4th rdng sample tx 2013

Table of ContentsGourmetLearning®

Sample # Description

1 Suggested Timeline

2 Appetizers

3 Main Dishes Table of Contents

4 Fourth Grade Reading Test Analysis

5 Literature Connection

6 Main Dishes Objective Draw Conclusions

7 Initial Lesson

8 Lesson 2 Hands-on

9 Lesson 3 Cooperative Learning

10 Assessment Test 2 Benchmark Test

11 Enrichment #1

12 Reteach

13 Final Test

4th Grade Reading Sample Packet

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Gourmet Curriculum Press, Inc.© vii

Gourmet Learning’s menu for reading, math and science goes beyond the regular educational “menu” and serves smooth, rich differentiated instruction that actively engages students in their learning. The end result is students taking responsibility for their learning and ultimately achieving significantly higher test scores! The Gourmet Lesson design provides teachers with all the tools to learn how to teach more effectively and thus increasing their teaching success with significantly data measurable outcomes.Appetizers are short, daily warm-ups that provide daily reading comprehension skills review. The content for each grade level Appetizer has been carefully selected to include across-the-curriculum, high interest content that incorporates high interest content that incorporates dual coded reading skills with a variety of literary and informational texts. These teacher-modeled activities provide informal assessments of students reading, problem-solving and critical thinking development.

More specifically Appetizers:• provide high interest content, relating students’ experiences to the objective of the lesson

and putting the students in a receptive frame of mind for learning;• focus students’ attention on the lesson objective; create a framework for students to

organize and metacognitively interact with text;• extend students’ understanding and application of skills to real-world text;• review reading and writing skills in a short comprehensive format;• empower teachers with thousands of opportunities to emphasize test-taking strategies;• provide models that incorporate critical thinking strategies for responses by providing

evidence from the text that supports and justifies students’ understanding.• written specifically to the New Texas TEKS/STAAR standards with over 75% dual coded questions

There you have it, fully aligned to the Texas TEKS/STAAR, the “full meal deal” utilizing a fun, different approach to learning. All materials are available in print or online. For additional teaching ideas and suggestion for using Appetizers as part of your daily reading, please refer to page iv. Additional information about other Gourmet products can be found at www.gourmetlearning.com. There are no “left-overs” in the Gourmet Learning meals!You will have an extraordinary successful year using the Gourmet Menu of products.

Jan GarberPresident and PublisherGourmet Learning

Gourmet Curriculum Press, Inc.© iii

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AppetizersTMGourmetLearning®

Gourmet Curriculum Press, Inc.©iv

Using Reading Appetizers:

Model the following procedure and expectations with your entire class for several

weeks until students are comfortable with them.

Procedure and Expectations:

Step 1: Read aloud the definition(s) of the skill(s) presented on each recipe card. The

answer keys have the definition of each skill. It is very important that the same

definition be restated so students hear the same terminology and vocabulary

each time the skill is presented.

Step 2: Read each card’s passage from the transparency or Media Presentation.

Step 3: Next, read and discuss the question. Read each of the possible multiple-

choice answers, and discuss whether that choice is a reasonable answer. If

it is a possibility, put a question mark next to the letter. If it is a choice that

can be eliminated, draw a √ or an X through the letter.

Step 4: As students eliminate possible answer choices, ask them to use information

from the passage to justify their reasoning. This is a critical test-taking skill

that Appetizers help reinforce.

Step 5: Continue this process until one or two answers remain. Use direct

questioning to prompt students to redirect or fine tune their search for

accurate justifications from the text that clarify why an answer is correct or

incorrect.

Step 6: Once a final answer is selected, ask students for verbal justification, specific

with information from the text, why this is the best possible answer.

After students are comfortable with these expectations, have students complete the

recipe cards and record their answers. Using spiral notebooks for this activity allows

students to accumulate their daily responses efficiently and simplifies your grading

and long-term assessment of their progress.

Procedural Example: Sept. 5 page 14

Card 1 B

Card 2 H

Card 3 A

TM

AppetizersTM

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.©Serves: 4th grade Appetizers

Francisco Coronado Francisco Coronado was a famous explorer. He was born in Spain in 1510. When he was 25 he decided to move to New Spain. After several government jobs, including being named the governor of Nueva Galicia, Coronado was selected to lead an exploration. Earlier a man named Alvar Nunez Cabeza de Vaca had traveled to Mexico and claimed to have found seven cities of gold. Coronado’s job was to go to Mexico and see if this was true. Hoping to cover more territory, Coronado split his group in two. One group found the Colorado Plateau while the other discovered the Grand Canyon. The men kept traveling and found themselves in what is now Texas and even Oklahoma before they gave up and returned to Spain. Coronado explored much of the Southwest during his travels.

Main Idea 11(A)The main idea for this passage is –

A When he was 25 he decided to move to New Spain.B Earlier a man named Alvar Nunez Cabeza de Vaca had traveled to Mexico and

claimed to have found seven cities of gold.C Coronado’s job was to go to Mexico and see if this was true.D Coronado explored much of the Southwest during his travels.

29

“Sand and Water”Out on the great seas men searched for land

They stood high in the Eagle’s Nest with spyglass in handLooking to find some new spot to claimHoping for treasure, fortune and fame.

Many tried, but few succeeded.Smarts, money and luck were all needed

To weather the storms and the warriors they’d meetTo have enough water and decent food to eat

Once on land a new trouble was foundNavigating across deserts and across unknown ground

Soon places were discovered like the Rio GrandeExplorers returned home claiming to have found “New Land.”

Explicit/Implicit Relationships 11(C); Fig 19(F)Both of the passages above describe –

A the life of Francisco CoronadoB explorers coming to North AmericaC the troubles one explorer faced on his journeyD life on a ship during an exploration

Ingredients For Success

Gourmet Curriculum Press, Inc.©

Main Idea 11(A)The main idea of a paragraph or text is the theme or topic to which all other paragraphs, sentences, and details directly support.

D Coronado explored much of the Southwest during his travels.

Explicit/Implicit Relationships 11(C); Fig 19(F)Students are expected to describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison

B explorers coming to North America

29 A

Gou

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.©Serves: 4th grade Appetizers

Fish FactsFish can be part of a tasty and healthy meal. However, there are some fish

that are dangerous for people to eat. Some fish absorb chemicals from their environment, such as mercury. Mercury is a chemical found naturally in the ocean. It is also man-made in products like pesticides. Mercury particles from pesticides land on the ground and water. Small tiny organisms eat the mercury. Small fish eat the organisms. Larger fish eat the small fish. PCBs are polychlorinated biphenyls. These were used by factories many years ago. PCBs, like mercury, are found in some fish. These chemicals can be dangerous for us, and especially for young people. Many experts say that children under 15 should not eat shark, swordfish, king mackerel or tilefish. One way to avoid fish that is contaminated with chemicals is to eat farm-raised salmon, catfish, and tilapia.

Facts and Details 11(A)Identify the detail that belongs in the empty box below.

A It is also man-made in products like pesticides.B These were used by factories many years ago.C PCBs, like mercury, are found in some fish.D Fish can be part of a tasty and healthy meal.

Draw Conclusions Fig 19(D)From the information in the passage above, a conclusion that can be drawn is –A Everyone in America eats fish.B Some fish should not be eaten.C Most fish are not good for you.D People of all ages should avoid swordfish and tilefish. 62

Some fish absorb chemicals from their environment.

Many experts say that people under 15 should not eat shark, swordfish, king mackerel, or tilefish. Small organisms eat

mercury; small fish eat the organisms.

Ingredients For Success

Gourmet Curriculum Press, Inc.©

Facts and Details 11(A)Facts are things known to have happened or known to be so because they can be proven. Details explain and make the facts clear by providing answers to the “who, what, when, where, why, and how” of the passage.

C PCBs, like mercury, are found in some fish.

Draw Conclusions Fig 19(D)Drawing a conclusion requires reading information, combining it with what you already know, and then using evidence from the text and making a final decision about what has happened.

B Some fish should not be eaten.

62 A

Gourmet Curriculum Press, Inc.© iii

Gourmet Learning materials are organized by reading objective. Each objective is organized in a logical taxonomy; however, the materials are designed to be flexible. They are structured independently of each other to enable flexible lesson planning based on students’ differentiated needs. The Main Dish Volumes are a Teacher-Student Resource; thus, every page is available as a blackline master. To make student instruction pages immediately accessible, these pages are provided as teaching pages and noted with a (T) next to the page number.

Main Dishes are comprehensive books designed to be indispensable guides that enable you to introduce, practice, and test reading objectives. Each objective is presented with an introductory lesson (explicit instruction) that guides you step-by-step through a formatted presentation. This is followed by a guided practice activity (Checking for Understanding), then a game that requires students to apply their learned skill, followed by a formative assessment test.

The modular design of each objective, plus the spiraling design of the overall curriculum, provides multiple opportunities for differentiated instruction and flexible grouping. Upon learning each student’s outcome on a practice formative assessment, you can determine the appropriate follow-up activity. You can work closely with those students who have not mastered the skill on the practice assessment in a reteach activity, while those students achieving mastery will work on a challenging enrichment activity. For an even greater group option, see the model for differentiated instruction and flexible grouping on cover page viii. These exercises may be used separately or in tandem with our other curriculum Appetizers and Desserts books.

Word analysis/word study is a crucial component of building fluency and comprehension. A word wall, therefore, becomes a valuable tool in today’s classroom with many uses. A word wall helps reinforce and expand students’ knowledge of our complex language. Suggestions for creating and implementing word walls in your classroom can be found in the Main Dish Context Clues objective.

It is our hope that our publication will facilitate the best teaching of reading skills that are necessary to generate competent readers.

TM

Main Dishes TMGourmetLearning®

Table of ContentsVolume I

CATEGORY 1

I. Vocabulary/Context Clues - 4; 2(A)(B)(E); 8(A) /Grade Level PagesA. Introductory/Lesson 1 - Explicit Instruction/Checking 1-33B. Lesson 2/Test 1 (Practice Test - Paired Selection) 680/4 34-48 638 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 820/4-5 49-55 635 Word CountD. Enrichment 56-59E. Reteach 60-64F. Final Test (Expository) 707 Word Count 690/4 65-67G. Answer Keys 69-73

CATEGORY 3

II. Written Directions - 13(A)(B); 14; Fig 19(D)A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-18 B. Lesson 2/Test 1 (Practice Test - Paired Selection) 800/4 19-27 779 Word CountC. Lesson 3/Test 2 (Benchmark Test - Mixed Selection) 590/3 28-35 786 Word CountD. Enrichment 36-38E. Reteach 39-41F. Final Test (Mixed Selection) 687 Word Count 650/3-4 42-46G. Answer Keys 47-48

CATEGORY 1, 2 & 3

III.Facts/Details - 6(A); 7(A); 11(A)(C)(D); 12; Fig 19(D)A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-25B. Lesson 2/Test 1 (Practice Test - Expository) 676 Word Count 670/4-5 26-36C. Lesson 3/Test 2 (Benchmark Test - Mixed Selection) 610/3 37-43 594 Word CountD. Enrichment 44-46E. Reteach 47-52F. Final Test (Narrative) 623 Word Count 660/4-5 53-56G. Answer Keys 57-60

Gourmet Curriculum Press, Inc.© ix

CATEGORY 2 & 3

IV. Stated/Implied Main Idea - 10(A) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-15 B. Lesson 2/Test 1 (Practice Test - Narrative) 660/4 16-27 777 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 760/4-5 28-34 573 Word Count D. Enrichment 35-36 E. Reteach 37-39 F. Final Test (Mixed Selection) 634 Word Count 950/5-6 40-44 G. Answer Keys 45-46

CATEGORY 2 & 3

V. Summarization - 3(A); 4(A); 6(A)(B); 11(A); Fig 19(E)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-25 B. Lesson 2/Test 1 (Practice Test - Narrative) NP 26-39 239 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 700/3-4 40-46 800 Word Count D. Enrichment 47-48 E. Reteach 49-50 F. Final Test (Expository) 783 Word Count 600/3 51-54 G. Answer Keys 55-56

Table of ContentsVolume I

Gourmet Curriculum Press, Inc.©x

Table of ContentsVolume II

CATEGORY 2

I. Characterization - 6(A)(B)(C); Fig 19(D) /Grade Level PagesA. Introductory/Lesson 1 - Explicit Instruction/Checking 1-22B. Lesson 2/Test 1 (Practice Test - Narrative) 780/4-5 23-34 835 Word CountC. Lesson 3/Test 2 (Benchmark Test - Narrative) 840/4-5 35-42 706 Word CountD. Enrichment 43-45E. Reteach 46-47F. Final Test (Paired Selection) 906 Word Count 880/5-6 48-52G. Answer Keys 53-56

CATEGORY 2

II. Story Elements - 6(A)(B); 3(B); Fig 19(D)(E)A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-27B. Lesson 2/Test 1 (Practice Test - Narrative) 520/3 28-41 773 Word CountC. Lesson 3/Test 2 (Benchmark Test - Narrative) 650/3-4 42-48 741 Word CountD. Enrichment 49-50E. Reteach 51-53F. Final Test (Paired Selection) 685 Word Count 780/4-5 54-57G. Answer Keys 59-62

CATEGORY 2 & 3

III. Literary Forms and Genres - 3(A); 6(B)(C); 11(C)(D); 16(B); Fig 19(D)(E)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-53B. Lesson 2/Test 1 (Practice Test - Paired Selection) 700/4 54-64 535 Word CountC. Lesson 3/Test 2 (Benchmark Test - Paired Selection) 870/4-5 65-71 604 Word CountD. Enrichment #1 72-73E. Enrichment #2 74-77F. Reteach 78-82G Final Test (Triplet Selection) 760/4-5 83-86 724 Word CountH. Answer Keys 87-90I. Endnotes 91-92


CATEGORY 2 & 3IV. Sequential Order - 6(A); 9; 11(C); 13(A) /Grade Level Pages

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-15B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 630/3 16-28 713 Word CountC. Lesson 3/Test 2 (Benchmark Test - Mixed Selection) 600/3 29-37 681 Word CountD. Enrichment 38E. Reteach 39-43F. Final Test (Expository) 768 Word Count 720/4 44-48 G. Answer Keys 49-52

CATEGORY 2 & 3V. Cause/Effect - 11(C)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-23B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 650/3-4 24-32 557 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 920/5-6 33-37 849 Word CountD. Enrichment 38-39E. Reteach 40-41F. Final Test (Mixed Selection) 701 Word Count 710/4 42-45G. Answer Keys 47-49

CATEGORY 2 & 3VI. Compare/Contrast - (11)(C)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-27B. Lesson 2/Test 1 (Practice Test - Expository) 580/3 28-41 748 Word CountC. Lesson 3/Test 2 (Benchmark Test - Narrative) 490/2 42-47 625 Word CountD. Enrichment #1 48-52E. Enrichment #2 53F. Reteach 54-55G. Final Test (Paired Selection) 974 Word Count 670/4 56-60H. Answer Keys 61-63

CATEGORY 2 & 3VII.Graphic Organizers - 11(D); 13(B); Fig 19(E)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-39B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 670/3-4 40-53 772 Word CountC. Lesson 3/Test 2 (Benchmark Test - Mixed Selection) 630/3 54-63

832 Word CountD. Enrichment 64-65 E. Reteach 66-75F. Final Test (Mixed Selection) 874 Word Count 580/3 76-81G. Answer Keys 83-87

Table of ContentsVolume II

Gourmet Curriculum Press, Inc.©viii

Table of ContentsVolume III

CATEGORY 2 & 3

I. Author’s Purpose - 6(C); 10; 11(C); 12; 19(B) /Grade Level PagesA. Introductory/Lesson 1 - Explicit Instruction/Checking 1-14B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 580/3 15-28 846 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 700/3-4 29-33 665 Word CountD. Enrichment 34E. Reteach 35-37F. Final Test (Paired Selection) 755 Word Count 600/3 38-42G. Answer Keys 43-44

CATEGORY 2 & 3

II. Draw Conclusions - 2(D); 6(A)(B); 7; 8; Fig 19(D)A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-19B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 810/4-5 20-29 558 Word CountC. Lesson 3/Test 2 (Benchmark Test - Paired Selection) 880/5 30-36 606 Word CountD. Enrichment #1 37-38E. Enrichment #2 39-41F. Reteach 42-44G. Final Test (Expository) 608 Word Count 780/4-5 45-47H. Answer Keys 49-50

CATEGORY 2 & 3

III.Make Predictions - 6(A)(B); 7; 8; 11(C)(D); Fig 19(D)A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-18B. Lesson 2/Test 1 (Practice Test - Paired Selection) 620/3-4 19-35 804 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 640/3-4 36-41 723 Word CountD. Enrichment 42-44E. Reteach 45-46F. Final Test (Mixed Selection) 473 Word Count 740/4 47-49G. Answer Keys 51-52


CATEGORY 2 & 3IV.Make Generalizations - 6(A); 11(A)(B)(C) /Grade Level Pages

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-11B. Lesson 2/Test 1 (Practice Test - Expository) 920/5 12-22 709 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 860/5-6 23-28 779 Word CountD. Enrichment 29-30E. Reteach 31-43F. Final Test (Mixed Selection) 720 Word Count 890/5-6 44-48G. Answer Keys 49-51

CATEGORY 3V. Fact/Opinion - 11(B); 10

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-19B. Lesson 2/Test 1 (Practice Test - Paired Selection) 800/5 20-30 749 Word CountC. Lesson 3/Test 2 (Benchmark Test - Paired Selection) 880/5 31-37 747 Word CountD. Enrichment 38-40E. Reteach 41-45F. Final Test (Mixed Selection) 642 Word Count 800/5 46-49G. Answer Keys 51-52

CATEGORY 3VI.Persuasive Devices - 12; 19

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-32B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 780/4-5 33-45 380 Word CountC. Lesson 3/Test 2 (Benchmark Test - Expository) 680/3-4 46-53 760 Word CountD. Enrichment #1 54-55E. Enrichment #2 56-58F. Reteach 59-67G. Final Test (Paired Selection) 692 Word Count 680/3-4 68-72H. Answer Keys 73-76

CATEGORIES 2 & 3VII.Evaluate/Make Judgments - 2(E); 5; 6(A)(B); 10; 11(C); 14(C); Fig 19(D)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-37B. Lesson 2/Test 1 (Practice Test - Expository) 880/5 38-48 749 Word CountC. Lesson 3/Test 2 (Benchmark Test - Narrative) 660/4-5 49-56 1060 Word CountD. Enrichment 57-58E. Reteach 59-63F. Final Test (Paired Selection) 774 Word Count 930/4-5 64-69G. Answer Keys 71-73

Table of ContentsVolume III

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xiGourmet Curriculum Press, Inc.©

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Gourmet Curriculum Press, Inc.© xxxvii

Fourth Grade (S)uggested(N)eeded Approximate(E)xcerpt Grade

Objective Activity Title Author (R)eference Lexile Score EquivalentContext Clues Initial

Instruction Summer of the Monkeys Wilson Rawls E 810 4th-6thFrom the Mixed-up Filesof Mrs. Basil E. Frankweiler

E.L. Konigsburg E 700 3rd-5th

Maniac Magee Jerry Spinelli E 820 4th-6thAlexander and the Terrible,Horrible, No-Good, VeryBad Day

Judith Viorst E 970 4th-8th

Characterization InitialInstruction

Cinderdog AND THE Wicked Stepcat Joan Holub E, N AD410 3rd

Lesson 3 The Hundred Dresses Eleanor Estes S 870 4th-6thThe Whipping Boy Sid Fleischman S 570 2nd-3rdSarah, Plain and Tall Patricia

MacLachlan S 560 2nd-3rdCharlotte’s Web E.B. White S 680 3rd-4thMr. Lincoln’s Drummer G. Clifton Wisler S 800 4th-6thThe Rajah’s Rice retold by Janet

Stevens S *I’ll Meet You at the Cucumbers Lilian Moore S 550 2nd-3rdHopper Hunts for Spring Marcus Pfister S *Tops and Bottoms retold by Janet

Stevens S *A Chair For My Mother Vera B. Williams S 640 3rd-4th

Enrichment The Phantom Tollbooth Norton Juster S 1000 6th and upCharlie and the Chocolate Factory Roald Dahl SNory Ryan’s Song Patricia Reilly Giff S 600 3rd-4thThe Doll People Ann M. Martin S 570 2nd-3rdRobert and the Lemming Problem Barbara Seuling S *

Story Elements Checking Chocolate Fever Robert Kimmel Smith R 680 3rd-4th

Island of the BlueDolphins Scott O’Dell R 1000 6th and upOnion John Joseph Krumgold R 710 3rd-5thBecause of Winn-Dixie Kate DiCamillo R 610 3rd-4th

Enrichment Madeline LudwigBemelmans S AD480 2nd

Socrates Rascal and Gert Bogaerts S *

Mike Mulligan and his Steam Shovel

Virginia Lee Burton S 820 4th-6th

A River Ran Wild Lynne Cherry S 670 3rd-4thFirst Day Jitters Julie Dannenberg S AD210 1stThe Big Snow Berta and Elmer

Hader S AD710 3rd-5th

Paul Bunyan retold by Steven Kellogg S 1030 6th and up

Looking Out for Sarah Glenna Lang S AD600 3rd-4thSilent Lotus Jeanne M. Lee S AD680 3rd-4thJohn Henry Julius Lester S AD720 3rd-5thMake Way for Ducklings Robert McClosky S AD630 3rd-4th

Literature Connection

Gourmet Curriculum Press, Inc.©xxxviii

The Frog PrinceContinued Jon Scieszka S AD600 3rd-4th

Vassilisa the Wise retold by Joseph Sherman S *

Mimi’s Tutu Tynia Thomassie S AD470 2ndThe Printer Myron Uhlberg S *

Cause/Effect InitialInstruction

The Cricket in TimesSquare George Selden E 780 3rd-5th

Checking Search for the Shadowman Joan Lowery Nixon E 780 3rd-5th

The Westing Game Ellen Raskin E 750 3rd-5thDominic William Steig E 900 5th-8thThe Janitor’s Boy Andrew Clements E 770 3rd-5thDaughters of Liberty: Barbara’s Escape Elizabeth Massie E 680 3rd-4th

Lesson 3 Fortunately Remy Charlip S AD420 2ndCompare/Contrast

Enrichment#2 Where the Red Fern Grows Wilson Rawls S 700 3rd-5th

Charlotte’s Web E.B. White S 680 3rd-4thStuart Little E.B. White S 920 5th-8thJames and the Giant Peach Roald Dahl S 870 4th-6thBen and Me Robert Lawson S 1010 6th and upMrs. Frisby and the Ratsof NIMH Robert C. O’Brien S 790 3rd-5thThe Cricket in TimesSquare George Selden S 780 3rd-5thIsland of the BlueDolphins Scott O’Dell S 1000 6th and upCharlie and the Chocolate Factory Roald Dahl S 810 4th-6thThe Incredible Journey Sheila Burnford S 1320 10th-12thThe Best Christmas Pageant Ever Barbara Robinson S 930 5th-8th

Shiloh Phyllis Reynolds Naylor S 890 4th-6th

Harry Potter and the Sorcerer’s Stone J.K. Rowling S 880 4th-6th

MakePredictions

InitialInstruction The Secret of Platform 13 Eva Ibbotson S

Frindle Andrew Clements SA Series of Unfortunate Events: Book the First: The Bad Beginning

Lemony Snicket S

How to Eat Fried Worms Thomas Rockwell SRamona the Brave Beverly Cleary SThe Last of the Really Great Whangdoodles

Julie AndrewsEdwards S

Jumanji Chris VanAllsburg N AD620 3rd-4th

Rumpelstiltskin’sDaughter Diane Stanley N AD570The Relatives Came Cynthia Rylant N AD940 5th-8thThere’s a Nightmare in My Closet Mercer Mayer N AD670 3rd-4thMike Fink Steven Kellogg N 870 4th-6thThe Patchwork Quilt Valerie Flournoy N AD520 2nd-3rdFrindle Andrew Clements E 830 4th-6th

Lesson 2 Tuck Everlasting Natalie Babbit R 770 3rd-5th


Gourmet Curriculum Press, Inc.© xxxix

The Boy of the Three YearNap Dianne Snyder R AD610 3rd-4thIsland of the BlueDolphins Scott O’Dell R 1000 6th and upFree Fall David Wiesner R *Good Times on Grandfather Mountain Jaqueline Martin R AD880 4th-6th

Mirette on the High Wire Emily ArnoldMcCully R 580 2nd-3rd

The Adventures of TomSawyer Mark Twain R 750 3rd-5thRamona the Brave Beverly Clearly R 820 4th-6thThe Day Jimmy’s Boa Ate the Wash

Trinka Hakes Noble R AD540 2nd-3rd

Make Way for Ducklings Robert McClosky S AD630 3rd-4thMakeGeneralizations Lesson 3 Anno’s U.S.A Mitsumasa Anno S *

Sector 7 David Wiesner S *Free Fall David Wiesner S *Picnic Emily Arnold

McCully S NPZoom Istavan Banyai S *The Story of a Main Street John S. Goodall S *Naughty Nancy John S. Goodall S *Mighty Mizzling Mouse Friso Henstra S *Window Jeannie Baker S NPYou Can’t Take a Balloon Into the Museum of Fine Arts

Jaqueline PreissWeitzman S *

PersuasiveDevices

InitialInstruction

Tales of a Fourth Grade Nothing Judy Blume E 470 2ndHow to Eat Fried Worms Thomas Rockwell E 650 3rd-4thDouble Dog Dare Jamie Gilson E 650 3rd-4th

DrawConclusions

InitialInstruction All the Places to Love Patricia

MacLachlan S 920 5th-8thInitialInstruction Tuesday David Wiesner N NP

Fact/Opinion InitialInstruction Stone Fox John Reynolds N, E 550 2nd-3rd

Evaluate/MakeJudgments

InitialInstruction Freckle Juice Judy Blume R 370 1st-2nd


Sample Sectionof

Reading Main Dishes

Objective: Draw Conclusions

7(A); Fig 19(D)

Lesson 1 – Initial LessonLesson 2 – Hands On

Lesson 3 – Cooperative Learning Benchmark TestEnrichment #1

ReteachFinal Test

Introductory Lesson Draw Conclusions

Gourmet Curriculum Press, Inc.© 1 ( T )

Focus:Show the picture transparency, page 2, of the messy kitchen.Ask: What conclusion may we draw from looking at this picture?Ask: What information did you use to come to this conclusion?Say: Based on the pictures, possible conclusions include the following: someone had been cooking in the kitchen other than mom, they were making cookies, they didn’t clean up the mess, and Mom is angry about the mess. The skill that was used to draw conclusions from the pictures is what we will work on today. Not only do you need to be able to draw conclusions from looking at pictures, but you should also be able to draw conclusions from written passages.

Objective:At the close of the lesson, the students will be able to draw conclusions from the text based on information, prior knowledge, and/or experiences about the topic.

Across the Curriculum Goals:Math – Use the facts in a problem, combine it with what you already know, and decide on a plan to solve the problemScience – Make a hypotheses; draw a conclusion about a science experimentSocial Studies – Use information from history to draw a conclusion about current eventsHealth – Social skills – Use information and previous knowledge to determine a positive or negative actionLanguage – Write detailed information so that the reader can draw conclusions

Statement of Importance:Drawing conclusions is an important reading skill that requires the reader to first decide what question is being asked and then, determine what has already happened in the passage. Next, ask what information is already known about this topic, and finally, combine all of this information to draw a conclusion about what has happened.

Lesson 1 Draw Conclusions


Steps for Drawing Conclusions

Definition:

Drawing a conclusion requires

reading information, combining

it with what you already know,

and making a final decision about what has happened.

Read the question first to

determine what is being asked.

Carefully read the text and locate facts

that support the question being

asked.

Ask yourself, “What do I

already know about this

topic?”

43 Combine

the new information

with what you already know,

and draw a reasonable conclusion about what

has happened.

21


Gourmet Curriculum Press, Inc.© 5

Initial Instruction—Part I—Passage #1 continued

Objective: Students will draw conclusions from a written text

Direct QuestioningAsk: Look at the first choice in Question #1. What does the answer choice say? (waiting with his grandfather while baby sheep are born)Ask: Can we draw a conclusion that this is what Eli is doing based on the information from the passage? (Perhaps he is waiting. However, there is no specific information given about baby sheep.)Ask: From looking at the information given in the passage and the information written on our graphic organizer, is the second choice a possible answer? (wishing he was wrapped in a wool blanket) (No, the passage says he was wrapped in a wool blanket when he was born but not that he wants to be wrapped in one again.) Ask: Look at the third choice. Which sentences support the statement that Eli is waiting with his grandfather for his sister to be born? (Sentence #3 – a small bundle wrapped in a wool blanket is held up; sentence #4– his grandfather cries when he sees the bundle. Then, he carves a girl’s name in the rafters beside Eli’s name. This could mean there is a new female member of the family.)Ask: In the fourth choice, both Eli and his grandfather would be sad, and Eli’s mom would have died. What details from our information tell us that this is most likely not true? (Sentence #3 – Grandmother holds a small bundle up to the window. Eli is not sad in the passage; sentence #4 – Grandfather carves a girl’s name beside Eli’s name, and his mother is not dead.)Ask: Based on the information from the passage and our prior knowledge, which of the answer choices is the most logical conclusion? (The third choice, Eli is waiting with his grandfather for his sister to be born.) (Students will write this answer choice in the last rectangle and will write the appropriate conclusion in the center box of their graphic organizer, page 7.)Say: Now, in Question #2, we are asked about which sentence best supports the conclusion we have drawn.Ask: Does the first choice best support the conclusion that we drew? (Possibly, it lets us know that when someone is born on the farm they are wrapped in a wool blanket. This is considered background information that informs us about a similar situation.)Ask: What is important in the second and third choices? (Eli and his grandfather are waiting for what Grandmother holds up to the window.)Ask: Do these two answer choices best support the conclusion from Question #1? (Possibly, but we have to look at all of the choices before we decide.) Ask: Look at the fourth choice. What does it tell us? (Grandfather cries when he sees the bundle and carves a girl’s name in the barn rafters beside Eli’s name.)Ask: Using the information from all the other sentences, are we able to determine what Eli is doing? (Yes, he has been waiting for his sister, Sylvie, to be born.)Ask: Which sentence from the passage best supports the conclusion drawn in Question #1? (The fourth choice because Grandfather is emotional from the sight of the bundle and carves a girl’s name beside his grandson’s name. When we combine this sentence with all of the other information, we can see this sentence best supports the conclusion from Question #1.)

Questioning Technique



Objective: Students will draw conclusions from a written text

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Conclusion



Checking for UnderstandingReview by having the students tell you the steps for drawing a conclusion.1. Read the questions first to determine what is being asked.2. Carefully read the text and locate facts that support the question being asked.3. Ask yourself, “What do I already know about this topic?”4. Combine the new information with what you already know, and draw a reasonable

conclusion about what has happened.

Objective: Students will select and match scenarios to a specific conclusion

“Rabbit Out of a Hat”Teacher note: In this activity, students will match clues to a specific conclusion. Levels 4 and 5 of Bloom’s Taxonomy, Analysis and Synthesis are used.Group size: whole group, based on class of 24Materials: conclusion cards, pages 10–11; clue cards, pages 12–15; big hatBefore class: Make copies of conclusion cards, pages 10–11 and clue cards, pages 12–15 and cut out. Bring in a “Top Hat” or some other type of large hat. Place all the rabbits in the hat.Directions: • Distribute one carrot (clue card) to each student. Explain that each carrot is a clue.• There are eight conclusions in this game. Teacher will pick a student at random to

draw a rabbit (conclusion card) out of the hat. • That student will stand and read the conclusion on the rabbit to the class. The other

students will read the clues on their carrots. Those who think they have a clue which matches the conclusion will stand and read the information on their carrot. (There are three clues for every conclusion.)

• The class will decide whether it is a correct clue or not.• When three carrots (clues) and the correct rabbit (conclusion) are matched, pieces are

put together as a set.• Play continues until all eight scenarios are completed.


Gourmet Curriculum Press, Inc.©20

Practice extension:

Students will read “Shoshone Days” Test 1, and complete the questions over drawing conclusions. Teachers may use this as a teaching reinforcement of test-taking skills, or grades may be taken for evaluation purposes.

Objective: Student will listen to text and draw a conclusion

“Fishing for Conclusions”Teacher note: In this activity, students will read selections, choose conclusions, and learn all about fish! This activity uses Level 4 of Bloom’s Taxonomy, Analysis.Group size: two studentsMaterials: cover wheel, page 21; conclusion wheels, pages 22–23; point cards, page 24; card stock, optional; scissors; bradsBefore class: Make one copy of each conclusion wheel, pages 22–23, and two copies of cover wheels, page 21, for each group. Cut out wheels. Use a brad to attach the conclusion wheels to the cover wheels. Each pair will get one of each of the conclusion wheels. Make copies of point cards, page 24, for each group, and cut them out. (Use of card stock is recommended.)Directions:

• Students work in pairs, and each player has one conclusion wheel.• Using his/her conclusion wheel, Player 1 reads a scenario and the three conclusion

choices to Player 2.• Player 2 chooses a conclusion (correct answers are marked with a star). If Player 2 is

correct, he/she gets a point card. If Player 2 is incorrect, Player 1 gets the point card. Each card is worth one point.

• Now, Player 2 reads a scenario from his/her conclusion wheel and three conclusions to Player 1. Player 1 chooses a conclusion and points are awarded as specified.

• Play continues until all 12 conclusions have been read. The player with the most point cards is the winner.

Extension: Have students create short scenarios and three possible conclusions for additional games. These scenarios can be conclusions from materials students currently are reading or an extension activity using science or social studies content.



Objective: Student will listen to text and draw a conclusion

“Fishing for Conclusions” Cover Wheel

Fishing for Conclusions



Cooperative Learning“What Am I?”

Teacher note: In this cooperative learning activity, students will identify mystery objects in a box and write clues to help other students identify them as well. This activity uses Level 4 of Bloom’s Taxonomy, Analysis. Group size: three studentsMaterials: for every group: cards, page 32; one shoe box; five small objects (spoon, pencil, golf ball, thimble, etc.); 12x18 piece of dark fabric; pencil; notebook paperBefore class: Make copies of cards, page 32, for each group. Gather a shoe box, fabric, and five small objects for each group. Hot glue or staple one short edge of the fabric to the top of one end of the box, so that the students can put their hands in the box without revealing the objects.Directions:

• One at a time, students reach into the box and feel the different objects without looking at them.

• Students draw conclusions about the objects and, on paper, list the things that are believed to be in the box.

• Without talking, the student passes the box to the next student.• When all students have listed the objects they believe are in the box, students will

compare lists.• Each group will make a “Group List” of the things believed to be in the box and assign

each object a number.• Groups will lift the fabric and examine the objects.• Then, they will check the Group List and see if objects were identified correctly.• Next, groups will write three clues for each object on the Clue Cards. Example (for mechanical pencil):

I am long and skinny. I am used for writing. I have a push-button on one end.

• Groups will replace the fabric over the top of the box and exchange boxes and Clue Cards with another group.

• Groups will read the clues and will draw conclusions about the objects in the new box.

• Then, one at a time, students reach into the box and feel the different objects without looking at them.

• Students will draw conclusions about which thing in the box is Object #1, #2, etc.• Groups will lift the fabric, examine the objects, and evaluate their conclusions. Which

were correct? Which were incorrect?

Objective: Students will identify mystery objects and write clues to draw conclusions about each object

Glue or staple here.



“Rubric” Expectations Pts. Possible Received Pts.1. The group will follow all directions in the correct

order.2. The group will make a Group List which correctly

identifies the objects in the box.3. The group will generate three clues for each object.4. The group will draw valid conclusions using another

team’s Clue Cards.5. Students will show respect for the ideas of others.6. Students will complete the work in a timely manner.7. Students will share in responsibilities.

5

5

5

5

1

25TotalTotal possible points: 25 = 100.

Objective: Students will identify mystery objects and write clues to draw conclusions about each object

Teacher note: Benchmark, Test 2, “Night Life” and “Life in the Mojave” will be given following this lesson. Students will complete Test 2 independently. Those who score 80% and above will complete the Enrichments, pages 37–41. Those who score less than 80% will work with the teacher on the Reteach, pages 42–44.

2

2

Test 2 Draw Conclusions


After reading the following selections, you will be asked a series of questions. These questions will be based on the material in the selections.

Most people imagine deserts as wide stretches of sand. Mention life in the desert and people

immediately think of cactus. However, California’s Mojave Desert is home to many animals and

plants. Some are only slightly different from creatures in the city or the forest. But, some things

living in the Mojave could not survive in any other habitat.

“Night Life”1 The moon creeps over the horizon 2 To hang in the sky like a jewel.3 Nocturnal creatures begin stirring 4 For finally now it is cool.

5 Overhead flies a bat seeking insects, 6 While dodging a tiny elf owl.7 The animals all hear the night song 8 That coyotes begin to howl.

9 Kangaroo rats munch on cactus 10 To get water they don’t have to drink.11 A frog splashes the only puddle12 So that into the mud he can sink.

13 Scorpions hold high their stingers 14 Waiting for insects to eat.15 The jackrabbit perks up his long ears16 Which help him get rid of the heat.

17 A pair of spotted skunks goes marching18 Past a large family of quail.19 A diamondback rattlesnake slithers—20 He is hunting, and he will not fail.

21 All of these creatures must scurry 22 To hide from the approaching sun,23 For the animals’ night life is over 24 And a new morning now has begun.

Test 2 Draw Conclusions


9 Support your conclusion chosen in question #8 with information from the passage and the

poem.

Animals

• don’t drink water

•

•

• ears help get rid of heat

Plants

•

• short growing cycle

•

• creosote – pushes back down into the soil

10 Fill in the T-chart, listing features that allow plants and animals to live in the desert.

Enrichment #1 Draw Conclusions


Objective: Students will draw conclusions for three stories and write endings based on their conclusions

“Drawing” ConclusionsTeacher note: In this Enrichment, students will draw conclusions about the information they read according to what they know about the subject. Students will see the many conclusions they can draw from the same stories with this “Drawing” Conclusions activity. This activity uses Level 5 of Bloom’s Taxonomy, Synthesis.Group size: individualMaterials: story sheet, page 38; writing paper; crayons or markers; glue; scissorsBefore class: Make copies of the story sheet, page 38, for each student.Directions:

• Distribute a copy of the story sheet, page 38, to each student.• Explain to students that they will read three simple stories and then answer a few

questions. To demonstrate, use the first story and the first two questions as a model.• Then, have the students discuss their answers to those questions to help them form

several conclusions about the story and record their conclusions on the sheets.• Next, they repeat the same steps with the remaining two stories.• Once students have completed the questions for all three stories, have them choose

one of the stories from which to write an ending based on their conclusions. Have them cut the desired story box from their story sheet and glue it to the top of a sheet of writing paper. Then, have each student write the ending to the story below the box and draw an illustration.

• Once students have completed their papers, have volunteers read their conclusions and story endings aloud for all to enjoy and appreciate the differences. Be sure to have students point out the connections between what they knew about the subject and what

they concluded.• For a more challenging activity, have students write endings for all three stories, then

share the stories with the class.

Reteach Draw Conclusions


Objective: Students will draw conclusions about the meaning of idioms

“What On Earth Does That Mean?”Teacher note: In this activity, students will read passages containing idioms and determine the meaning of these often–used phrases. This activity uses Levels 4 and 5 of Bloom’s Taxonomy, Analysis and Synthesis.Group size: whole group, teacher directed; then students work in pairs independentlyMaterials: passages, pages 43–44Before class: Make copies of passages, pages 43–44, for each pair.Directions: • Teacher reads Passage #1, which contains the phrase, “let the fox guard the hen

house.”• Teacher and students discuss clues from the passage and prior knowledge which can

help determine the meaning of this phrase. (A robber wants to work in a bank; a fox will try to steal and eat chickens; robbers usually steal money from banks; having a robber guard the bank vault is not a good idea.)

• Teacher writes the meaning of the phrase on the line under the passage.• Students work in pairs to determine the meaning of the other phrases used in Passages

#2–#5.

Passage #1Richard wanted to work as a guard at the bank. He filled in every space on his

application and even wrote about the time he went to jail for stealing from a gas station. But, when the manager saw that part of Richard’s application, he shook his head. “I might as well let the fox guard the hen house,” he thought.

“let the fox guard the hen house” means –

Extension: Have students write a paragraph which shows the meaning of one of the following phrases:“ants in your pants” – unable to sit still, wiggling and squirming“eating like a bird” – not eating very much“his bark is worse than his bite” – he is not as mean as he sounds

Answer key:

“let the fox guard the hen house” – put someone in charge who cannot be trusted“kill two birds with one stone” – get two things done at the same time“bright–eyed and bushy–tailed” – awake and alert or more ready to concentrate“if it were a snake, it would have bitten you” – it was right in front of you the whole time“happy as a clam” – perfectly content, having everything I need

Final Test Draw Conclusions


After reading the following selection, you will be asked a series of questions. These questions will be based on the material in the selection.

“The Search For Longitude”An Age-Old Problem

1 It was always easy to figure latitude, even at sea. First, sailors measured the angle of the sun above the horizon at noon, when the sun was highest. They used this angle and information from the ship’s charts to determine their latitude, the distance north or south of the equator. Figuring longitude was more difficult. The Earth rotates fifteen degrees every hour. A sailor needed to know what time it was at home when it was noon on the ship. Then, the sailor determined how many degrees the Earth had rotated since noon at home. This number was the measure of longitude or distance east or west of home port.

2 The simple solution was to bring along a clock, set to the time at home. However, 300 years ago, no clock was accurate enough to keep time on a rocking boat. Sailors could not determine longitude, and many ships were lost.

3 In 1713, the British Parliament held a longitude contest. They offered a reward of 20,000 British pounds to the person who could build a seaworthy clock. (This is equal to about 12 million dollars today.)

A Time-ly Solution4 John Harrison was immediately interested. He was a carpenter from Hull in

northern England. John liked to figure out why things moved and worked the way they did. He had designed and built many clocks of wood. His clocks kept time as well as those made of metal.

5 John went to work on a clock that would keep time on a rocking boat. He used seesaw balances and metal wires he called “worm springs.” In 1735, John took his clock to the Longitude Board. It was an odd-looking clock, over two feet tall, but it worked. This clock proved accurate on a journey to Portugal and became known as “H1.” But, the members of the Longitude Board were upset with John’s solution. How could a carpenter have solved the longitude problem instead of a scientist? He had never even been to college! John received some of the money, but he did not win the contest.

6 He refused to admit defeat, however. John returned home and began working on another clock. The second clock, called “H2,” was never tested at sea. He built a third, “H3,” that never saw a boat either. Finally, John had a new inspiration. A friend made a pocket watch for him. John figured that he could build a pocket watch that would keep accurate time at sea. He built a new clock, called “H4,” in 1760. This clock was only five inches across and weighed only three pounds. John’s son, William, took the clock on a sea voyage. H4 only lost two minutes on the five month journey.

4th rdng sample tx 2013

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