Unit Plan 1 (Grade 4 ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, close reading norms, writer’s workshop expectations

Grade Level: 4

Subject Area: English Language Arts (Reading, Writing, Speaking & Listening, Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This first week launches your classroom as a community of purposeful readers and writers. Students learn how to choose and sustain reading in just-right texts, practice close reading moves on a short shared text, and establish discussion norms for partnerships and small groups. On the writing side, they set up writer’s workshop routines—planning, drafting, conferring, revising—and practice producing clear sentences that fit the task and audience. Fluency warm-ups train pace, accuracy, and expression. By Friday, each student will:

• sustain independent reading with stamina targets,
• annotate a short text using agreed close reading norms,
• participate in a structured discussion, and
• publish a short “Reading–Writing Community Pledge” using clear, correct sentences.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Build independent reading stamina and apply close reading routines (annotate, question, summarize) to grade-appropriate texts.
2. Participate in collaborative discussions using norms and sentence stems; listen and respond to peers.
3. Produce clear writing that matches task and purpose; follow writer’s workshop routines and expectations.
4. Read with accuracy, appropriate rate, and expression during daily fluency practice.
5. Demonstrate command of grammar and usage in sentences during writing tasks.

Standards Alignment — CCSS Grade 4

• Reading Literature: RL.4.10 (read/comprehend literature at grade level; scaffolding as needed)
• Writing: W.4.4 (produce clear/coherent writing appropriate to task/purpose)
• Speaking & Listening: SL.4.1 (engage effectively in collaborative discussions; follow rules; build on others’ ideas)
• Foundational Skills: RF.4.4 (read with sufficient accuracy and fluency)
• Language: L.4.1 (grammar and usage in writing/speaking)

Success Criteria — student language

• I can choose a just-right book and read for ___ minutes with focus.
• I can use our close reading steps: number the paragraphs, circle unknown words, underline key ideas, margin-note questions/observations.
• I can speak and listen using our norms and accountable talk stems.
• I can write clear sentences with correct subjects/verbs, punctuation, and transition words for my audience.

III. Materials and Resources

Mentor Texts & Student Texts — teacher acquires/curates

• One short shared literary text (1–2 pages, strong imagery or character moment) for close reading.
• A variety of independent reading options at multiple levels (stories, novels, narrative nonfiction, poetry).
• Short fluency passages (≈120–150 words) for choral/echo reading practice.

Community & Routine Tools

• Anchor charts: “How We Read Here,” “Close Reading Steps,” “Discussion Norms & Stems,” “Writer’s Workshop Flow,” “Choose a Just-Right Book,” “Editing Lanes (L.4.1 quick checks).”
• Reader’s and writer’s notebooks; sticky notes; highlighters; timers.
• Conferencing trackers (teacher clipboard or simple log pages).

Preparation — before Session 1

1. Pre-mark close-reading moves on the shared text to model.
2. Prepare discussion stems cards (e.g., “I’d like to add…,” “Can you clarify…?”).
3. Draft a sample “Reading–Writing Community Pledge” to model W.4.4 and L.4.1.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Work/Conferences → Discussion/Share → Exit Ticket

Session 1: Building Our Reading–Writing Community

• Mini-Lesson (10–12 min): Establish community agreements for reading and writing. Teach how to select just-right books (purpose, interest, comprehension checks). Set a stamina goal (e.g., 12–15 minutes this week).
• Guided Practice (10 min): Book shopping demo; model notebook setup (reading log, TBR list, “questions I have”).
• Independent Work (15–20 min): Students read independently; teacher confers to check book fit.
• Discussion/Share (5–7 min): Quick circle—one sentence about your chosen book using a stem (“I chose this because…”).
• Exit Ticket: Write your stamina starting point and one personal goal (“I will minimize distractions by…”).

Session 2: Close Reading Norms (Shared Text)

• Mini-Lesson (10–12 min): Model the close reading cycle: first read for gist; second read for key details/unknown words; third read for author’s choices. Show how to annotate without overmarking.
• Guided Practice (10 min): Partner-mark the first paragraph together; agree on one evidence flag (a line worth discussing).
• Independent Work (15–20 min): Students annotate the next section; jot a 1–2 sentence gist and one question in the margin.
• Discussion/Share (5–7 min): Small-group huddles use SL.4.1 stems to compare evidence.
• Exit Ticket: Turn in a photo or quick copy of your annotations plus a one-sentence gist.

Session 3: Fluency & Stamina + Conferring Routines

• Mini-Lesson (8–10 min): Teach fluency routine—teacher read-aloud model, echo read, choral read; discuss rate/phrasing/expression (RF.4.4).
• Guided Practice (10 min): Echo read the week’s short passage; mark phrase scoops/slashes.
• Independent Work (15–20 min): Independent reading block with stamina timer; teacher pulls 3–4 quick confers (goal, strategy, next step).
• Discussion/Share (5–7 min): Readers reflect: “One place I slowed down or reread was…”
• Exit Ticket: Record minutes read today and one fluency focus for tomorrow (pace, pausing at punctuation, expression).

Session 4: Writer’s Workshop Expectations & Clear Sentences

• Mini-Lesson (10–12 min): Unpack writer’s workshop flow: mini-lesson → write → conferring → share. Teach clear sentence construction (subject + predicate), avoiding run-ons/fragments; quick demo revising two sentences (L.4.1).
• Guided Practice (10 min): As a class, co-write the first two sentences of a “Reading–Writing Community Pledge,” adding a transition and checking subject–verb agreement.
• Independent Work (15–20 min): Students draft their own pledge (6–8 sentences) explaining how they will read, discuss, and write this year; teacher confers on sentence clarity and audience.
• Discussion/Share (5–7 min): Pair swap: read aloud one sentence you revised for clarity and explain the change.
• Exit Ticket: Circle one transition and underline one complete sentence you’re proud of.

Session 5: Launch Discussions & Celebrate Starts

• Mini-Lesson (8–10 min): Revisit discussion norms (listen first, build on ideas, ask clarifying questions, refer to text/notebook).
• Guided Practice (10 min): Fishbowl: a small group discusses the shared text using accountable talk stems; class notes what worked.
• Independent Work (15–20 min): All students participate in small-group discussions (2–3 prompts provided), then finalize and polish their pledges (quick edit for capitals, punctuation, agreement).
• Discussion/Share (5–7 min): Author’s Chair—share one pledge line and one reading goal; peers give one warm response.
• Exit Ticket: Complete a brief self-check: “Which routine will help me most next week? What is my updated stamina goal?”

V. Differentiation and Accommodations

Advanced Learners

• Track two stamina goals: time and complexity (try a stretch text for 5 minutes).
• Add a craft move to the pledge (parallel structure or precise verbs).
• Lead a micro-discussion by preparing one text-dependent question.

Targeted Support

• Provide leveled texts and audio options; start with shorter reading bursts and build up.
• Use color-coded annotation prompts (blue = gist, green = key detail, yellow = question).
• Offer sentence frames for the pledge and for discussion (“I noticed…,” “A detail that supports… is…”).

Multilingual Learners

• Pre-teach routine vocabulary with visuals (annotate, confer, gist, stamina).
• Allow bilingual jots in margins; ask for the final sentence in English.
• Provide discussion stems with icons and a pronunciation line.

IEP/504 & Accessibility

• Offer large-print texts; chunked instructions; timers with visual cues.
• Alternate response modes: oral annotations recorded, speech-to-text for pledge.
• Preferential seating for conferring; extra time as needed.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Session 1: Stamina goal exit slip; teacher notes on book choice (RL.4.10).
• Session 2: Annotated shared text + gist sentence (RL.4.10).
• Session 3: Fluency participation + stamina log (RF.4.4).
• Session 4: Draft pledge sentences checked for complete sentences and agreement (W.4.4, L.4.1).
• Session 5: Discussion observation checklist (SL.4.1) + final pledge polish.

Summative Assessment — End of Week; 0–2 per criterion, total 8

1. Independent Reading & Close Reading Habits (RL.4.10)
   • 2: Sustains goal minutes; annotations reflect gist, key details, and questions.
   • 1: Inconsistent stamina or partial annotations.
   • 0: Minimal reading/annotation evidence.
2. Fluency Practice (RF.4.4)
   • 2: Reads with appropriate rate/phrasing/expression; self-monitors.
   • 1: Generally accurate; pace/phrasing uneven.
   • 0: Frequent miscues; little attention to expression.
3. Discussion Skills (SL.4.1)
   • 2: Uses norms and stems; references text/notebook; builds on peers’ ideas.
   • 1: Participates with limited referencing or follow-up.
   • 0: Rarely participates or off-task.
4. Community Pledge Writing (W.4.4, L.4.1)
   • 2: Clear, audience-appropriate; complete sentences; correct basic grammar/usage.
   • 1: Mostly clear; some sentence or usage errors.
   • 0: Unclear; frequent sentence-level issues.

Feedback Protocol

• Two strengths (e.g., “Your annotation question led us back to the text”) and one next step (e.g., “Add a transition to connect these ideas in your pledge”).
• Micro-goals: +2 minutes stamina, one clearer evidence margin note, or one revised sentence with strong subject–verb agreement.

VII. Reflection and Extension

Reflection Prompts

• “One close reading move that helped me understand more was… because…”
• “In discussions, I contributed by… Next time I’ll…”
• “A sentence I revised for clarity was… It’s better because…”

Extensions

• Reading Identity Snapshot: Create a one-page profile—favorite genres, current goal, three “to-be-read” titles.
• Fluency Friday: Record a 30-second oral read; set a personal goal for phrasing or expression.
• Home Connection: Share your pledge with a family member and collect one supportive suggestion to add.

Standards Trace — When Each Standard Is Taught/Assessed

• RL.4.10 taught Sessions 1–2; assessed via stamina logs and annotated shared text.
• W.4.4 taught Session 4; assessed in the polished community pledge.
• SL.4.1 taught Sessions 2 & 5; assessed during fishbowl and small-group discussions.
• RF.4.4 taught Session 3; assessed through fluency routines and self-monitoring.
• L.4.1 taught Session 4; assessed in sentence correctness within the pledge.