Due to many requests, I have bundled two of my best selling and largest items!
In this bundle you have an entire year of Guided Reading Lesson Plans and Literacy Centers for 4th Grade:
Here is the link to this product: 4th Grade Year Long Guided Reading Lesson Plans
Here is the description:
A YEAR OF GUIDED READING LESSON PLANS for 4TH GRADE!
Over 300 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!
This product includes 34 weeks of Guided Reading Lesson Plans for the teacher and activities for the students! (All you have to do is choose your book!)
17 CCSS Aligned Skills and 19 TEKS Aligned Skills are broken down into 9 day segments of lessons equaling 34 weeks!
WITHIN EACH LESSON:
• A CCSS Skills Binder Divider Page
• A brief vocabulary table activity do begin your small group lesson. You choose the words from the book you are using for your lesson.
• A “Before Reading” mini lesson and book talk.
• “During Reading” questions stems.
• “After Reading” assessment or wrap up activity.
• Vocabulary 4-Square Sheet to use for your words if you would like.
• Anecdotal Record Form to fill out on students.
THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!
• Binder Cover Page with Attractive Clipart!
• Editable Blank Lesson Plan Template
• Editable Blank Anecdotal Record Form
• Editable Vocabulary 4-Square Sheet
Go grab my 4th Grade Guided Reading Lesson Plan (Free) here:
4th Grade FREE Guided Reading Sample
To see what a 9 day segment looks like! 3 lesson plans, 3 graphic organizers, 3 vocabulary sheets, 3 anecdotal record forms, and a blank lesson plan template! BUT MOST IMPORTANTLY—it includes a GUIDE TO USE page where you can read all about this item and it will answer any questions you may have!
Also check out the preview to see an up close look at all of the items and how they are used!
Skills Included: (Informational and Literature)
RL. 4.1 Students will be able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL. 4.2 Students will be able to determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL. 4.3 Students will 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).
RL. 4.4 Students will determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL. 4.5 Students will be able to 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.
RL. 4.6 Students will be able to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL. 4.7 Students will be able to 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.
RL. 4.8 (Not Applicable in Literature)
RL. 4.9 Students will be able to 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.
RI. 4.1 Students will be able to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI. 4.2 Students will be able to determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI. 4.3 Students will be able to explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI. 4.4 Students will be able to determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI. 4.5 Students will be able to 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.
RI. 4.6 Students will be able to compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI. 4.7 Students will be able to 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.
RI. 4.8 Students will explain how an author uses reasons and evidence to support particular points in a text.
RI. 4.9 Students will be able to integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
4.2 Students understand new vocabulary and use it when reading and writing.
4.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) summarize and explain the lesson or message of a work of fiction as its theme; and
(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.
4.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
4.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literature.
4.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) sequence and summarize the plot's main events and explain their influence on future events;
(B) describe the interaction of characters including their relationships and the changes they undergo; and
(C) identify whether the narrator or speaker of a story is first or third person.
4.7 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.
4.8 Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.
4.10 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.
4.11 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main idea and supporting details in text in ways that maintain meaning;
(B) distinguish fact from opinion in a text and explain how to verify what is a fact;
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and
(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.
4.12 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does.
4.13 Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and
(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).
4.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;
(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and
(C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).
THIS ITEM IS A MUST HAVE! I have taught reading for 6 years and have my Master’s as a Reading Specialist. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!
If you still have questions, message me or e-mail me at Hillary3986@gmail.com!
Here is the link for these centers! 4th Grade Literacy Centers
This product is an entire year of Literacy Centers for 4th grade students.
36 Weeks (Approximately 750 pages) of Literacy Center Activities!
Instruction Pages (and an editable version too!)
Vocabulary (Also includes an editable version so you can add your own words, just add a text box in the blanks for your own words.)
Writing (activities for TEKS AND CCSS when they do not align with each other.)
Centers include hands on activities, partner activities, and gives the students great exposure to reading comprehension.
Centers are all aligned to Common Core Standards AND TEKS (Texas Standards)
Each week contains one activity for you to leave in the center for the entire week. Students are meant to rotate to that activity throughout the week as well as other centers. A rotation schedule is given as well as a guide to use on how to use this product appropriately. Each center activity includes a student instruction page for you to print off and leave in the center all week.
Each center activity is meant to be an independent or partner activity so you can conduct small groups during this time. Students should be challenged but able to complete the activity with minimal help from the teacher. (The student instruction page really helps in this area.)
These are print and go centers, no prep required except providing a book!
*NOTE* Some of these activities are the same each six weeks, but the students will create different versions of them. This helps the students understand what activity they are doing and get into a routine with centers.
This is certainly a large purchase but includes 1000+ pages of resources to use during the year!
Please e-mail me with any questions you have prior to making this purchase! Hillary3986@gmail.com