Believing in Yourself: The Wild Book
ELA
Unit 4
4th Grade
Lesson 20 of 22
These assessments accompany this unit to help gauge student understanding of key unit content and skills.
Content Assessment
The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.
Cold Read Assessment
The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing. This assessment should take approximately one class period.
Fluency Assessment
The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.
Lesson 19
Lesson 21
Lesson Map
Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.
- The Wild Book
- Single Paragraph Outline
Support main ideas with concrete, relevant details in an appropriate order.
- The Wild Book
- Single Paragraph Outline
Standards
RL.4.2W.4.1W.4.1.aW.4.1.b
Include transition words and phrases to connect ideas.
- The Wild Book
- Single Paragraph Outline — Completed from Day 1
Standards
W.4.1W.4.1.aW.4.1.bW.4.1.c
Write a persuasive letter explaining whether or not early screening for dyslexia is important.
- The Wild Book
- “Capitol Journal: Newsom's struggles with dyslexia prompt a 'very personal' quest to fund early screening”
- “After setbacks, dyslexia screening for young students moves forward in California schools”
- Opinion Writing Rubric (G4)
- Single Point Opinion Writing Rubric (G4, U4)
- Editing Checklist 1 (G4, U4)
- Opinion Writing Note Taker (G4, U4, L14)
- Opinion Writing Note Taker Sample Response (G4, U4, L14)
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Research a topic to establish an opinion.
- The Wild Book
- “Capitol Journal: Newsom's struggles with dyslexia prompt a 'very personal' quest to fund early screening”
- “After setbacks, dyslexia screening for young students moves forward in California schools”
- Opinion Writing Note Taker (G4, U4, L14)
- Opinion Writing Note Taker Sample Response (G4, U4, L14)
Standards
RI.4.9SL.4.1.aW.4.5W.4.8
Craft an opinion statement based on facts and details, and sequence reasons strategically.
- The Wild Book
- “Capitol Journal: Newsom's struggles with dyslexia prompt a 'very personal' quest to fund early screening”
- “After setbacks, dyslexia screening for young students moves forward in California schools”
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
- Opinion Writing Note Taker (G4, U4, L14) — Completed on Day 1
Standards
RI.4.1RI.4.9SL.4.1.aW.4.1W.4.1.aW.4.5
Elaborate on reasons by using explanation, context, or examples.
- The Wild Book
- “Capitol Journal: Newsom's struggles with dyslexia prompt a 'very personal' quest to fund early screening”
- “After setbacks, dyslexia screening for young students moves forward in California schools”
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Standards
RI.4.1W.4.1W.4.5W.4.8
Include introduction and conclusion sections that appropriately engage the reader and reveal the topic and main ideas.
- Opinion Letter Draft — Started or completed on Day 3
- Single Point Opinion Writing Rubric (G4, U4)
- Two Paragraph Outline — Completed on Day 2
- Two Paragraph Outline Sample Response 1 (G4, U4, L14)
- Two Paragraph Outline Sample Response 2 (G4, U4, L14)
Standards
SL.4.1.aSL.4.1.dW.4.1W.4.1.aW.4.1.dW.4.5
Change descriptive words to be more precise.
- Opinion Letter Draft — Completed from Day 4
- Dictionary — Physical or online
- Thesaurus — Physical or online
- Single Point Opinion Writing Rubric (G4, U4)
- Editing Checklist 1 (G4, U4)
Standards
L.4.1.aW.4.5
Analyze unit themes and concepts by writing a narrative story that continues one of the unit texts where it left off.
- “Excerpts from Fish in a Tree” — Ch. 1–3
- “Excerpts from Out of My Mind” — Ch. 1–4
- “Excerpts from Rules” — Ch. 1–2
- Narrative Writing Rubric (G4)
- Single Point Narrative Writing Rubric (G4, U4)
- Editing Checklist 2 (G4, U4)
- Narrative Brainstorming Graphic Organizer
- Narrative Brainstorming Graphic Organizer Sample Response (G4, U4, L20)
Plan a story that includes a problem, climax, and solution.
- “Excerpts from Fish in a Tree” — Chapters 1–3
- “Excerpts from Out of My Mind” — Chapters 1–4
- “Excerpts from Rules” — Chapters 1–2
- Single Point Narrative Writing Rubric (G4, U4)
- Narrative Brainstorming Graphic Organizer
- Narrative Brainstorming Graphic Organizer Sample Response (G4, U4, L20)
Standards
W.4.3W.4.3.a
Include a resolution that solves the problem, teaches the reader a lesson, or shows how a character changed.
- Single Point Narrative Writing Rubric (G4, U4)
- Narrative Brainstorming Graphic Organizer — Completed on Day 1
Standards
W.4.3W.4.3.aW.4.3.bW.4.3.dW.4.3.e
Revise writing by rearranging words or phrases within a sentence.
- Single Point Narrative Writing Rubric (G4, U4)
- Editing Checklist 2 (G4, U4)
- Narrative Brainstorming Graphic Organizer — Completed on Day 1
- Completed Story Drafts — from Day 2
Standards
L.4.1.aL.4.1.dW.4.5
Create a poster to teach other students about a topic related to the unit.
- The Wild Book
- “Excerpts from Fish in a Tree” — Chapters 1–3
- “Excerpts from Out of My Mind” — Chapters 1–4
- “Excerpts from Rules” — Chapters 1–2
- “'Learning Disabilities: An Overview' by Reading Rockets — Research Resource”
- “'Nothing about Us without Us: Promoting Disability History and Awareness in Classrooms' by Facing History & Ourselves — Research Resource”
- “'Ability & Disability' by Learning For Justice — Possible Research Resource”
- https://www.understood.org
- Informational Writing Rubric (G4)
- Single Point Informational Writing Rubric (G4, U4)
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 3 (G4, U4, L21)
- Research Note Taking Page (G4, U4, L21)
- Poster materials: poster, tri-fold, chart paper, etc.
Brainstorm subtopics for an informational writing project. Gather facts and details about each subtopic.
- The Wild Book — Chapters 1–3
- “Excerpts from Fish in a Tree”
- “Excerpts from Out of My Mind” — Chapters 1–4
- “Excerpts from Rules” — Chapters 1–2
- “'Learning Disabilities: An Overview' by Reading Rockets — Research Resource”
- “'Nothing about Us without Us: Promoting Disability History and Awareness in Classrooms' by Facing History & Ourselves — Research Resource”
- “'Ability & Disability' by Learning For Justice — Possible Research Resource”
- https://www.understood.org
- Two Paragraph Outline
- Two Paragraph Outline Sample Response 3 (G4, U4, L21)
- Research Note Taking Page (G4, U4, L21)
Standards
W.4.2.aW.4.2.b
Determine the paragraph structure that matches the purpose and information included in writing.
- Single Point Informational Writing Rubric (G4, U4)
- Two Paragraph Outline — Completed on Day 1
Standards
W.4.2.aW.4.2.bW.4.2.c
Revise by adding text features that teach the reader more about the subtopic.
- Single Point Informational Writing Rubric (G4, U4)
- Editing Checklist 2 (G4, U4)
- Two Paragraph Outline — Completed on Day 1
- Poster materials: poster, tri-fold, chart paper, etc.
- Completed Student Drafts from Day 2
Standards
L.4.1.aL.4.1.dW.4.2.aW.4.2.bW.4.2.c
