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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Fourth Grade

Reading Foundations

Critical Content

Power Standards

  • Know and apply grade-level phonics and word analysis skills and use context to confirm or self-correct word recognition and monitor understanding, rereading as necessary to support comprehension. (RF 4.3, 4.4)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Read grade-level text fluently and show comprehension through voice, timing, and expression
  • Self-monitor comprehension of text read aloud and silently
  • Independently decode, read, and understand multi-syllabic words
    • Using knowledge of compound words, roots, prefixes, suffixes, and syllables
    • Use knowledge of letter-sound correspondence to decode words
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary
  • Recognize that letters and combinations of letter (graphemes) make different sounds (phonemes)

 

Concept-Based Connections

Essential Understandings

  • Understanding the features, structures, and characteristics of print can facilitate the reader’s ability to make meaning of the text.
  • Fluency helps the reader process language for meaning and enjoyment.

 

Factual Guiding Questions

  • How do sounds and letters create words?
  • What strategies can a reader use to understand unfamiliar words?
  • What does it mean to read fluently?
  • What is morphology? (roots, affixes)
  • What are phonemes and graphemes?

 

Conceptual Guiding Questions

  • Why does fluency matter?
  • How does use of morphology help comprehension?

 

Engaging/Debatable Guiding Questions

  • How is fluency and comprehension dependent upon one another?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Letter-sound correspondence (phonemes, graphemes)
  • Knowledge of syllables, roots, prefixes, suffixes
  • Visual memory of language
  • Rule governed aspects of reading (e.g. directionality)
  • Visual discrimination (recognizing the differences between similar objects: saw//was; p//b//q//g)
  • Understanding speech-print relationships
  • Concepts of words, syllables, sentences, paragraphs
  • Recognizing emotions

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • Consonant blends, long-vowel patterns and short-vowel patterns

 

Spanish language specific

  • Alphabet
  • Sound-symbol association
  • Syntax – apĆ³cope
  • Grammar – punctuation
  • Pragmatics – word families

 

English language development

  • Phonics in context
  • Scaffold comprehension strategies
  • Multiple readings
    • Set purpose
    • Read for understanding
    • Read for accuracy/expression

 

Russian language specific

  • See Critical Content

 

Polish language specific

  • See Critical Content

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will participate in…

  • Reader’s theater
  • Anecdotal records:
    • Word analysis skills
    • Self-correcting
    • Monitoring comprehension
    • Use of context clues to increase understanding

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will participate in…

  • Reader’s Theater Performance
  • DRA2 (English) or EDL2 (Spanish)