Making Meaning

The Making Meaning program is designed to teach reading comprehension strategies through whole-class read alouds.  It also stresses individualized reading and conferencing.

Independent Daily Reading (IDR)

Students are required to be reading a book of their choice (from home or school/classroom library).  This book should match their reading level and be something of interest to the student so he/she can use it to reflect on and practice using the reading comprehension strategies learned in class.  

Achieve3000

Students are required to read at least eight Achieve 3000 articles per month.  Achieve3000 articles are customized to be at a student's individual reading level.  After reading, students are required to complete the activity (multiple choice questions) and thought question section.  Articles may be read at home, but only activities completed in school will contribute to a Lexile adjustment. For more information about Lexile levels, click here.  At the beginning of each month, students will complete a reflection sheet based on their Lexile level adjustment. I encourage parents and students to engage in a monthly discussion about growth and what behaviors contribute to continuous improvement.  Students should use Clever to get to Achieve3000.

Trade Books

Fourth graders read two to three novels per year.  In recent years, those novels have included:

- Frindle by Andrew Clements

- Rules by Cynthia Lord

- The Indian in the Cupboard by Lynne Reid Banks 

Assessments

Each Marking Period

• 1 Common Assessment
• 2 Tests
• 2 Quizzes
• 2 Supplemental Assessments
• Independent Practice (Homework)

Monthly

• Lexile Level adjusts on the first of each month.
• Monthly Lexile levels are communicated through a student reflection sheet and can also be found on Achieve3000. Please review your child's Lexile and reflection, then sign and return the sheet the next day.

Reading Skills (NJ Student Learning Standards) by Marking Period

*Once introduced, skills are repeated and reassessed in subsequent marking periods.

1st Marking Period

2nd Marking Period

3rd Marking Period

4th Marking Period

• Monitoring for meaning - Recognizing when you understand the text and when you do not.
  • Thoughts to monitor meaning:
    • I understand . . . 
      
    • I do not understand . . .
    • This is easy to read because . . . 
      
    • This is hard to read because . . .
  • Fix-up strategies to repair comprehension (self-monitoring)

• Using and creating schema - Making connections between what you know and what you are reading.
  • Types of Connections:
    • Text to Self 
      
    • Text to Text
    • Text to World

• Asking questions - Composing questions before, during, and after you read.
  • Types of Questions:
  • I wonder . . . 
    
  • Who . . . 
    
  • What . . . 
    
  • Where . . . 
    
  • When . . . 
    
  • Why . . . 
    
  • How . . .

• Determining importance - Concluding what is the most important information to remember from what you are reading.
  • Thoughts to determine importance: 
    
    • "The text was mostly about . . ."
    • "The author is trying to tell me . . ." 
      
    • "I learned . . ." 
      
    • "The important details are . . ."

• Inferring - Using background knowledge and details from what you are reading to make predictions, conclusions, and interpretations. 
  • Thoughts to make inferences:
    • Based on what I know I predict . . . conclude . . . infer . . .
    • Based on what I read I predict . . . conclude . . . infer . . .
    • I predict . . . conclude . . . infer . . . because (clues from the text)

• Using sensory and emotional images - Visualizing the text in your mind.
  • Draw an actual picture or create a picture in your mind from key, descriptive words and phrases.

• Synthesizing - You combine what you know with new information. ("Aha" moment)
  • Thoughts that lead to synthesizing:
    • My connection made me realize . . .
    • My question made me realize . . .
    • My prediction made me realize . . .
    • My conclusion made me realize . . .
    • My inference made me realize . . .
    • That information from the text made me realize ...

NARRATIVE:

Students will be expected to respond to a given prompt and create a well-developed sequence of events with interesting characters.

1. establish a real or imagined situation
2. introduce characters and/or narrator
3. organize a clear sequence of events
4. use temporal (transition) words or phrases to signal event order
5. provide a strong introduction and conclusion
6. describe the actions, thoughts, and feelings of characters
7. use dialogue to show the response of characters to situations
8. use correct and varied sentence structures including simple, complex and compound sentences
9. use grade-level appropriate conventions
10. use grade-level appropriate word choice                           
11. use figurative language (metaphor, simile, alliteration, hyperbole)

PERSUASIVE/OPINION/ARGUMENT:

1. answer all parts of the prompt
2. state an opinion that shows an insightful understanding
3. considers and dismisses alternative opinion
4. organize ideas into logical paragraphs (introduction, supporting paragraphs, conclusion)
5. each paragraph has a clear topic sentence, details, and elaboration
6. use linking words and phrases to connect ideas (because, therefore, since, for example, also, another, and, more, but)
7. supports opinion skillfully with substantial, relevant, detailed, and distinct reasons
8. provides detailed explanation/analysis of how evidence supports opinion             
9. refers to at least two sources by title
10. cite a direct quote
11. use correct and varied sentence structures including simple, complex and compound sentences
12. use grade-level appropriate conventions
13. use grade-level appropriate word choice                           
14. use figurative language (metaphor, simile, alliteration, hyperbole)

INFORMATIONAL/EXPLANATORY:

After reading multiple texts and viewing another type of media, students will be expected to respond to all parts of the prompt and demonstrate a strong understanding of the topic

1. answer all parts of the prompt
2. demonstrate a strong understanding of the topics and texts
3. organize ideas into logical paragraphs (introduction, supporting paragraphs, conclusion)
4. each paragraph has a clear topic sentence, details, and elaboration
5. use linking words and phrases to connect ideas (because, therefore, since, for example, also, another, and, more, but)
6. use relevant and substantial text support from the resources with accuracy                                        
7. develop topics with facts, definitions, concrete details, quotations, or other information and examples                     
8. refers to at least two sources by title
9. cite a direct quote from one of the sources
10. use correct and varied sentence structures including simple, complex and compound sentences
11. use grade-level appropriate conventions
12. use grade-level appropriate word choice                           
13. use figurative language (metaphor, simile, alliteration, hyperbole)