Bridging the Gap, Day 7—Reader's Workshop

SWBAT—Students will be able to. We start every lesson with this ritual to center and focus students so they know their goals, maps and measurements. (italics will just be practiced, not spotlighted). 

ELA.KID4.1—Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.KID4.2—Determine a theme of a story, drama, or poem from details in the text; summarize the text.

ELA.KID4.3—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). 

CS4.5—Explain major differences between poems, drama and prose and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

CS4.6—Compare and contrast the point of view from which different stories are narrated, including the difference between first and third-person narrations.

IKI4.7—Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 

IKI4.9—Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RoR4.10—By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RSIT4.1—Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

RSIT4.2—Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RSIT4.3‚Explain events, procedures, ideas, or concepts in a histrocial, scientific, or technical text, including what happened and why, based on specific information in the text. 

CS4.5—Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CS4.6—Compare and contrast firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided

IKI4.7—Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 

IKI4.8—Explain how an author uses reasons and evidence to support particular points in a text. 

IKI4.9—Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

RSFS.PWR.4.3—Know and apply grade-level phonics and word analysis skills in decoding words.

a—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.

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

a—Read on-level text with purpose and understanding.

b—Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

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

SLS.CC.4.1—Engage effectively in a range of collaborative discussion (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. 

a—Come to discussions as prepared citizens, having read or studied required/necessary material; explicitly drwaw on that preparation and other information known about the topic to explore ideas under discussion.

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

c—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. 

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

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

3—Identify the reasons and evidence a speaker or media source provides to support particular points. 

PKI.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., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations).

5—Film Studies
Compare/contrast with Wizard of Oz and The NeverEnding Story (and MirrorMask?) with Bridge to Terabithia.
Explore elements of Fantasy/Reality.
Recall our myths from last week.