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All Units, Activity 2, Vocabulary Self-Awareness Chart

Blackline Masters, English Language Arts, Grade 4 -1

Grade 4 English Language Arts

All Units, Activity 2, Vocabulary Self-Awareness Chart

Blackline Masters, English Language Arts, Grade 4 Page 1-2

Word + ? - Definition Sentence/Example

All Units, Activity 4, 25 Ways to Practice Spelling


20 WAYS TO PRACTICE SPELLING WORDS Week: ___________________________________ Choose one activity from each section below. Check off each item after you complete it. Turn in this sheet with your attached work.

Section One Section Two Section Three Spelling Skills…

_____Rainbow write your words. Write each letter of the word using different colors. _____Write word pyramids. Ex. f fu fun _____Write the vowels in one color and the consonants in another color. _____Write the dictionary pronunciation of each word. _____Divide the words into syllables using the dictionary to check. _____Alphabetize the words. _____Color code the portion of the word that matches this week’s spelling rule.

Have a little fun…

_____Write all of the words in a continuous line to form a picture or design. _____Scramble the letters of each word. Give them to a friend to solve. _____Solve a friend’s scrambled words. _____Make a word search on graph paper for a friend to solve. _____Solve a friend’s word search. _____Write the words in a code for a friend to solve. _____Solve a friend’s coded words. _____Use your words in WORD ART on your computer and print it.

Word meanings…

_____Write the dictionary definition for each word. _____Write a synonym for each word. Use a dictionary and thesaurus. _____Write an antonym for each word. Use a dictionary and thesaurus. _____Write a story using ALL words correctly. _____Write MEANINGFUL sentences with each word.

All Units Activity 6, LEAP 21 Writing Rubrics


For the Composing dimension and for the Style/Audience Awareness dimension, the following descriptors apply to the score points:

Score Level Description of Score Level 4 The writer demonstrates consistent, though not necessarily perfect,

control of almost all of the dimension’s features. 3 The writer demonstrates reasonable, but not consistent, control of most

of the dimension’s features, indicating some weakness in the dimension. 2 The writer demonstrates enough inconsistent control of several features

to indicate significant weakness in the dimension. 1 The writer demonstrates little or no control of most of the dimension’s

features. This chart shows the specific elements considered when scoring the Composing dimension:

Score Point Central Idea Elaboration Organization/Unity 4

Consistent Control

• sharp focus • clarity of purpose • strategy (preplanning and foreshadowing)

• selected information • thorough elaboration • ideas are developed (examples) • necessary information • specific details

• wholeness throughout • ideas related to central idea • beginning, middle, end • logical order • transitions • sense of completion

3

Reasonable Control

• clear central idea • clear focus

• ideas are developed • necessary information • relevant • may have uneven development

• beginning, middle, end • logical order • simple transitions • wholeness (may have a weak ending)

2

Inconsistent Control

• vague central idea • shifts in focus • digressions

• listing • information may be superficial, incomplete, and/or irrelevant • idea clusters • little or uneven development

• weak beginning, middle, end • retreats and/or repetitions • gaps • random order • no ending

1

Little or no Control

• unclear central idea • confusion

• automatic writing without selection • relevant information missed • little or no development • minimal information

• no beginning or end • severe gaps • random order • too little to demonstrate

All Units, Activity 6, Leap 21 Writing Rubric


This chart shows the specific elements considered when scoring the Style/Audience Awareness dimension. Score Point Selected

Vocabulary Selected

Information Sentence Diversity Tone and Voice

4

Consistent Control

• word choice is appropriate, relevant • vivid power verbs • stylistic techniques (imagery, similes)

• selected for relevance and/or impact • vivid examples or anecdotes • appropriate to audience • manipulates audience (humor)

• some variety in structure (beginnings, endings), complexity, length

• consistent, clear, vibrant tone and voice • individual personality • engages and/or manipulates audience

3

Reasonable Control

• clear • appropriate • relevant • some variety

• some selected information • some examples • appropriate to audience

• some variety in structure and/or complexity and/or length\ • And, But beginnings

• consistent tone • aware of audience • clear voice

2

Inconsistent Control

• generic • overused • some may be inappropriate • wrong word

• contradictions • bare bones • lists information • irrelevant • superficial

• sentence patterns • simple sentences • overextended sentences • And, But beginnings

• vague • weak awareness of audience • inappropriate • monotonous • inconsistent tone

1

Little or no Control

• functional • inappropriate • wrong word • omission errors

• automatic writing • too little information • inappropriate abrupt change from central idea

• simple • patterns • on and on

• confusing • absent • no awareness of audience • unengaged

All Units, Activity 6, Writer’s Checklist


All Units, Activity 7, My Writing Inventory


My Writing Inventory Date

Title

Timeframe (Check one) Purpose

Check the stages of the writing process completed. Short term Long term Pre-write Draft Revise Proofread Publish

Unit 1, Activity 8, Sample Rubric for Student Self Assessment


Sample Rubric for Student Self-Assessment

Reading Task

Yes No I make predictions before reading a story or book.

I use prior knowledge and my own experience as I think about what I read.

I use details from the text to support my ideas.

I explain my own thinking clearly.

I use imagery to remember the main events in the story.

I make inferences based on information gathered in the story.

Unit 1, Activity 9, Genre Characteristics


FICTION GENRES

Genre Description Examples Realistic Fiction

Historical Fiction

Science Fiction

Fantasy

Mystery

Poetry

Drama



MORE FICTION GENRES TRADITIONAL LITERATURE

Genre Description Examples

Myths

Legends/Folk Tales

Tall Tales

Fables

Fairy Tales



NONFICTION GENRES

Genre Description Examples Informational Text

Biography

Autobiography



FICTION GENRES Genre Description

Realistic Fiction Made-up stories that take place in modern time. The characters are involved in events that could really happen.

Historical Fiction Stories which take place in a particular time period in the past. Often the basic setting is real, but the characters are fictional.

Science Fiction Stories which include futuristic technology; a blend of scientific fact and fictional elements. Fantasy Fiction that contains elements that are NOT realistic, such as talking animals, magical powers, etc. Mystery A fictional, suspenseful story about a puzzling event that the main character solves at the end. Poetry Verse written to create a response of thought and feeling from the reader. It uses tools such as rhythm,

rhyme, imagery, and figurative language. Poetry is divided into stanzas, or groups of lines in the poem. Drama A writing meant to be performed on stage by actors. The story is told through dialogue, or what the

characters say.

MORE FICTION GENRES TRADITIONAL LITERATURE

Genre Description Myths

Stories from ancient times that are full of larger-than-life events and characters. Myths often try to explain things about the world.

Legends/Folk Tales A story that has been retold over many years and passed down from one generation to another by word of mouth. Folk tales and legends tell of famous people and events by mixing fact and fiction.

Tall Tales Tall tales are generally folk tales in which the main character is bigger than life in some way. Fables A fable is usually a short story that teaches a life lesson through the use of talking animals. Fairy Tales

Fairy tales were often created to teach children behavior in an entertaining way. They usually have some elements of fantasy.

NONFICTION GENRES

Informational Text All information is based on known true facts that can be proven. Biography The story of a real person’s life written or told by another person. Autobiography The story of a real person’s life written or told by that person.

Unit 1, Activity 9, My Reading Inventory


MY READING INVENTORY

Title Author Date Completed Genre

Name:

Unit 1, Activity 12, Story Map Posters


STORY MAP

Name of Story: ________________________________________________________________ Genre: _______________________________________________________________________ Point of View: _________________________________________________________________

Major Characters: Minor Characters: Main Character(s):

Conflict:

Resolution:

Setting:



STORY MAP

Name of Story: ________________________________________________________________ Genre: _______________________________________________________________________ Point of View: _________________________________________________________________

Major Characters: Main Character:

Character Traits:

Setting:

Conflict:

Resolution: After the conflict was resolved, how is the main character different from the beginning of the story? Does he/she feel or behave differently? How do you know?



STORY MAP CONTINUED

Sequence of Events

What is the theme? Think about it. What problem does the main character face? How does he/she solve the problem? How does he/she change? What lesson does he/she learn? What lesson does the author want YOU to learn?

Unit 1, Activity 13, Sample Collaboration Rubric


Sample Collaboration Rubric

Date:________________________ Names of group members _____________________________________ _____________________________________________________________ 4 3 2 1 Group Participation

All students enthusiastically participate

At least 3/4 of students actively participate

At least half the students confer or present ideas

Only one or two persons actively participate

Shared Responsibility

Responsibility for task is shared evenly

Responsibility is shared by most group members

Responsibility is shared by 1/2 the group members

Exclusive reliance on one person

Quality of Interaction

Excellent listening and leadership skills were exhibited; students reflect awareness of others' views and opinions in their discussions

Students show adeptness in interacting; lively discussion centers on the task

Some ability to interact; attentive listening; some evidence of discussion or alternatives

Little interaction; very brief conversations; some students were uninterested or distracted

Roles within the Group

Each student assigned a clearly defined role; group members perform roles effectively

Each student assigned a role but roles not clearly defined or consistently adhered to

Students assigned roles, but roles were not consistently adhered to

No effort made to assign roles to group members

Unit 1, Activity 14, Compare Contrast Chart


Story Characteristics:

Story: Story:

Unit 2, Activity 8, Pre-Writing


Pre-Writing Tools

Possible narration graphic organizer: Possible graphic organizers for other modes of writing:

Transition:

Transition:

Transition:

Transition:

Transition:

Topic:

Transition: Transition:

Transition: Transition:

Unit 2, Activity 8, Pre-Writing


T:

T:

T: T:

T:

T:

Topic:

Unit 2, Activity 8, Transitions for Writing


Transition Tools

Telling a story? Narrative Transitions Start with: At first, First of all, Initially, To begin with, Then use: After, After a few minutes/hours/days/weeks, Afterward, Eventually, In time, Immediately following, Later on, Next, Soon, Then, A little while later, Meanwhile, End with: Finally, Last, At last, Last of all,

Explaining or Summarizing something? Exposition Transitions Giving details: Especially, In particular, Including, Specifically, To explain, To list, If telling about a sequence of events, use Narrative Transitions. If describing a historical place, person, or thing, use Description Transitions.

Describing something or someone? Description Transitions Start with: To begin with, For starters, First of all, Then use: Also, In addition, Furthermore, Plus, Not to mention End with: Most importantly, Best of all,

Describing a place or an object? Description Transitions that Show Direction Above that, At the bottom, At the top, Across from, To the left, To the right, Below, Straight ahead, Beside, Nearby, On the side, Outside, Inside, Behind, Next to that, Throughout, Between,

Comparing or Contrasting? Description Transitions Comparing: At the same time, By comparison, By the same token, Compared to, Likewise, Similarly, Another, Contrasting: Although, However, In contrast, Instead, On one hand, On the other hand, Rather, Yet, Just the opposite,

Trying to make a point? Opinion or Persuasion Transitions Start with: To begin with, For starters, First of all, Then use: Also, In addition, Furthermore, Plus, Not to mention, For example, For instance, As a result, For this reason, Therefore, Certainly, In fact, Obviously, Of course, Without a doubt, End with: Most importantly, Best of all, In other words, Above all, All things considered,

Unit 2, Activity 8, Get Them Hooked


Introduction Tools

To get your reader hooked, you must have a good introduction. Be creative! Here are some examples:

1. Ask a question to get your reader thinking. Make sure it is an exciting question that will

get your reader wanting to learn more. 2. Use an exciting action from your story or an interesting fact about your topic to make

your reader want to get involved.

3. Describe the setting with vivid details if you are telling a story so that your reader can picture it.

4. Use dialogue. Start off with an interesting conversation.

Unit 2, Activity 8, Leave an Impression


Conclusion Tools

Leave an impression with your conclusion. Choose your last words carefully so that your reader will remember your writing. Here are some examples:

1. Reflect on your writing. Answer the questions: 1. How did this make you feel? What

did you learn? What do you hope will happen in the future? 2. Repeat your main idea or the point that you are trying to make for emphasis.

3. Ask the reader to think about something or to do something after reading your writing.

Unit 2, Activity 10, Rules for Dialogue


Dialogue Tools

Rule #1 Put quotation marks ONLY around the ACTUAL words that are coming out of a person’s mouth.

Example: Momma told me to go to the store. (This does not need quotation marks.) Momma said, “Kyle, go to the store.” (This does need quotation marks.)

Rule #2 Separate the quote from the sentence by using COMMAS.

If the quote comes at the beginning of the sentence, use a COMMA INSTEAD OF A PERIOD inside the quotation marks. Example: “Kyle, go to the store,” Momma said. If the quote comes at the end of the sentence, put a COMMA BEFORE the opening quotation marks and a period before the ending quotation marks. Example: Momma said, “Kyle, go to the store.”

Rule #3 If the quote contains an interrogative or exclamatory sentence, put a question mark or exclamation point in the place of the comma.

Examples: Momma asked, “Will you go to the store?” “Will you go to the store?” Momma asked. Momma screamed, “Go to the store now!” “Go to the store now!” Momma screamed.

Unit 2, Activity 10, Figurative Language


Figurative Language Tools

SIMILE Compares two things using LIKE or AS

Examples: She is as sweet as a kitten. He is as mean as a bull shark. He is fast like a race car.

METAPHOR Compares two things WITHOUT using LIKE

or AS

Examples: He is a lazy pig! She is a beautiful flower.

HYPERBOLE Uses extreme exaggeration

Examples: It took us FOREVER to get there! I’m so hungry that I could eat a horse!

IDIOM A phrase that doesn’t actually mean what it

says

Examples: I smell something fishy. Cat got your tongue?

ADAGE/PROVERB A short, memorable phrase with a wise

message or a message that is believed by many to be true

Examples: Beggars can’t be choosers. Laughter is the best medicine.

PERSONIFICATION Giving something non-human a human

characteristic

Examples: The vacuum cleaner gobbled up the trash. My computer refused to start. The temperature climbed higher and higher.

ALLITERATION Repeating a consonant sound at the beginning

of multiple words

Examples: The lean, laughing lady Ten terrific tales Four funny fairies

ONOMATOPOEIA A word that spells out a sound.

Example: Snap! Crash! Pop! Boom!

Unit 2, Activity 10, Instead of This, Use That!


Colorful Words Tool

Make your VERBS be more colorful! Don’t let your ACTION be boring!

Instead of this, Use that! walk stroll, march, trek, stride, hike jump hop, bounce, leap, skip, vault, hurdle, spring, flinch run scurry, hustle, rush, dash, race, hurry, flee

write inscribe, jot, scribble, record, scrawl sing carol, chant, serenade, croon, vocalize, hum fall drop, plunge, tumble, topple, surrender, collapse

learn study, master, memorize, understand catch capture, grab, intercept, grasp, seize hurt injure, ache, bruise

break fracture, shatter, crack, smash, destroy, split teach educate, inform, instruct, tutor, train drive steer, operate, pilot talk chat, speak, communicate, converse, discuss help assist, support, aid, serve, benefit, relieve stop pause, halt, discontinue, suspend, cease, finish eat swallow, consume, devour, dine, digest, feast

sleep snooze, slumber, rest, snore, nap, doze throw hurl, fling, pitch, heave, toss, pass, sling, cast move carry, transport, shift, wiggle, squirm see observe, view, spot, discover, glimpse, notice, peek, glance

spin twirl, rotate, whirl clap applaud, cheer go bolt, journey, proceed, leave, depart, zip, progress

said recited, stated, proclaimed, announced, declared, uttered, pronounced, exclaimed, muttered, mumbled, yelled, whispered, screamed,

screeched, shrieked

Unit 2, Activity 10, Compound-Complex Conjunctions


Sentence Variety Tools

Compound Sentence Conjunctions: Use the acronym “FANBOYS”

, for , and , nor , but , or , yet , so

OR ; (semicolon)

Complex Sentence Conjunctions though although

if unless as soon as wherever

where while even though as

until when before after why because

so that since whenever how

as if as though that

Unit 2, Activity 13, Figurative Language Anticipation Guide


Figurative Language Anticipation Guide

Question Before Response After Response 1. An idiom can be used to compare. An example of an idiom is, “She is as graceful as a ballerina.”

TRUE FALSE TRUE FALSE

2. An old saying that teaches a lesson or makes a wise statement is called a proverb. An example of a proverb is, “The truth always comes out in the wash.”


3. An old saying that teaches a lesson or makes a wise statement is called an adage. An example of an adage is, “The truth always comes out in the wash.”


4. Similes and metaphors are exactly the same thing.


5. An idiom is a statement that doesn’t actually mean what it says. An example of an idiom is, “Hold your horses!”


6. “That kid is a circus clown!” is an example of a simile.


7. “Her smile is as bright as the sun!” is an example of a simile.


8. “I must have run five thousand miles today!” is an example of a hyperbole.


9. A metaphor MUST contain the word LIKE or AS.


10. A metaphor uses extreme exaggeration.


Unit 2, Activity 16, RAFT Writing


RAFT: Role, Audience, Format, Topic

Name: Content Area: Text:

Role

Audience

Format

Topic

The Writing Task:

Unit 3, Activity 8, Student Prompts for Reading Strategies


Student Questioning Strategies for Reading

Predicting

* When I look at the title and all the visual clues on the page, what does this passage seem to be about?

*Thinking about what I have read and discussed, what do I think might happen next?

I wonder...

I predict...

Questioning

*One question I had about what I read was....

*What was I thinking about as I was reading?

*What question(s) can I ask about what I read?

*I’m curious about...

Summarizing

*What does the author want me to remember or learn from this passage?

*What is the most important information in this passage?

*In my own words, this is about...

*The main point was...

*What is the major problem in this story? How was it solved?



Student Questioning Strategies for Reading

Predicting

* When I look at the title and all the visual clues on the page, what does this passage seem to be about?

*Thinking about what I have read and discussed, what do I think might happen next?

I wonder...

I predict...

Clarifying

*One of the words I wasn’t sure about was...

*What other words do I know that I can use in place of...?

*What words or ideas do I need clarifying for?

*This is confusing to me. I need to ________(strategy) to try to figure out this word.

Questioning

*One question I had about what I read was....

*What was I thinking about as I was reading?

*What question(s) can I ask about what I read?

*I’m curious about...

Summarizing

*What does the author want me to remember or learn from this passage?

*What is the most important information in this passage?

*In my own words, this is about...

*The main point was...

*What is the major problem in this story? How was it solved?



HOTS (Higher Order Thinking Skills)

RECALL Note: Any question becomes a recall question if the answer has already been explicitly provided to the student in class or in the text. When did ________ take place? List the ________ .

Define the term ________. What is a ________? Who did ________? Name ________.

ANALYSIS How does ________ work? Sort these ________ . Use the table to determine ________ . Use the graph to determine ________ . Graph ________ . What caused ________ ? What is another possible cause of ________ ? Outline the ________ . Based on the written description, draw a diagram. Draw your own map of ________ without tracing or copying. Use the map to determine ________ . In what sequence did ________ happen? Break ________ down into its component parts. Give an example of ________ . What literary form is being used? What technique is being used? What information is needed? Is the information relevant? Into what groups can you organize these? Draw a picture that illustrates what's described in the story ________ .

What does ________ symbolize? Find examples of [a literary device] in your readings. Analyze the ________ in ________ . Classify these ________ according to ________ . Separate the ________ from the ________ . Translate ________ . Analyze how ________ . Explain how ________ works. What was the author's point of view? How did the author convey ________ ? What words does the author use to paint an image of ________ in your mind? How were ________ used to ________ ? What kind of a ________ is this? Which one doesn't belong in this group? What is the function of ________ ? What is the purpose of ________ ? What is the relationship between ________ and ________ ? What is the pattern? Use manipulatives to illustrate a concept. Build a model of ________ . Measure ________ .

COMPARISON How is ________ like ________ ? How are ________ and ________ different? Compare the ________ before and after ________ . Compare the character ________ at the beginning of the story and at the end.

Distinguish between ________ and ________ . Compare ________ with ________ . On what dimensions might you compare ________ and ________ ? Which one is the biggest/oldest/tallest?

INFERENCE Hypothesize what will happen if ________ . Predict what will happen if ________ . Apply the rule to ________ . Solve the problem ________ . Predict how the story ________ will end. What is the main idea of the story ________ ? What is the overall theme of ________ ? What is the moral of the story? Develop of plan to ________ . Propose and describe an invention that fills some need. Write a research paper on ________ .

Based on your readings, what can you conclude about ________ ? What was the author's point of view? Solve a logic puzzle. What if ________ ? What rule applies here? What generalization can you make from this information? Create a ________ . Design a ________ . Propose a solution to the problem of _______.

Unit 4, Activity 8, Sample Research Report Rubric


Sample Research Rubric

CATEGORY 4 3 2 1 Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Mechanics No grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling, or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time, and mis-pronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Unit 4, Activity 8, Sample 4th Grade Research Reports


The Clouds above Us

I used to lie on the ground, look at the clouds, and wonder why they are different. Some clouds are round and puffy. Some clouds look like straight lines that are lined up one after another. Other clouds look smooth. When I began to research these clouds, I learned that all these different types of clouds affect people each and every day. Clouds have special purposes. To begin with, some clouds bring us rain, and others bring us snow. The different shapes of clouds help people forecast the weather. Also, in the winter, clouds form a heat blanket to keep the Earth warm. Clouds do much more than just decorate the sky! Clouds are formed by water evaporating from the Earth. First, the water forms a gas called water vapor. When the air above the Earth becomes cool, tiny bits of dust and other matter mix with the cool air, and clouds form. All these things must happen before a cloud can form. Scientists have studied and classified clouds according to their shape, moisture level, and altitude. There are three main types of clouds. First of all, cirrus clouds are high, thin, feathery, clouds made of ice drops instead of water. They are not rain clouds. Next, cumulus clouds are low, puffy, fleecy clouds. They usually mean fair weather, but if they grow tall, they become “thunder-heads” and bring rain. Finally, stratus clouds are low clouds that often look like thin, white sheets covering the whole sky. They sometimes bring rain or snow. Fog is actually a stratus cloud at the ground level. It forms when the soil is warm and the air is cool and moist. It was so much fun learning about clouds. They are not just pretty things in the sky; clouds bring people rain, warmth, and shade. Clouds can be very interesting and helpful to people. Learning about clouds can be fun and educational.

Unit 4, Activity 8, Sample 4th Grade Research Reports


Louisiana Native American Language Groups

The history of Native Americans in Louisiana is very interesting. No one knows exactly when the first Native Americans came to the Louisiana area of North America. In the 1500s, the first explorers from Europe found them living here. After listening to the languages they spoke, the Europeans decided that the Louisiana Native Americans belonged to three different language groups. The Europeans called these groups the Caddoan, Tunican, and Muskhogean language groups. The people in the Caddoan language group lived in the area that is now known as north-western Louisiana. They ate wild animals that the men and boys hunted and killed such as deer, bear, alligators, and the small buffalo that were found in the area at that time. They also ate the wild fruits, nuts, and honey that were gathered by the women and girls. After the Europeans brought horses to North America, the Caddoans began using horses instead of boats to travel from place to place. This is how the Caddoan people lived long ago. The Tunican language group of Native Americans lived east of the Caddoans. They hunted, fished, and grew crops for food. They were good traders and often traded with other Native Americans for the things that they needed or wanted. It was very important to the Tunicans to be physically fit. The Tunican people were a unique Native American group. The Muskhogean language group consisted of several groups of people that lived in different places in Louisiana. Fish and other seafood were the foods they ate the most, but they also grew corn and sweet potatoes to eat. The Muskhogeans often traveled in boats called pirogues. They made these boats by hollowing out logs. Some of the Muskhogeans know how to weave beautiful baskets. Descendants of the Muskhogean people still live in Louisiana today. Learning about the history of the Native Americans in Louisiana can be fascinating. By doing this report, I have learned more about the Louisiana Native Americans and their culture. This report has helped me realize how closely the history of the Native Americans in Louisiana is connected to the history of the state.

Unit 4, Activity 9, KWL Chart


Before you begin your research, list details in the first two columns. Fill in the last column after completing your research.

Topic:

What I Know What I Want to Know

What I Learned

Unit 4, Activity 10, ISP Chart-Graphic Organizer


ISP Chart Information Source Page

Unit 4, Activity 12, Information for Bibliography


Bibliography

1. For each source listed, begin the first line at margin and indent each line that follows. 2. Follow punctuation of the examples exactly. 3. If you cannot find some information, such as author or place of publication, leave it out. 4. Arrange all sources in one list, alphabetically by first word, which will generally be either

the author's last name or the first important word of the title. 5. Note and use the exact punctuation of each part of the entry.

Book with one author:

1. Author, last name first. 2. Title of book. (underlined) 3. City of publication: 4. Publisher, date of publication.

Encyclopedia and other familiar reference books:

1. Author of article (if available). 2. "Title of article." (in quotation marks) 3. Title of book. (underlined) 4. Date of edition. (volume and page number not necessary if articles are arranged

alphabetically).

Article in a periodical (magazines, newspapers)

1. Author (if available). 2. "Title of article." (in quotation marks) 3. Periodical title (underlined) date: page.

Online Encyclopedia:

1. Author, if shown 2. "Title of the article." 3. Name of encyclopedia (underlined). 4. Date of your visit (day, month, year) 5. <first part of http address> (enclosed in angle brackets).

World Wide Web:

1. Author, if known 2. "Title of the article." 3. Title of complete work (underlined). 4. Date of your visit (day, month, year)

Unit 5, Activity 9, Literary Device Word Grid


Literary Devices Title of Poem Simile

Example Metaphor Example

Hyperbole Example

Personification Example

Alliteration Example

Onomatopoeia Example

Unit 5, Activity 10, Similes and Metaphors


Similes and Metaphors (Check One)

Phrase: Simile (√)

Metaphor (√)

Meaning:


Word Grid Place a “ ” for “YES” in the columns that correctly identify each poem.

Types of

Poetry

Yes =

Acrostic

Haiku

Cinquain

Diamante

Free verse

Lack

s Rhy

me

Sylla

bic

Ver

se

Follo

ws a

m

eter

pat

tern

Has

stan

zas

or v

erse

s

Form

s a sh

ape

Abo

ut n

atur

e

Japa

nese

Rhy

mes

Unit 6, Activity 11, Text Feature Scavenger Hunt


Text Feature

Title of text Page number(s)

Questions and descriptions

title page What information does this give?

table of contents

Describe how this is organized.

index Describe how this is organized.

glossary Describe how this is organized.

appendix What additional information does this give you?

timeline Give a brief summary of the events that are presented.

chart/table What data are displayed?

graph What data are displayed? What type of graph is this?

diagram What information does this picture give?

map with legend

What area or location is represented here?

Unit 6, Activity 14, Presentation Rubric


Presentation Rubric

CATEGORY 4 3 2 1 Content Shows a full

understanding of the topic.




Visuals Student uses visuals (could include PowerPoint®, poster, etc.) that show considerable work/creativity and which make the presentation better.

Student uses visuals that show some creativity and which make the presentation better.

Student uses visual that makes the presentation better.

The student uses no visuals OR the visuals chosen detract from the presentation.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems well prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words.


Speaks clearly and distinctly most (85-94%) of time. Mispronounces no more than one word.


Listens to Other Presentations

Listens intently; does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Unit 6, Activity 15, Presentation Rubric


Presentation Rubric

CATEGORY 4 3 2 1 Content Shows a full

understanding of the topic.




Visuals, Multimedia, and/or Audio

Student uses visuals, multimedia (could include PowerPoint®, poster, etc.), and/or audio where appropriate that show considerable work/creativity and which make the presentation better.

Student uses visuals, multimedia, and/or audio where appropriate that show some creativity and which make the presentation better.

Student uses visuals, multimedia, and/or audio that makes the presentation better.

The student uses no visuals, multimedia, or audio OR the visuals, multimedia, and/or audio chosen detract from the presentation.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems well prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words.


Speaks clearly and distinctly most (85-94%) of time. Mispronounces no more than one word.


Listens to Other Presentations

Listens intently; does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Unit 7, Activity 12, Biography Research Checklist


Biography Research Checklist

You are using online biographies and books to research an author or illustrator you have chosen. The following list will help guide your writing activity. Your biography should contain information covering at least six of the following topics: _____1. Author’s/illustrator’s name (required) _____2. Author’s/illustrator’s birthplace or childhood home _____3. The name of at least one book by the author/illustrator _____4. Current home of the author/illustrator _____5. Fact about how author/illustrator gets ideas for books _____6. A detail from the author’s/illustrator’s childhood _____7. At least three details about the author’s/illustrator’s life now (for example, pets, hobbies, or family members) _____8. Information about any awards or honors received by the author/illustrator

Unit 7, Activity 12, Graphic Organizer


Unit 7, Activity 13, GISTing


GISTing GISTing for :_______________________________________ Paragraph 1 _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ Paragraph 1 & 2 _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ Paragraph 1, 2, & 3 _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________ _________ __________ __________ __________ _________

Unit 8, Activity 8, Author Study Checklist


Author Study Checklist

This is a biography of ________________________________

Birth date _________________________________________

Place of birth ______________________________________

Three questions I would like to research.

1.___________________________________________________________

2.___________________________________________________________

3.___________________________________________________________

Keywords and facts: ______________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Write the sources of your information.

1.______________________________________________________________

________________________________________________________________

2.______________________________________________________________

________________________________________________________________

3.______________________________________________________________

________________________________________________________________________

Unit 8, Activity 9, Literature Circle


Literature Circle Planner

A literature circle is a group of students who are reading the same book. When they meet, they discuss the parts of the book they have read and plan for the next session. Often, Literature Circles are enhanced with extra assignments—making time lines to help understand the book better, writing a chapter from a different character’s point of view, researching a historical element of the text, illustrating a scene or whatever the students feel would increase their appreciation of the book. They may choose to do these assignments individually, in pairs, or as a whole group. Use this form to help plan Literature Circle activity. Literature Circle for the book ____________________________by ___________________ Names of Literature Circle students: 1. _______________________ 4. _______________________ 2. _______________________ 5. _______________________ 3. _______________________ 6. _______________________ What are some assignments that will help you understand and appreciate what you read? • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • ______________________________________________________ • ______________________________________________________



Literature Circle Task List

Assign tasks to each student for the next meeting. Name of Student Task



Literature Circle Notes Literature Circle Group ________________________________________ Date __________________ As you read sections of this book, write down any vocabulary words you would like to understand better. Also, be sure to make notes about questions you would like to ask the group and important points you’d like to share with the group. Write the page number or key words to help you remember what inspired your thought. Today’s section: _____________________________________ Vocabulary words: _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ Questions: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Notes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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