What do you see?

What do you think is happening in the picture ?

What does it make you wonder?

What clues do you see?

Summary of Routine

This routine allows for children to observe and make personal connections. Furthermore, students can interpret information using schema and textual evidence.

Content Standard

4.RL.KID.1. Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

ISTE Standard 1.3.d

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

A natural place to use this routine is after students have experienced something new. The routine is broadly applicable: Use it after students have explored a work of art, or anything else newly introduced in the curriculum. Try it as a reflection during a lesson, after a longer project, or when completing a unit of study.

Summary of Routine

This routine allow students to draw connections and make ongoing questions as they reflect learning.

Content Standard-4.RI.KID.1. Refer to details and examples in a text when explaining what the text says explicitly; refer to details and examples in a text when drawing inferences from the text.

ISTE Standard 1.3.d

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

Assignment

Students will use LucidSpark online and answer the following questions about the informational text A New Kind of Corn

How is the artwork or object connected to something you know about?

What new ideas or impressions do you have that extended your thinking in

new directions?

What is challenging or confusing? What do you wonder about

Additionally students can make real world application: What are cause and effects relationship in the story? Students can cite evidence from the text.

This routine helps students to explore different perspectives and viewpoints as they try to imagine things, events, problems, or issues differently. In some cases, this can lead to a more creative understanding of what is being studied. For instance, imagining oneself as the numerator in a fraction.

Summary of Routine

This routine also students to explore different viewpoints can open up possibilities for further creative exploration.

Content Standard

4.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 4 topic or subject area,including figurative, connotative, and technical meanings.

ISTE Standard 1.3.d

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

The Road Not Taken Assignment

Students will first determine figurative language used and the meaning of phrases. Then, students will construct a poem at POETRY4KIDS about a child who is FREE from their perspective.

 Three Fun Ways to Teach Inference – For the Teachers. (n.d.). Www.fortheteachers.org. https://www.fortheteachers.org/three-fun-ways-to-teach-inference/

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“Unit 3.5 “a New Kind of Corn.”” Www.youtube.com, www.youtube.com/watch?app=desktop&v=DA2-ut6h-qQ. Accessed 29 Mar. 2024.