

Prior knowledge-

Story elements, inferences, context clues, and theme

 

Activities-

  Comprehension-

Review skills in interactive notebook.

1.      Inference, theme, describe characters, setting, and events review for test tomorrow

2.  Writing- Final Copy

 

 

Closure-

Exit Ticket

 

 

NWEA MAP TESTING-
MATH 4th grade

 

  

 

 

 

Thursday

 

Homework:

 

1.     Study Vocabulary words

2.    Study skills in interactive notebook

3.    Read AR book 20 minutes

 

 

-Vocabulary assessment

 

-Bi-Weekly assessment

Example of an Assessment Item Related to the Standard

1.     How did the character change from the beginning of the story to the end of the story?

2.    What is the theme of the passage?

 

 

 

4th Grade ELA Lesson Plans

August 12-16

 

Standards

RI

L

SL

RF

W

4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topics or subject areas.

4.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or

speaking

4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons*

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.2a Use correct capitalization.

4.2d Spell grade-appropriate words correctly, consulting references as needed.

4.6  Acquire and use accurately gradeappropriate 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).

4.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a 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.

4.1b Follow agreedupon rules for discussions and carry out assigned roles.

4.1c 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.

4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3 Identify the reasons and evidence a speaker provides to support particular points.

4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3 Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4 Read with sufficient accuracy and fluency to support comprehension.

4.4a Read gradelevel text with purpose and understanding.

4.4c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and

multimedia when useful to reading comprehension.

4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

4.2d Use precise language and domainspecific vocabulary to inform about or explain the topic.

4.2e Provide a concluding statement or section related to the information or explanation presented.

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

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to

interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular

points in a text”).

4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

RI

L

SL

RF

W

4.1 I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.2 I can determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.4 I can determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topics or subject areas.

4.1 Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or

speaking

4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons*

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.2a Use correct capitalization.

4.2d Spell grade-appropriate words correctly, consulting references as needed.

4.6  Acquire and use accurately gradeappropriate 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).

4.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly.

4.1a 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.

4.1b Follow agreedupon rules for discussions and carry out assigned roles.

4.1c 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.

4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

4.3 Identify the reasons and evidence a speaker provides to support particular points.

4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive

details to support main ideas or themes; speak clearly at an understandable pace.

4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate

(e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific

expectations.)

4.3 Know and apply gradelevel phonics and word analysis skills in decoding words

4.3a Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

4.4 Read with sufficient accuracy and fluency to support comprehension.

4.4a Read gradelevel text with purpose and understanding.

4.4c Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and

multimedia when useful to reading comprehension.

4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

4.2d Use precise language and domainspecific vocabulary to inform about or explain the topic.

4.2e Provide a concluding statement or section related to the information or explanation presented.

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

(Gradespecific expectations for writing types are defined in standards 1–3.)

4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing

for conventions should demonstrate command of Language standards 13 up to and including grade 4.)

4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to

interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular

points in a text”).

4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of disciplinespecific tasks, purposes, and audiences.

 

 

 

 

 

 

Learning Targets

RI

L

SL

RF

W

I can draw inferences from a text, and I can refer to detail and examples within a text.

I can determine the main idea of a text and explain how it is supported by key details.

I can summarize a piece of informational text.

I can figure out the meanings of words and phrases in a 4th grade passage.

I can write complete sentences.

I can correctly use capitalization in all of my writing.

I can quote accurately from the text to explain or infer meaning.

I can listen and retell important information.

I can identify the points being made by the speaker.

I can present on a topic in an organized.

 

I can use word-decoding strategies to read unfamiliar words.

I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short vowel patterns to decode words.

I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables

I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

I can select a topic and gather information to share with my audience.

I can define common formatting structures and determine the best structure that will allow me to organize my information.

I can introduce an informational topic clearly and organized information in paragraphs and sections.

I can include informational text features and multimedia to help my reader to better understand my message.

I can use facts, definitions, details, quotations and examples to develop an informational topic.

I can link ideas when writing an informational piece.

I can use topic specific language and vocabulary to better inform my reader.

I can write a concluding statement or paragraph to support my topic when writing an informational piece.

 

 

 

Procedures

Monday

Tuesday

Wednesday

Thursday

Friday

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/main-idea/

 

Activities-

 

1.Review main idea/details and summarizing in interactive notebook.

2.Introduce inference in interactive notebook by creating a flip book.

3. Complete a main idea, details, summarize activity.

4. Complete an inference activity.

5. Vocabulary activity (Flocabulary)

6. 5. Context clues activity

 

Closure-

Exit Ticket

 

 

 

Monday

 

Homework:

1.     Study Vocabulary words

2.    Study main idea, supporting details, summarizing in interactive notebook

 

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/inferencing/

 

Activities-

 

1.Review skills in interactive notebook.

2.Flocabulary activity.

 

Center 1-Main      idea/details activity

 

Center 2-Inference activity

 

Center 3- Context Clue activity

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

Tuesday

 

Homework:

1.Study Vocabulary words

2.Study main idea, supporting details, summarizing, inference in interactive notebook

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/context-clues/

 

Activities-

 

1.Review skills in interactive notebook.

2. Flocabulary activity.

 

Center 1-Main      idea/details activity

 

Center 2-Inference activity

 

Center 3- Context Clue activity

 

Closure-

Exit Ticket

 

 

 

 

 

 

 

Wednesday

 

Homework:

1.Study Vocabulary words

2.Study main idea, supporting details, summarizing, inference in interactive notebook

Procedures:

 

Prior knowledge-

https://www.flocabulary

.com/unit/summarizing/

 

Activities-

 

1.Review skills in interactive notebook.

2. Flocabulary activity.

 

Center 1-Main      idea/details activity

 

Center 2-Inference activity

 

Center 3-Context Clue activity

    

Closure-

Exit Ticket

 

 

 

 

 

 

 

Thursday

 

Homework:

1.Study Vocabulary words

2.Study main idea, supporting details, summarizing, inference in interactive notebook

 

-Vocabulary assessment

 

-Bi-Weekly assessment

Example of an Assessment Item Related to the Standard

 

1. What is the article mostly about?

2. Which detail from the article best supports this main idea?

3. Underline the sentence that states the main idea.