Fourth Grade Reading
Teacher: Mrs. Kathy Barbeau Subject: Reading
Textbook: Houghton Mifflin, 1997 Grade Level: Fourth
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Month |
Content /Skills |
Goals/Standards |
Assessment |
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August |
-Discuss and use new vocabulary for introductory selection -Read story Hurray for Ali Baba Bernstein Strategy Instruction: -Reading Strategies -Predict/Infer -Self question -Summarize Launch Theme 1: It’s Cool. It’s School -Discuss and use new vocabulary for Tales of a Fourth Grade Nothing -Read story Tales of a Fourth Grade Nothing Strategy Instruction: -Self question -Predict/Infer -Predict Skill Instruction: -Predicting outcomes -Writing a sentence -Base words -Spelling – short vowels -Subject and predicates -Reading poetry about school -Reading comic strips -Daily "read aloud" book |
English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. 1.B.2d Read age appropriate material aloud with fluency and accuracy. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. |
Oral reading assessment Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment |
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Month |
Content/Skills |
Goals/Standards |
Assessment |
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September
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Discuss and use new vocabulary for I’m New Here -Read story I’m New Here Strategy Instruction: -Monitor -Predict/Infer -Think about words -Evaluate Skill Instruction: -Sequence of events -Journal writing -Inflected forms -Vocabulary activities -Spelling long "a" and "e" -Kinds of sentences -Listening and speaking skills -Read This Is School? Cool! -Read Lucas Cott Does Raisin Bread Arithmetic -Read Child Times Writing Workshop: A Personal Narrative -Discuss and use new vocabulary for Koya DeLaney and the Good Girl Blues -Read story Koya DeLaney and the Good Girl Blues Strategy Instruction: -Predict/Infer -Self question -Think about words -Summarize Skill Instruction: -Making inferences -Writing messages -Compound words -Vocabulary activities -Spelling long "i" and "o" -Run-on sentences -Listening and speaking skills -Read play Alice & Alex Theme 1 Assessment -Create "The Perfect School" project -Daily "read aloud" book |
English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. Language Arts State Goal 3 Write to communicate for a variety of purposes. A. Use correct grammarspelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation.English Language Arts State Goal 4 Listen and speak effectively in a variety of situations. 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings. |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Theme 1 skill assessment Rubric for book report Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Theme 1 skill assessment Rubric for book report
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Month |
Content/Skills | Goals/Standards | Assessment |
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October |
-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) Launch Theme 2: Earth Patrol -Discuss and use new vocabulary for The Great Yellowstone Fire -Read story The Great Yellowstone Fire Strategy Instruction: -Predict/Infer -Self question -Think about words -Monitor -Evaluate Skill Instruction: -Fact/Opinion -Combining sentences: Compound subjects -Using Context -Decoding longer words -Building vocabulary -Spelling long "u" -Common and proper nouns -Listening /speaking -Read Smoke Jumpers -Read Native American Stories: Keepers of the Earth, Birdfoot’s Grampa, and Gluscabi and the Wind Eagle -Read People Throw Away…Much |
English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report |
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Too Much -Read poem We Are Plooters -Discuss and use new vocabulary for The Great Kapok Tree -Read story The Great Kapok Tree Strategy Instruction: -Predict/Infer -Self question -Think about words Skill Instruction: -Making generalizations -Combining sentences: Compound predicates Writing Workshop: A persuasive essay -Read Act Now -Daily "read aloud" book
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nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. English Language Arts State Goal 4 Listen and speak effectively in a variety of situations. 4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings. Language Arts State Goal 3 Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation.B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping outlining, drafting). 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation and ensure that documents are formatted in final form for submission and/or publication. |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for persuasive essay Rubric for book report Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for persuasive essay Rubric for book repor
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Month |
Contents/Skills | Goals/Standards | Assessment |
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November
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book Skill Instruction: -Suffixes –ful, -less,-ly -Vocabulary activities -Vowel sounds in ground and point -Singular and plural nouns -Listening and speaking -Create illustrations of rainforest animals -Discuss and use new vocabulary for Just a Dream -Read story Just a Dream Strategy Instruction: -Predict/Infer -Self question -Think about words -Monitor -Summarize Skill Instruction: -Summarizing Story Structure -Contractions and possessives -Building vocabulary -The vowel sound in walk -Singular and plural possessive nouns -Theme 2 Assessment
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English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts.
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Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Theme 2 skill assessment Rubric for book report Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Theme 2 skill assessment Rubric for book report
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December
Month |
-Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book Launch Theme 3: Super Sleuths -Discuss and use new vocabulary for Meg Mackintosh and the Case of the Curious Whale Watch -Read story Meg Mackintosh and the Case of the Curious Whale Watch Strategy Instruction: -Predict/Infer -Self question -Think about words -Monitor -Summarize -Evaluate Skill Instruction: -Noting Details -Structural analysis: Roots tele and graph -Vocabulary activities -Adjectives, articles -Read Mystery Masterpieces -Read Gotcha!
Content/Skills |
Goals/Standards |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment
Assessment |
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January
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book -Discuss and use new vocabulary for Julian, Secret Agent -Read story Julian, Secret Agent Strategy Instruction: -Predict/Infer -Think about words -Summarize Skill Instruction: -Problem Solving/Decision Making -Elaborating with adjectives -Antonyms -Decoding longer words -Vocabulary activities -Spelling vowel + r sounds -Comparing -Writing Workshop – A Description -Read Who Stole the Car? -Discuss and use new vocabulary for Julian, Secret Agent -Read story Julian, Secret Agent Strategy Instruction: -Predict/Infer -Self-question -Summarize
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English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposesfor reading; survey materials; ask questions; make predictions;connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) ofnonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials.1.C.2a Use information to form and refine questions and predictions. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts. Language Arts State Goal 3: Write to communicate for a variety of purposes. A. Use correct grammar,spelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation. B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping outlining, drafting). 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation and ensure that documents are formatted in final form for submission and/or publication. |
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February
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book Skill Instruction -Drawing conclusions -Writing an explanation -Multiple meaning words -Dictionary: Multiple meanings -Vocabulary activities -Spelling: More vowel + r sounds -Forms of good and bad -Read Playing Detective -Read Behind the Scenes at Ghost- writer Theme 3 Assessment Launch Theme 4: American Snapshots -Discuss and use new vocabulary for Grandfather’s Journey -Read story Grandfather’s Journey Strategy Instruction: -Predict/Infer -Think about words -Summarize -Monitor -Evaluate Skill Instruction: -Cause and effect -Combining sentences: Compound sentences -Syllables -Dictionary: Syllables -Vocabulary activities -Spelling: Compound words -Verb Tenses
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English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts. Language Arts State Goal 3 Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation.B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping outlining, drafting). 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation and ensure that documents are formatted in final form for submission and/or publication. |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report Theme 3 skill assessment Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report Theme 3 skill assessment
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Month |
Content/Skills |
Goals/Standards |
Assessment |
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March |
-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Read California Kids -Discuss and use new vocabulary for All for the Better -Read story All for the Better |
English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report |
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Strategy Instruction: -Predict/Infer -Think about words -Monitor Skill Instruction: -Making inferences -Paragraphs that compare and contrast -Using context -Decoding longer words -Vocabulary activities -Spelling: Silent consonants -Present tense verbs -Read Statue of Liberty -Discuss and use new vocabulary for Sarah, Plain and Tall -Read story Sarah, Plain and Tall Strategy Instruction: -Predict/Infer -Think about words -Summarize Skill Instruction: -Compare and contrast -Write a friendly letter -Homophones -Dictionary: Pronunciation key -Vocabulary activities -Spelling: Homophones -The past with helping verbs -Daily "read aloud" book
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words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts. Language Arts State Goal 3 Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation. |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report
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Month |
Content/Skills |
Goals/Standards |
Assessment |
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April
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book -Read Brown Angels -Discuss and use new vocabulary for The Seminoles -Read story The Seminoles Strategy Instruction: -Predict/Infer -Think about words -Summarize -Evaluate Skill Instruction: -Topic/Main Idea -Paraphrasing -Synonyms -Think about words -Vocabulary activities -Spelling: The final sound in place and edge -The verb be -Writing: A research report -Read Indian Artists Visit New York, New York -Theme 4 assessment
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C. Comprehend a broad range of readingmaterials. 1.C.2a Use information to form and refine questions and predictions. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts. Language Arts State Goal 3 Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization, and structure. 3.A.2 Write paragraphs that include a variety of sentence types; appropriate uses of the eight parts of speech; and accurate spelling, capitalization, and punctuation. B. Compose well-organized and coherent writing for specific purposes and audiences. 3B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. C. Communicate ideas in writing to accomplish a variety of purposes. 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 3.C.2b Produce and format compositions for specified audiences using available technology. |
Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report Theme 4 skill assessment
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Month |
Content/Skills |
Goals/Standards |
Assessment |
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May
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-Read and prepare a book report -Read and earn points for Accelerated Reading -Read Time for Kids (weekly) -Daily "read aloud" book Launch Theme 5: Meet the Challenge -Discuss and use new vocabulary for The Marble Champ -Read story The Marble Champ Strategy Instruction: -Predict/Infer -Self-question Skill Instruction: -Sequence of events -Writing an answer to a question -Analogies -Decoding longer words -Vocabulary activities -Spelling: words that end with schwa + r -Punctuating dialogue -Read On a Roll -Discuss and use new vocabulary for Thurgood Marshall and Equal Rights -Read story Thurgood Marshall and Equal Rights Strategy Instruction: -Predict/Infer -Monitor -Think about words -Summarize Skill Instruction: -Author’s viewpoint -Negative prefixes: un-, in-, il- -Vocabulary activities -Irregular verbs -Read Poetry -Discuss and use new vocabulary for Sadako -Read story Sodako Strategy Instruction: -Predict/Infer -Evaluate -Monitor -Think about words Skill Instruction: -Making judgments -Word roots sign and spect -Dictionary: Word forms -Vocabulary activities -Spelling: Adding –er and –ing -Adverbs Theme 5 assessment
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English Language Arts State Goal 1 A. Apply word analysis and vocabulary skills to comprehend selections.1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins, and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. B. Apply reading strategies to improve understanding and fluency. 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding. C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. English Language Arts State Goal 2 B. Read and Interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions, and comparing it to their own experience, prior knowledge and other texts.
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Vocabulary sentences Guided reading Discussions Literacy Activity Book Performance assessment Rubric for book report Theme 5 skill assessment
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