(Reading, Writing, Speaking, Listening, and Language Arts)
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
To grow as a reader, fourth grade students will:
Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.
Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, but are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.
Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, making inferences, and drawing conclusions. Students have learned to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with an adult.
To grow as a reader, fourth grade students will:
- Read and understand text on grade level. Parents will receive specific feedback regarding children’s reading level through conferences and other communication.
- Read grade level text fluently (100 or more words per minute)
- Read grade level texts with 90% accuracy or better.
- Identify the main idea in a book or piece of writing.
- Retell a story (sequence events and identify characters, setting, problem, and solution of a story).
- Answer comprehension questions (who, what, when, where, why, how, and what do you think?)
- Make inferences about the author’s purpose.
- Identify theme.
- Make connections between text and personal experience, other stories, and the world.
- Identify important points in non-fiction text. (Read to learn new information)