Embedded Files
Unit descriptions will be updated to reflect what we're working on in class. Anchor charts students will see in the classroom and suggested texts that fit the unit's theme will also be shared here.
ELA Homework: What should my 4th grader be doing?
ELA Homework: What should my 4th grader be doing?
Fourth graders should be READING! At the beginning of 4th grade, we want our students reading nightly for at least 15-20 minutes. They're reading longer than that? Great! Let them!
They should be reading what we call 'just-right' chapter books. This means they can read a full page of text smoothly and at a good pace with no more than five unknown words per page.
Graphic novels count! As discussed with the 4th graders, graphic novels are perfectly fine choices. In fact, there are some very sophisticated and mature themes in today's graphic novels. However, we don't want to only read graphic novels, as that inhibits our reading skill of visualization/envisioning. Therefore, each graphic novel should be followed by a traditional novel. The goal is balance! Students should keep their independent reading book in their backpacks and bring them back and forth to school to read when other work is finished and on 'Flashlight Fridays!'
We will check in with our readers every Friday to learn about what they're reading and check for understanding. There won't be any reading logs or other written response for homework. We want our kids to love reading. If you have concerns or find your child is struggling with reading nightly, please reach out to the teachers.
Unit 1: Personal Narratives
Unit 1: Personal Narratives
In this unit, students will spend some time examining the genre of personal narratives.
What's the story?
What's the story?
Students will read different personal narratives and will work to identify the elements of this particular genre.
What will my student learn?
What will my student learn?
Students will learn elements like vivid descriptive language, dialogue that shows character, defining traits, and figurative language. They will learn to make meaning from these texts by reading them critically and closely to improve their comprehension skills.
Students will write every day in this unit. In examining the different elements found in personal narratives, they will build their knowledge of descriptive writing. They will also have opportunities to use these elements in their writing by creating their own personal narratives.
Conversation starters
Conversation starters
Ask your student questions about the unit to promote discussion and continued learning:
1. What is a personal narrative? Follow up: What are three things that make an essay a personal narrative?
2. How would you define character traits? Follow up: What is your favorite book or movie? Who is your favorite character in it? Describe the traits of that character. What evidence from the book or story supports your thinking? What do you think people would say are your character traits? What evidence would they have to support their thinking?
3. In this unit, you have been talking about sensory details. Look around us right now. Describe sensory details you are noticing in our home. Follow up: What do you see around you? What do you hear? Smell? Taste? Feel?
4. What is dialogue? Follow up: What are some of the rules for punctuating dialogue?
5. What is one of the memories you chose to write about in this unit? Follow up: Why did you choose this memory? Share with me what you wrote about and how you incorporated some of the elements of personal narratives into your writing.
Suggested Supplemental Reading
Suggested Supplemental Reading
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