BUSD READING UNITS OF STUDY: Grade Four
Readers grow solid ideas by reading intensely.
Readers read books calibrated at the upper end of what they can understand by having ways of checking books before committing to them.
A Day for Assessment
Readers read books calibrated at the upper end of what they can understand by having ways of checking books before committing to it.
Readers cement comprehension by retelling only part of the book they’ve just read, then summarizing the related back-story.
Readers envision by putting themselves into the world of the book as they read.
Readers aim to improve skills by collaborating with a partner, setting goals, and assessing their progress.
Readers grow ideas about characters by paying attention to the character’s action, motivations, and possible character changes.
Readers gain insight to the characters and their stories by paying attention to details that show characters’ desires, obstacles and their responses.
Readers grow significant ideas about a character by noticing anything the author spotlights.
Readers grow insightful ideas about characters by reaching for exact, precise, true words to convey their thoughts.
Readers build solid ideas about characters by looking for text evidence that shows this complexity.
Readers debate different viewpoints about a book by supporting his/her position with evidence.
Readers defend and critique ideas by quoting specific passages.
Readers build a larger interpretation of their book by looking at all parts and elements of the story.
Readers pay attention to parts that stick out by thinking across the whole book.
16. Connecting Thoughts to Build Interpretations
Readers build thinking by finding patterns and making connections between their different ideas.
Readers build a central interpretation by considering big life issues and relating to what the book has to say about that issue.
Readers develop complex interpretations about stories by paying attention to recurring images, objects, and details.
Nonfiction readers make a commitment to learning from text by making connections between what they already know and care about and the text.
Nonfiction readers preview texts by paying attention to headings, topic sentences, and activating prior knowledge.
A Day of Assessment
Nonfiction readers notice how the text is organized by paying attention to the structure (problem/solution, compare/contrast, cause/effect, and chronological order).
Nonfiction readers tackle the hard parts by noticing the challenges and taking action.
Nonfiction readers determine which lenses to read through by paying attention the structure and coding the text.
Nonfiction readers figure out the meaning of unknown words by looking in and around the new vocabulary words.
Nonfiction readers summarize nonfiction writing by organizing the summary to include the main idea and key details.
Nonfiction readers work in teams by being organized and planning for research.
Nonfiction readers evaluate their research by synthesizing multiple texts.
Nonfiction readers continue their research in teams by evaluating a variety of nonfiction texts (nonfiction articles vs. nonfiction books).
Nonfiction readers grow their ideas about their research topics by writing about them and connecting to what they already know.
Nonfiction readers tackle complex passages by reading and rereading small parts, thinking about what those parts are teaching, and using talk and writing to explain their ideas.
Nonfiction readers celebrate the work they have done by teaching each other all about their learning.
Bend 3: Tackling a Secondary Research Project with More Agency and Power
Researchers study a second example by comparing and contrasting it to what they already know.
Researchers develop expertise on a topic by learning about the bigger field of knowledge.
Researchers ignite new inquiries by investigating their questions across a topic.
Researchers organize information by learning how it fits with their own agenda.
Researchers become experts by evaluating the credibility and trustworthiness of the sources.
Nonfiction readers consider author’s motive by thinking about the way nonfiction writers seem to want readers to think or feel about a topic.
Researchers study texts by considering techniques and crafts used by the author.
Researchers celebrate by sharing and presenting their research in final projects.
Readers take time to plan by scanning for subtopics that repeat.
Readers preview a text and organize their reading and note taking by identifying text structure (chronological, cause/effect, problem/solution).
Readers of history pay attention to people, geography, and chronology by noticing who, where, and when.
Researchers rank most important parts by chunking big ideas and details.
Readers synthesize information about a key topic by reading multiple texts and making connections.
Readers construct the big picture by synthesizing the facts and recording the drama of history.
Readers value primary sources by asking and answering questions about them.
Readers make a scene come alive by envisioning themselves into the historical scene.
Readers will celebrate by teaching others a subtopic of the Gold Rush.
Readers form a more complex understanding of what happened in the past by paying attention to multiple points of view.
Readers determine and support their own point of view by examining historical evidence.
Readers research both sides of a topic by stating their position, giving reasons to back up that position, and giving evidence to support each of their reasons.
Students will celebrate their learning by participating in a debate (teacher selected topic).
Researchers prepare themselves to handle harder texts by building prior knowledge by reading easier texts first.
Readers use special strategies for making sense of complex texts by previewing the text, paraphrasing what they read, and notice whether it goes with what they’ve read before.
Researchers determine the main ideas by looking at the introduction and conclusions to a section and any text features.
Readers read nonfiction by drawing on prior knowledge of text structure.
Readers approach new words by learning the definition and understanding how the word is used at a deeper level.
Readers question and hypothesize by considering several possible answers to their questions and drawing on their growing body of knowledge.
Readers figure out the big lessons they learn from the past by asking “what’s so important about this moment in time?”
Readers see the setting by envisioning the author’s details.
Readers keep track of story elements by making note of the who, what, when, where, and why of the book.
Readers keep track of story elements by noticing how the characters’ timeline interacts with the historical timeline.
Readers analyze characters’ perspective by understanding the historical time.
Readers grow ideas about the text by pausing to notice the significance of important passages as if they are written in bold.
Readers write about the big thing that happened by supporting their ideas with small moments, small details, and small objects found in the text.
Readers consider theme by making connections between events and ideas and looking through the lens your interpretation creates.
Readers build deeper interpretations and are open to new ideas by having a conversation with other readers (grand conversation ideas).
Readers deepen understanding by imagining the perspectives of even the minor or absent characters.
10. Self- Assessing Using Qualities of a Strong Interpretation
Readers build interpretations by drafting and revising their ideas and comparing them to qualities of a strong interpretation.
Readers study primary sources (maps, photographs, expository texts, and illustrations) by synthesizing them into relevant parts of their novel.
Readers spark new ideas by reading relevant nonfiction alongside their fiction.
Readers get new ideas about their novel by reading historical narratives.
Readers understand character’s perspective by revising any overgeneralized thought or assumption.
Readers deepen their thinking by investigating power dynamics in their stories.
Readers deepen their understanding by look for similar themes across different books.
Readers celebrate by discussing how being educated about history helps us understand human nature.