grade 4 q4 3-8-16.docx · web view performance assessments journeys target vocabulary weekly test...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 4

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.

● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


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http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1 – Lesson 21Reading Selections “The World According to Humphrey” (Lexile Level 780) “Make the Switch” (Lexile Level 720) “Must-See TV” (Lexile Level 690) http://www.readworks.org/passages/must-see-tv or Trashing TV Ads (Donyall Dickey, Complex Text, RI.4.2)Big Idea: One small change can make a big difference.

Reading Literature and Informational TextRL 4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.7-Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Strategies and Skills Needed to Access Standards Theme Main Idea/Supporting details Point of View Idioms Summarize

Learning Targets (I Can…) Locate evidence from the text to explain inferences and

predictions. Describe the problem and the solution presented in a story

using evidence from the text to support your explanation. Determine the theme of a story. Discuss the author’s choice of narrator. Analyze the meaning of idioms and explain why the author

includes them in the text. Compare and contrast the visuals used in advertisements.

Performance Task Summarize the plot of “The World According to Humphrey,”

and discuss how the theme is revealed through the words and actions of the characters. (See Writing for full assignment.) (RL.4.2)

Other Performance Assessments Written summary of the text drawing on specific details from

the text Anecdotal evidence from classroom discussions Journeys weekly tests, periodic assessments, and other

resources Text dependent questions from reading selection or a ‘fresh

read’ Teacher created or district assessments Teacher observations

Sample MICA Item for RL.4.2https://micatime.com/ Create an assessment using Question ID 44641

Sample MICA Item for R!.4.2 Create an assessment using Question ID 44701

Text-Dependent Questions How did the Thomas family feel when Humphrey pulled the

plug on the TV? (key details) Why did the author italicize the word “wild” on p. 627?

(author’s craft and purpose and purpose) Why do you think the author chose to have Humphrey tell the

story instead of using a different narrator? (opinion)Shelby County Schools

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https://micatime.com/Exam/Create

http://www.readworks.org/passages/must-see-tv




What lesson did the Thomas family learn from the unplugged TV? (inference)

How do the advertisements in “Make the Switch” support the theme of “The World According to Humphrey? (intertextual connections)

Do you think the author of “Must-See TV” would agree with Humphrey? Cite evidence from both texts to support your opinion. (opinion, intertextual connections)

Literacy Station Activities Comprehension Station –use a graphic organizer to web the

theme of “The World According to Humphrey.” Write a summary of an event, Journeys flip chart for Lesson 21, comprehension activities on theme/point of view from:http://www.oswego.org/ocsd-

Practice activities with theme: http://www.tooter4kids.com/classroom/theme_poetry.htm

Practice activities with point of view: http://www.internet4classrooms.com/common_core/compare_contrast_point_view_from_which_reading_literature_fourth_4th_grade_english_language_arts.htm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Identify the theme of the story in grade level texts in L1 and /or answer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

Identify theme in grade-level texts in L1 and/or answer wh- questions about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.

Identify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.

Identify theme of story in texts within grades 3-4-complexity level by producing complex sentences with varying grammatical structures and content-based vocabulary.

Identify theme of story ingrade level texts byproducing multiple, complexsentences of varyinggrammatical structureswith precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives

Reading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Strategies and Skills Accuracy Longer words with VCV Word parts Lesson on VCV:

Phonics and fluency: VCV Pattern and Word Parts Read orally with accuracy, appropriate rate, and expression Decode words with the VCV syllable pattern. Use word parts to decode longer words


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http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml

http://www.internet4classrooms.com/common_core/compare_contrast_point_view_from_which_reading_literature_fourth_4th_grade_english_language_arts.htm



http://www.tooter4kids.com/classroom/theme_poetry.htm

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildemainidea




RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

http://www.dwcummings.com/cbs/CBS813TEd.pdf

Learning Targets (I Can…) Read with fluency from a variety of texts (poetry, drama,

current events, novels). Use knowledge of syllable patterns to decode unfamiliar

words. Read grade-level text with fluency, accuracy, expression,

and comprehension. Apply phonics and word analysis skills effectively when

reading.

Literacy Station Activities Fluency station-Fluency practice activities at

http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station-Build, sort, read, and write words with the VCV pattern; selected activities from Advanced Phonics, Part 3, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf as appropriate to individual student needs.

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Writing/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Strategies and SkillsSkills Informative/Explanatory Writing Linking Words Topic Sentence Concluding Statement

Strategy Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Write to explain or inform. Use Linking words to connect my key points. Write my paragraphs always containing a clear topic

sentence.

Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding statement

Writing Tasks Write an essay in which you summarize the plot of “The

World According to Humphrey” and discuss how the theme is revealed through the words and actions of the characters. (RL.4.2, W.4.2)

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf


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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf




http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf




http://www.dwcummings.com/cbs/CBS813TEd.pdf




Writing my paragraphs with a clear concluding statement.Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles

Strategies and Skills Participating in and conducting discussions, read-alouds,

and q/a sessions. Engaging in think, pair, share activities. Preparing materials for class discussions. TNCore Accountable Talk resource:

http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Use accountable talk procedures to show active listening

skills while working in a group. Use accountable talk procedures to engage effectively in a

discussion about literature and informational text.

Performance Assessments Participating in and conducting discussions, read alouds, and

q/a sessions Teacher observations

LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase

Strategies and SkillsSkills Comparative and superlative adjectives Context clues

Strategy Learning grammar through writing and editing Vocabulary lesson on contextual redefinition:

http://wvde.state.wv.us/strategybank/ContextualRedefinition.html

Learning Targets (I Can…) Use adjectives to compare two or more things in my

writing. Use context as a clue to the meaning of a word. Use common, grade-appropriate Greek and Latin affixes

and roots as clues to the meaning of a word (e.g., -un, -ful, -tion).

Use common prefixes and suffixes to determine the meaning of unfamiliar words.

Vocabulary Using context

Vocabulary for Explicit Instruction Blaring, rooting, nocturnal, bombarded, deafening, feats,

racket, influence http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Comparative and superlative adjectivesLiteracy Station Activities Vocabulary station-Illustrate vocabulary words, locate

vocabulary words in other texts, Journeys flip chart for Lesson 21, practice activities on context clues: http://www.studyzone.org/testprep/ela4/m/wordmeaningsp.cfm

Performance Assessments Use of comparative and superlative adjectives in writing Teacher-made or district assessments in a test-like format


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http://www.studyzone.org/testprep/ela4/m/wordmeaningsp.cfm

http://www.studyzone.org/testprep/ela4/m/wordmeaningsp.cfm

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf









Journeys Target Vocabulary Weekly Test Daily proofreading practice

Week 2 – Lesson 22Reading Selections “I Could Do That (Lexile Level 760) “The Role of the Constitution” (Lexile Level 810) Bill of Rights (Donyall Dickey, Complex Text, RI.4.9)Big Idea: One person can cause big changes in a community.Reading Literature and Informational TextRI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the textRI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject areaRI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Strategies and Skills Needed to Access Standards Cause and Effect Domain Specific Vocabulary Infer/ Predict Synthesizing Information

Learning Targets (I Can…) Determine the meaning of words related to civics using

evidence from the text. Describe the overall structure of a text. Explain cause-and-effect relationships and how one event

leads to another. Use information from two texts on the same subject.

Performance Task Complete a cause and effect graphic organizer to trace major

events from the story and show how they are connected, then write a paragraph describing how the text is structured. (RI.4.5)




read’ Teacher created or district assessments

Teacher observations

Sample MICA Item for RI.4.5https://micatime.com/ Create an assessment using Question ID 43187

Text-Dependent Questions How do the words, “I can do that” help you describe Esther’s

personality and the impact she had on women’s rights? (general understandings)

What does the word “abolitionist” mean on p. 658, and how does the author help you determine its meaning? (vocabulary)

What does the author of Bill of Rights mean when he/she says that the authors of the Constitution “…were also men of their time whose vision of the world was filtered through the


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customs and beliefs of colonial America?” (vocabulary) Why does the author use all capital letters for one sentence

on p. 662? (author’s craft and purpose and purpose) What does Esther believe about men and women?

(inference) Which branch of government did Esther represent when she

became the first woman in the country to hold public office? (intertextual connections)

Literacy Station Activities Comprehension station-Retell the story, write a summary of

the story, complete a cause and effect graphic organizer, write answers to text-dependent questions, identify domain-specific words in context, Journeys flip chart for Lesson 22

Practice activities for domain-specific vocabulary: http://www.internet4classrooms.com/common_core/determine_meaning_general_academic_domain_specific_words_reading_informational_text_fourth_4th_grade_english_language_arts.htm

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Practice with cause/effect text structure, Comprehension Part 2, C.021-Write Cause or Effect

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Define academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.

Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.

Define key, academic words and phrases in adapted, informational text using simple, related sentences.

Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.

Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.


Reading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context

Strategies and Skills Phrasing: Pauses VCV and VCCV syllable patterns and word parts

Learning Targets (I Can…)

Phonics and fluency: Phrasing: Pauses Syllable patterns and word parts

Literacy Station ActivitiesShelby County Schools

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http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

http://www.internet4classrooms.com/common_core/determine_meaning_general_academic_domain_specific_words_reading_informational_text_fourth_4th_grade_english_language_arts.htm






RF.4.4a- Read grade-level text with purpose and understandingRF.4.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.4.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Read with fluency from a variety of texts (poetry, drama, current events, novels).

Read grade-level text with fluency, accuracy, expression, and comprehension.

Apply phonics and word analysis skills effectively when reading.

Use knowledge of syllable patterns to decode unfamiliar words.

Fluency station-Fluency practice activities at http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station—Build, read, and write words with VCV and VCCV word patterns, Journeys flip chart for Lesson 22, Syllable Patterns-Select from Advanced Phonics, AP Part 2, as appropriate to the needs of the individual students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Writing/ResearchW.4.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequencesW.4.3a-Oreient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3e- Provide a conclusion that follows from the narrated experiences or events.

Strategies and SkillsSkills Narrative writing Establishing a narrator Sequence of events

Strategy Modeled response to text Peer editing for clear sequence in story Self editing and self-reflection

Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and

has a clear order of events Establish a narrator for my story Make clear connections between causes and effects

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Explanatory paragraph (see Reading Performance Task)

Writing Tasks In the story “I Could Do That,“ we learned about Esther

Morris’ story and about all the difficulties she overcame. Write a story in which your main character has to overcome difficulties. Make sure to include a narrator and to have a clear sequence of events for your story. Be sure your story contains clear connections between the causes of the difficulties and effects they had on your character’s difficult situation.

Use TNReady rubric for narrative writing: https://www.tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr4-5.pdf

Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b-Follow agreed-upon rules for discussions and

Strategies and Skills Participating in and conducting discussions, read-alouds,


Performance Assessments Teacher Observation Participating in and conducting discussions, read alouds, and

q/a sessions


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https://www.tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr4-5.pdf


http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf








carry out assigned rolesSL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL.4.6-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation


Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening


discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Paraphrase stories and information that I have heard.

LanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meaningsb. Recognize and explain the meaning of common idioms, adages, and proverbs

Strategies and SkillsSkills Negatives Double negatives

Strategy Learning grammar through writing

Learning Targets (I Can…) Explain how and when to use negative words Identify when negatives are used to create double

negatives, and correct the double negatives when reading Edit a paper to correct double negatives Explain the meanings of adages and proverbs.

Vocabulary Adages and Proverbs

Vocabulary for Explicit Instruction Polls, politics, approve, legislature, amendment, candidates,

informed, denied, leg-of-mutton sleeves, docket http://achievethecore.org/content/upload/



Language Arts Negatives Double negatives

Literacy Station Activities Vocabulary station-Illustrate vocabulary words, locate

vocabulary words and proverbs/adages in context Games and activities for proverbs:

http://www.manythings.org/proverbs/

Performance Assessments Edit draft for weekly grammar skill. Edit for grade-level capitalization and punctuation errors. Daily proofreading practice Teacher–made or district assessments in test-like format


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http://www.manythings.org/proverbs/










Journeys Target Vocabulary Weekly Tests and Periodic Assessment

Week 3- Lesson 23Reading Selections The Ever-Living Tree (Lexile Level 970) “Towering Trees (Not rated)Big Idea: Change is a part of life.

Reading Literature and Informational TextRL.4.4- Explain the major differences between poems, drama, and prose, and refer to the structural elements of the poems and drama when writing or speaking about a textRI.4.7-Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appearsRI.4.8-Explain how an author uses reasons and evidence to support points

Related Science StandardsGLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment.

Strategies and Skills Needed to Access Standards Text and Graphic Features Text Structure Similes Monitor/Clarify

Learning Targets (I Can…) Interpret information from maps and diagrams. Explain the life cycle of an ever-living sequoia. Explain how an author supports points made in a text. Identify and discuss the structural elements of poems

Performance Task The author provides a timeline of world history at the top of

each page in the selection “The Ever-Living Tree.” Write a paper or deliver a speech in which you explain how the information from the timeline helps you understand what is happening in the world and to the tree at different times in the selection. (RI.4.7)





Sample MICA Items for RI.4.3https://micatime.com/ Create an assessment using Question IDs 43126, 43320

and/or 43328


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Text-Dependent Questions What is the main purpose of the heartwood? (key details) How does the fallen tree continue to support life? (general

understandings) What does the word “cambium” mean on p. 687 and how do

you know? (vocabulary) How does the diagram on p. 688 help you understand the

text? (author’s craft and purpose and purpose) Why does the author tell two stories—that of the tree and the

story of humans? (opinion) Why do you think these trees are called “ever living?”

(opinion) What details in the poems “Towering Trees” are also found in

the text “The Ever-Living Tree?” (intertextual connections)

Literacy Station Activities Comprehension station-Write a summary of the text, place

text events in order, create a more elaborate timeline of the life of the tree, write answers to text-dependent questions, Journeys flip chart for Lesson 23, practice activities for text and graphic features: http://www.internet4classrooms.com/common_core/interpret_information_presented_visually_orally_quantitatively_reading_informational_text_fourth_4th_grade_english_language_arts.htm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.7-Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or match single words to Pictures and Photographs; use single words to complete Venn Diagram; or answer yes/ or either/or

Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or use short phrases to answer questions; match to images and Pictures and Photographs; or

Use key vocabulary in simple, related sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text.

Use key vocabulary in expanded and some complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text

Use precise vocabulary in multiple,complex sentences to explain howthe information from reading a storyor watching a multi-media version contributes to an understanding ofthe text.


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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf


http://www.internet4classrooms.com/common_core/interpret_information_presented_visually_orally_quantitatively_reading_informational_text_fourth_4th_grade_english_language_arts.htm






questions. complete Venn Diagram.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.4.4a- Read on-level text with purpose and understandingRF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Strategies and Skills: Stress VCCV pattern


current events, novels). Read grade-level text with fluency, accuracy, expression,


reading. Use knowledge of syllable patterns to decode unfamiliar

words.

Phonics and fluency: Difficult VCCV pattern



Decoding/Word study station—Build, write, and read words with VCCV words or patterns that have not been mastered, select activities from Advanced Phonics, AP Part 2, as appropriate to the needs of the individual students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Performance assessments Journeys Decoding Weekly Tests Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Writing/ResearchW.4.3a-Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4.3b- Use dialogue and descriptions to develop experiences and events or show the response of characters to situations.W.4.3e- Provide a conclusion that follows from the narrated experiences or events.

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue



has a clear order of events Establish a narrator for my story

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Explanatory paper (choice; see Reading Performance Task)

Writing Tasks We just read the story The Living Tree about the giant

redwood trees, how huge they are, and how long they are. Imagine what it might be like to visit the Redwood Forest. Write a story about a person taking a journey through the Redwood Forest. Use details from the text to ensure that the setting of your story is realistic. Make sure that you use dialogue and descriptions to help move from each event smoothly.

Use TNReady rubric for narrative writing:


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Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned rolesSL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL.4.6-Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task

Strategies and Skills: Participating in and conducting discussions, read-alouds,






Performance Assessments Teacher observation Participating in and conducting discussions, read alouds, and

q/a sessions Speech (choice; see Reading Performance Task) Adding audio and visual information Using formal English in appropriate situations

LanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Strategies and SkillsSkills Punctuation Prefixes


Learning Targets (I Can…) Edit a text to correct capitalization and punctuation errors. Use capitalization and punctuation correctly when I am

writing. Use prefixes, suffixes, and root words as aids in determining

meaning.

Vocabulary Prefixes pre-, inter-, ex-

Vocabulary for Explicit Instruction Catapults, civilized, shallow, customs, dense, uncharted,

decomposing, organic http://achievethecore.org/content/upload/



Language Arts Punctuation

Literacy Station Activities Vocabulary station-word building with pre-, inter-, and ex-;

illustrate vocabulary words, Journeys flip chart of lesson 23, locate vocabulary words in other texts, Vocabulary Part Two, V.009-Affix Concentration or V.010-Meaningful Affixes from


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http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf

Performance Assessments Journeys Target Vocabulary Weekly Tests Daily proofreading practice (TE) Use of language conventions in daily/weekly writing Teacher-made or district assessments in test-like format Teacher observation

Week 4-Lesson 24Reading Selections “Owen and Mzee” (Lexile Level 880) “Sea Sanctuary” (Lexile Level 790)Big Idea: Changes in the environment can pose problems for animals.Reading Literature and Informational TextRI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.

Related Science StandardsGLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment.

Strategies and Skills Needed to Access Standards Compare and Contrast Fact and Opinion Author’s Word Choice Analyze/Evaluate

Learning Targets (I Can…) Use evidence from the text to make appropriate inferences

and predictions. Recognize and describe the text structure an author uses to

organize text. Determine the meanings of unfamiliar words and academic

language in context. Cite evidence from the text to explain what happened in a

text. Use information from two texts on the same subject.

Performance Task On p. 727 the authors attribute Owen’s ability to create a

new, happy life to his remarkable resilience. Based on evidence from the text, how would you define the word “resilience?” Write a paragraph in which you agree or disagree with the author’s opinion that Owen displays remarkable resilience. Be sure to cite evidence from the text to support your opinion. (RI.4.4)

Other Performance Assessments Compare and contrast graphic organizers Journeys Comprehension Weekly Tests and Periodic

Assessments Written summary Teacher-made assessment of skills from a fresh read in

testing format District common assessment Anecdotal evidence from classroom discussion and teacher

observation

Sample MICA Items for RI.4.5https://micatime.com/ Create an assessment using Question IDs 44784 and 44792

Text-Dependent Questions Why couldn’t the rescuers release Owen into the wild? (key


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details) Why do healthy environments need to contain both predators

and their prey? (key details) What is puzzling about the friendship between Owen and

Mzee? (general understandings) How do the photos help you understand the story? (author’s

craft and purpose) Would you describe the animals in Sea Sanctuary as being

resilient like Owen? Why or why not? (intertextual connections)

On p. 721 the author describes how Owen snuggled up to Mzee. Why do you think he did that? (inference)

Literacy Station Activities Comprehension station-Write answers to text-dependent

questions, Journeys flip chart for Lesson 24

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator forLevel 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Define content-based words and phrases in L1 and/or define high-frequency, content-based words in English from leveled texts using single words, gestures and pictures.

Define content-based words and phrases in L1 and/or define general, content-based words inEnglish from leveled texts using phrases and pictures.

Define key, content-based words and phrases in adapted, informational text using simple sentences.

Define content-based words and phrases in informational texts within grades 3-4 complexity level using expanded sentences

Define precise, content-basedwords and phrases ininformational, grade-level textusing complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills: Intonation VCCCV pattern


current events, novels). Read grade-level text with fluency, accuracy, expression,


reading.

Phonics and fluency: VCCCV pattern

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Journeys Decoding Weekly Tests


http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_fo


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Use knowledge of syllable patterns to decode unfamiliar words.

undational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station--Syllable Patterns-Select from Advanced Phonics, AP Part 2, as appropriate to the needs of the students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Writing/ResearchW 4.3a-Oreient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W 4.3b- Use dialogue and descriptions to develop experiences and events or show the response of characters to situations.W 4.3c- Use a variety or transit words and phrases to manage the sequence of events.W 4.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely.W 4.3e- Provide a conclusion that follows from the narrated experiences or events.

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue Using transitional words Adding sensory details

Strategy Modeled response to text Peer editing pre-assessment for clear sequence in story Self editing and self-reflection


has a clear order of events. Establish a narrator for my story. Include dialogue, transitions, and sensory details to make

my story more appealing to my reader.

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Including dialogue, transitions, and details to stories Opinion paragraph (see Reading Performance Task)

Writing Tasks In the story Owen and Mzee, we meet two unlikely

friends. Think about a time when you made friends with someone new. Tell the story of how you became friends with this person. Be sure to have a narrator, a clear sequence of events, dialogue and details in your story.

Use TNReady rubric for narrative writing: https://www.tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr4-5.pdf

Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Strategies and Skills: Participating in and conducting discussions, read alouds,

and q/a sessions Think, pair, share Preparing material for class discussions TNCore Accountable Talk resource:




q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations


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discussion about literature and informational text.

LanguageL.4.2b- Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.L.4.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Strategies and SkillsSkills Review Commas


Learning Targets (I Can…) Edit a text to correct errors with comma usage Edit writing for capitalization errors and spelling errors Use suffixes to determine the meanings of unfamiliar words

or phrases.

Vocabulary Suffixes –ed, -ly

Vocabulary for Explicit Instruction Sanctuary, intruder, fend, charged, enclosure, bond,

inseparable, resilience http://achievethecore.org/content/upload/



Language Arts Commas

Literacy Station Activities Vocabulary station-word sorts/word building with suffixes –ed

and -ly, Journeys Flip chart for Lesson 24, Advanced Phonics Book 3, AP.015-Inflection Reflection, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf

Performance Assessments Pre-Assessment: In the story Owen and Mzee, we meet two

unlikely friends. Think about a time when you made friends with someone new. Tell the story of how you became friends with this person. Be sure to have a narrator, a clear sequence of events, dialogue and details in your story.

Journeys Grammar Weekly Tests Daily proofreading practice (TE) Teacher–made or district assessments in test-like format

Week 5-Lesson 25Reading Selections “The Fun They Had” (Lexile Level 740) “Toys!” (Lexile Level 1110) “Inventions of the Future” (Lexile Level 930) http://www.readworks.org/passages/inventions-future


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http://www.readworks.org/passages/inventions-future

http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf








Big Idea: Inventions change the way we do things.

Reading Literature and Informational TextRL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean) and directions in the text.RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.

Related Science StandardsGLE 0407.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.GLE 0407.T/E.2 Recognize that new tools, technology, and inventions are always being developed.

Strategies and Skills Needed to Access Standards Author’s Purpose Formal and Informal Language Domain-Specific Language Setting Text structure

Learning Targets (I Can…) Examine and author’s use of formal and informal language. Describe the setting of a story in detail. Describe the text structure an author uses to organize text. Use text features to comprehend informational text. Use evidence from the text to make appropriate inferences

and draw conclusions.

Performance Task In “The Fun They Had,” the author imagines how schools will

look in the future. Write a paragraph describing the setting of the story and explaining how the setting affects the characters and events in the story. Use specific details from the story to support your explanation. (RL.4.3)





Sample MICA Item for RL 4.3https://micatime.com/ Create an assessment using Question ID 44639

Sample MICA Item for RI.4.8https://micatime.com/ Create an assessment using Question ID 44705.

Text-Dependent Questions Why does Tommy think books are a waste? (key details) How do you know that this story is set in the future? Use

specific details from the story to support your ideas. (key details)

Why does the author italicize the word “centuries” on p. 750? (author’s craft and purpose)

How is the text Toys! structured? What evidence from the text helps you determine this? (author’s craft and purpose)

Why did Margie sigh on p. 752? (inference)


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“The Fun They Had” describes what school might look like in the future. Why do you think the author wrote this book? (opinion)

Literacy Station Activities Comprehension station-Summarize the story, compare and

contrast the language the children use with the language the Inspector uses, write a paragraph describing how the futuristic setting affects the plot, Journeys flip chart for Lesson 25, Part 1, C.008-Story Element Ease or C.009-Story Mapping from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean) and directions in the text.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingDefine words that allude to significant characters found in mythology from leveled texts by matching objects/pictures to words.

Define words and phrases that allude to significant characters found in mythology from leveled text by matching phrases to Visuals.

Define words and phrases that allude to significant characters found in mythology from adapted texts.

Define words and phrases that allude to significant characters found in mythology in texts within grade 3-4 complexity level band.

Define words and phrases that allude to significant characters found in grade-level mythology.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a-Read on-level text with purpose and understanding.RF.4.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills: Adjust Rate To Purpose VV pattern


current events, novels). Read grade level text with fluency, accuracy, expression

and comprehension. Use learned phonics and word analysis skills to decode

words

Phonics and fluency: VV Pattern

Performance assessments Journeys Decoding Weekly Tests Oral reading fluency checks/running records Oral reading from novel in small groups Use of phonics and decoding skills to decode unfamiliar

vocabulary. Teacher observations

Literacy Station Activities Fluency station-Journeys flip chart for Lesson 25, Fluency


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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Visuals.pdf

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf





practice activities at http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station—word sorts/word building with VV words; Syllable Patterns-Select from Advanced Phonics, AP Part 2, as appropriate to the needs of the students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Writing/ResearchW 4.3a-Oreient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W 4.3b- Use dialogue and descriptions to develop experiences and events or show the response of characters to situations.W 4.3c- Use a variety or transitional words and phrases to manage the sequence of events.W.4.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e- Provide a conclusion that follows from the narrated experiences or events.

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue Using transitional words Adding sensory details



has a clear order of events Establish a narrator for my story Include dialogue, transitions, and sensory details to make

my story more appealing to my reader.

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Including dialogue, transitions, and details to stories Explanatory paragraph (see Reading Performance Task)

Writing Tasks Imagine that you are friends with Margie and Tommy in the

future. Think of some activities that you would do with them. Write a story about something that you did with your futuristic friends. Be sure to have a narrator, a clear sequence of events, dialogue and details in your story. Use details from the story “The Fun They Had” to build your narrative.

Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned rolesSL.4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL.4.6-Differentiate between contexts that call for formal

Strategies and Skills Participating in and conducting discussions, read alouds,

and q/a sessions Think, pair, share Preparing material for class discussions Active listening Paraphrasing TNCore Accountable Talk resource:


Performance Assessments Teacher observations Participating in and conducting discussions, read alouds, and

question/answer sessions Oral presentations (group or individual) Using formal English in appropriate situations


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English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation




LanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategiesL4.4b-Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)

Strategies and SkillsSkills Proper mechanics Greek and Latin word parts


Learning Targets (I Can…) Edit writing for comma, capitalization errors and spelling

errors Use context as a clue to the meaning of a word. Use common, grade-appropriate Greek and Latin affixes

and roots as clues to the meaning of a word. Determine the meanings of academic words and phrases in

context.

Vocabulary Greek and Latin Word Parts meter, therm, aud, fac

Vocabulary for Explicit Instruction Progress, calculated, dispute, centuries, superior, insert,

waste, inspector, mechanical, average http://achievethecore.org/content/upload/



Language Arts Proper Mechanics

Literacy Station Activities Vocabulary station-Word building with Greek and Latin roots,

Journeys flip chart for Lesson 25, Activities for Greek and Latin roots: http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families

Performance Assessments Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE) Teacher –made or district assessments in test-like format Teacher observation


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http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families









Week 6-Lesson 26Reading Selections “The Girl Who Loved Spiders” (Lexile Level not available) “Web Wise” (Lexile Level not available) “The Spider;” “Spider Ropes” (Poetry; not rated) “Spiders and a Balanced Diet” (Lexile Level 910) http://www.readworks.org/passages/spiders-and-balanced-dietBig Idea: Exploring nature helps us understand our world.

Reading Literature and Informational TextRL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.5- Explain the major differences between poems, drama, and prose, and refer to the structural elements of the poems and drama when writing or speaking about a text.

Strategies and Skills Needed to Access Standards Character development Visualize

Learning Targets (I Can…) Describe the changes made by characters in a story, using

specific details from the story. Visualize while reading to help improve understanding. Cite evidence from the text to support key points. Explain how the structure of a poem differs from the

structure of a story or an article. State an opinion about spiders using evidence from multiple

texts.

Performance Task Complete a graphic organizer on which you chart the

changes in Luis’ opinion of spiders across the course of the story “The Girl Who Loved Spiders.” Describe these changes in detail, referring to Luis’ thoughts, words, and actions that indicate how he feels about spiders. (RL.4.3) (See Writing for related written task.)

Other Performance Assessments Journeys Comprehension Weekly Test, Lesson 26 Written summary of a previously read story Written summary of a “fresh read” drawing on specific details

from the text Teacher-made assessment of skills from a fresh read in

testing format District common assessment Anecdotal evidence from classroom discussion and teacher

observation

Sample MICA Items for RL.4.3https://micatime.com/ Create an assessment using Question IDs 44333 and 44336


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http://www.readworks.org/passages/spiders-and-balanced-diet




Text-Dependent Questions How do Luis’ and Ashanti’s opinions of each other change

over the course of the story? (key details) Why don’t spiders get stuck in their webs? Use details from

p. 13 to support your explanation. (key details) How does the illustration on p. 5 help you understand the

meaning of the word “sneakers?” (vocabulary) How does the author use the dinner at the Smith’s house to

bring about a changed in the way Luis views spiders? Use details from the story to support your position. (author’s craft and purpose)

This is a work of fiction, but the author includes some photographs of real spiders and captions related to the photographs. Why do you think the author does that? (opinon)

Literacy Station Activities Comprehension station-Summarize the story, complete a

graphic organizer, write answers to text-dependent questions, Comprehension Part 1, C.003-Check a Trait from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingDescribe a character in detail with evidence from grade level text in L1 and/or identify details of a character using visual representations and adjectives.

Describe a character in detail with evidence from grade level text in L1 and/or identify details of characters by listing model phrases or using short sentences.

Describe a character in detail with evidence from an adapted text using key content-based vocabulary in simple, related sentences with repetitive structures.

Describe a character in detail with evidence from texts within grade 3-4 complexity level band using key, content-based vocabulary in expanded and some complex sentences of emerging complexity.

Describe a character in detail with evidence from grade level text using multiple, complex sentences of varying lengths and grammatical structures with precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF 4.4-Read with sufficient accuracy and fluency to support comprehension

Strategies and Skills: Common final syllables Expression


current events, novels).

Phonics and Fluency: Common Final Syllables, Expression

Performance assessments Oral reading fluency checks/running records Oral reading from novel in small groups Use of phonics and decoding skills to decode unfamiliar

vocabulary.


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RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Read grade level text with fluency, accuracy, expression and comprehension.

Use learned phonics and word analysis skills to decode words.

Performance reading of one of the poems for this week Teacher observation



Decoding/Word study station-Phoneme-grapheme mapping with common final syllables, build words with common final syllables, select activities for multisyllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf , as appropriate to the needs of the students

Writing/ResearchW.4.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented.

Strategies and SkillsSkills Opinion writing Reasons and evidence Clear organizational structure Linking words and phrases

Strategy Modeled response to text Peer editing Self editing and self-reflection POW + TREELL mnemonic and graphic organizer

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Learning Targets (I Can…) Write an opinion that supports a point of view using reasons

and evidence from three texts. Organize my paper to clearly present my opinion. Use linking words and phrases to connect opinions and

reasons.

Routine Writing Opinion Writing

Writing Task The author of the poem “The Spider” calls the spider “sly and

talented.” Based on the way Luis feels at the end of the story “The Girl Who Loved Spiders,” do you think Luis would agree or disagree with this assessment? Write an essay in which you explain why you think Luis would agree or disagree with the statement that spiders are sly and talented. Refer to specific details from the story, such as Luis’ thoughts, words, and actions, to support your opinion. (RL.4.3; W.4.1))

Use scoring rubric from TNReady http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

Speaking and ListeningSL.4.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that

Strategies and Skills: Participating in and conducting discussions, read alouds,

and q/a sessions



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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx








preparation and other information known about the topic to explore ideas under discussion.SL.4.1b-Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Think, pair, share Preparing material for class discussions TNCore Accountable Talk resource:




discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Discuss a speaker’s or writer’s use of formal/informal

English (example: in “The Girl Who Loved Spiders”)

question/answer sessions. Using formal English in appropriate situations.

LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategiesL.4.4b- Use common Greek and Latin affixes and roots as clues to the meaning of a word

Strategies and SkillsSkills Comparative Adjectives Comparative Adverbs

Strategy Learning Grammar through Writing

Learning Targets (I Can…) Explain how to use comparative adjectives and adverbs to

compare the degrees to which two things are. Explain when to use “more” and the suffix “-er” based on

the base word’s syllable. Use comparative adjectives and adverbs correctly when

writing. Edit writing for comma, capitalization errors and spelling

errors.

Vocabulary Greek and Latin Word Parts

Vocabulary for Explicit Instruction Conflict, resolution, arachnids, artifacts, dusting, sly,

unobservant http://achievethecore.org/content/upload/



Language ArtsComparative AdjectivesComparative Adverbs

Literacy Station Activities Vocabulary station-illustrate vocabulary words, locate

vocabulary words in other texts, word building with Greek and Latin word parts

Practice activities for roots: http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families ; http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-


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http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words












adding-to-root-words

Performance Assessments Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE) Teacher –made or district assessments in test-like format Teacher observation

Week 7-Lesson 27Reading Selections “Amphibian Alert” (Lexile Level not determined) “The Frog in the Milk Pail” (Lexile Level not determined) “Toad by the Road”; “The Poison Dart Frog” (Not rated) “Frogs at Risk” (Lexile Level 950) http://www.readworks.org/passages/frogs-risk-1Big Idea: Exploring nature helps us understand our world.

Reading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL 4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Strategies and Skills Needed to Access Standards Main Idea and Details Theme Inference Question Domain-specific vocabulary Author’s purpose

Learning Targets (I Can…) Determine and explain the key details of a text and explain

how those details support the main idea or moral of the text. Use specific information to summarize important ideas from

the text. Cite evidence from the text to support key points. Use context to determine the meaning of unfamiliar words. Draw conclusions based on evidence in the text. Ask and answer questions about a text.

Performance Task According to the author, the moral of the story “The Frog in

the Milk Pail” is “never give up.” Summarize the key ideas in “Amphibian Alert,” and write an essay explaining how the moral of “The Frog in the Milk Pail” is related to the main idea of “Amphibian Alert.” Use details from both texts to support your explanation. (RL.4.2; RI.4.2) (See Writing)

Other Performance Assessments Teacher-made assessment of skills from a fresh read in

testing format Anecdotal evidence from classroom discussion and teacher

observation

Close reading on one section of the text “Amphibian Alert” (e.g., Habitat Loss, Introduced Species and Fungus)

Text-Dependent Questions How are gills and lungs alike? (key details) On page 21 the author says that the moral of the story “The

Frog in the Milk Pail” is “never give up.” What details from the story help you understand that this is the moral? (key details)

What does the word “permeable” mean on p. 2? (vocabulary)Shelby County Schools

2015/2016 of 41

http://www.readworks.org/passages/frogs-risk-1

http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words




Why do you think the author includes the information about the science of butter (p. 21) in a work of fiction? (author’s craft and purpose)

If amphibian eggs had hard shells, like bird eggs, do you think so many amphibian species would be in danger? Cite evidence from the text to support your position. (inference)

Why do you think the author wrote the article “Amphibian Alert?” (opinion)

Literacy Station Activities Comprehension station-complete main idea and/or theme

graphic organizers, written summary of one of the texts, Comprehension Part 3, C.031-Inquisitive Inquiries from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingExplain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high-frequency, single words or answer yes/no or either/or questions.

Explain the main idea and key details by summarizing the text using L1 and/or using Pictures and Photographs, and key vocabulary in phrases and short sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in a series of simple, related sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in expanded and some complex sentences.

Explain the main idea and key details by summarizing the text using precise vocabulary in multiple, complex sentences.


Reading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills: Phrasing: Punctuation Final Syllables

Learning Targets (I Can…) Decode words with common final syllables. Read with fluency from a variety of texts (poetry, drama,

current events, novels). Read grade level text with fluency, accuracy, expression

and comprehension. Use learned phonics and word analysis skills to decode

words.

Phonics and fluency: More Final Syllables

Performance assessments Oral reading fluency checks/running records Oral reading from novel in small groups Use of phonics and decoding skills to decode unfamiliar

vocabulary Performance reading of one of the poems for this week


http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_fo


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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf



http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf




undational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station-Phoneme-grapheme mapping with common final syllables, build words with common final syllables, select activities for multisyllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf , as appropriate to the needs of the students

Writing/ResearchW.4.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Strategies and SkillsSkills Informative/explanatory writing




sentence. Writing my paragraphs with a clear concluding statement.

Routine Writing Summary of a text Answers to text-dependent questions Main idea graphic organizer

Writing Tasks The moral of the story “The Frog in the Milk Pail” is “never

give up.” Summarize the key ideas in “Amphibian Alert,” and write an essay explaining how the moral of “The Frog in the Milk Pail” is related to the main idea of “Amphibian Alert.” Use details from both texts to support your explanation. (RL.4.2; RI.4.2; W.4.2)


Speaking and ListeningSL.4.1d- Review key ideas expressed and explain own ideas and understandingSL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace


and q/a sessions Preparing material for class presentations TNCore Accountable Talk resource:




question/answer sessions. Oral presentations (group or individual) Using formal English in appropriate situations.


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LanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Strategies and SkillsSkills Comparative Adjectives Comparative Adverbs

Strategy Learning Grammar through Writing and Editing

Learning Targets (I Can…) Review how to use comparative adjectives and adverbs to

compare the degrees to which two things are. Review when to use “more” and the suffix “-er” based on the

base word’s syllable. Use comparative adjectives and adverbs correctly when

writing. Edit writing for comma, capitalization errors and spelling

errors. Choose a logical word to complete an analogy using

synonyms and antonyms.

Vocabulary Analogies

Vocabulary for Explicit Instruction Amphibian, gills, habitat, introduced, species, extinction

savor, mottled http://achievethecore.org/content/upload/



Language Arts Comparative Adjectives Comparative Adverbs

Literacy Station Activities Vocabulary station-illustrate vocabulary words, locate

vocabulary words in other texts, Vocabulary Part 3, V.033-Analogy Soccer from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Performance Assessments for both Use of comparatives in writing Pre and Post-Assessment: Teacher-made or district

assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)

Week 8 –Reading Selections “Museums: Worlds of Wonder” (Lexile Level not determined) “Dinosaur Bone;” Museum Farewell” (Not rated) “Stinky Job” (Lexile Level 1040) http://www.readworks.org/passages/stinky-jobBig Idea: Historical artifacts help us learn about our world.


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http://www.readworks.org/passages/stinky-job

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf









Reading Literature and Informational TextRI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Strategies and Skills Needed to Access Standards Reasons and Evidence (to support opinions) Text Structure

Learning Targets (I Can…) Describe the structure an author uses to organize a text. Monitor and clarify comprehension by rereading or using

context. Explain how an author supports points made in a text, both

facts and opinions. Cite evidence from the text to support key points.

Performance Task Throughout the text “Museums: Worlds of Wonder,” the

author mixes facts with personal opinions. Keep a list of opinions expressed, and locate the reasons the author provides to support these opinions. Select one opinion the author expresses, and write a paragraph explaining how he/she supports it using reasons and/or evidence. (RI.4.8)

Other Performance Assessments Teacher-made or district common assessments in testing

format (all) Anecdotal evidence from classroom discussions

Text-Dependent Questions What reasons does the author provide to support the opinion

that not having time to see Sue would be a mistake? (key details)

What evidence does the author of “Stinky Job” provide to support the statement that the scent created by Knight’s company was disgusting? (key details)

What does the word “recycling” mean on p. 35? (vocabulary) How does the author use the concept of recycling to help

describe the City Museum of St. Louis? (author’s craft and purpose)

How does the illustration on p. 37, combined with the text on the page, help you understand why the skeleton of Sue on display does not have “her” original skull on it? (author’s craft and purpose)

The author uses the word “wonder” several times on p. 34. Why do you think he/she does that? (opinion)

Literacy Station Activities Comprehension station-summarize a selection, write a

comparison/contrast paper about two of the museums described, Fact/opinion activities from Comprehension Part 3, C.026-Fact or Opinion Game, C.027, and/or Matter of Fact or Opinion from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text.


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Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Analyze text and identify supportive textual evidence in L1 and/or by matching leveled Phrase Citations from texts, to visual representations.

Analyze text and identify supportive textual evidence in L1 and/or by matching Sentence Citations from leveled text, or excerpts from grade-level texts, to visual representations.

Analyze adapted text and identify supportive textual evidence using key vocabulary in simple, related sentences.

Analyze text within the grade-level band and identify supportive textual evidence using key vocabulary in expanded and some complex sentences.

Analyze grade-level text and identify supportive textual evidence using precise vocabulary in multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4-Read with sufficient accuracy and fluency to support comprehension.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills: Rate Stress in multisyllabic words

Learning Targets (I Can…) Read grade level text with accuracy, rate, expression and

comprehension. Decode multisyllabic words. Apply phonics and word analysis skills effectively when

reading and writing.

Phonics and fluency: Stress in Multisyllabic words

Performance assessments Teacher Observation Oral reading fluency checks/running records Teacher-made or district common assessments in testing

format Oral reading fluency checks/running records Journeys Target Vocabulary Weekly Test Journeys Decoding Weekly Test



Decoding/Word study station-Phoneme-grapheme mapping with multisyllabic words, build multisyllabic words, select activities for multisyllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf , as appropriate to the needs of the students

Writing/ResearchW.4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehensionW.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and

Strategies and SkillsSkills Informative writing-Article Research and note-taking

Strategy

Routine Writing Research notes Outline or graphic organizer

Writing Tasks This week we have read about museums and the artifacts

found in museums. Select a museum to research; it can be


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examples related to the text.W.4.2c- Link ideas within categories of information using words and phrasesW.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topicW.4.2e- Provide a concluding statement or section related to the information or explanation presented.W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of a topic.W 4.8 - Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection POW + TIDE mnemonic and graphic organizer


Learning Targets (I Can…) Take notes from sources Organize details in a logical manner that will appeal to the

readers Include illustrations Edit and revise Compile a list of sources

one of the ones from our reading selections, but it can also be another museum that interests you. Write an article for your school newspaper describing the museum and showing how the museum helps us learn about the world. Present your information in a manner that will make the readers want to visit the museum. Include illustrations to add interest to your article. Be prepared to present your information orally to your classmates.


Speaking and ListeningSL.4.1c- Pose and respond to questions and make comments that contribute to the discussion and link to others’ remarks.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


and q/a sessions Preparing material for an oral presentation Speaking clearly and understandably Using standard English TNCore Accountable Talk resource:


Learning Targets (I Can…) Use accountable talk procedures to engage effectively in a

discussion or group meeting. Present information in a logical and organized manner. Use appropriate facts and relevant, descriptive details to

support key points. Speak clearly and at an appropriate pace.


q/a sessions Using formal English in appropriate situations Oral presentation on research project

LanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4b- Use common, grade-appropriate Greek and

Strategies and SkillsSkills Possessive Pronouns Prefixes


Vocabulary Prefixes: con-, com-, in-, im-

Vocabulary for Explicit Instruction Turret, conveyor, petrified, spiral, solo, orbit, replicas,

simulator, mummies, meteorites, canopy, generations http://achievethecore.org/content/upload/


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Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

https://wvde.state.wv.us/strategybank/ VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Edit writing for capitalization errors and spelling errors. Identify and use words with prefixes con-, com-, in-, im Analyze the structure of a word by locating base words,

prefixes, and suffixes



Language Arts Possessive Pronouns

Literacy Station Activities Vocabulary station-word building with con-,com-, in-, and im-;

illustrate vocabulary words, locate vocabulary words in other texts, Vocabulary Part Two, V.011-Word Dissect or V.012-Make It Meaningful from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf

Performance Assessments Use of possessive nouns in writing Teacher-made or district assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)

Week 9-Lesson 29Reading Selections “Save Timber Words!” (Lexile Level not determined) “Following Muir: A Persuasive Essay” (Lexile Level not determined) “The Comb of Trees” and “Enjoy the Earth (Not rated)Big Idea: Saving nature is an important cause.Reading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.5-Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Strategies and Skills Needed to Access Standards Understanding Characters Infer/Predict Elements of a play

Learning Targets (I Can…) Explain the functions of a narrator and stage directions in a

play. Describe characters in detail, referring to their actions,

thoughts, and words to support my description. Explain how an author uses reasons to convince readers to

Performance Task “Save Timber Woods” is a play. Compare and contrast the

elements of a play with the elements of a work of fiction, like “The Girl Who Loved Spiders.” Refer to the structural elements of a play (cast of characters, dialogue, stage directions) and a story (characters, plot, setting) to describe the similarities and differences. . (RL.4.5) (See Writing for complete task)

Performance Assessments Teacher-made or district common assessments in testing


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https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html




RI.4.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text.

do something. Explain how several authors address a similar theme or

message, citing evidence from all texts to support my explanation.

format (all) Anecdotal evidence from classroom discussions Journeys Comprehension Weekly Test

Text-Dependent Questions “Following Muir” is a persuasive essay. What is the author

trying to persuade the reader to do? (key details) Why is Gina annoyed when the deer shows up in her yard?

(key details) How do you know that Gina is annoyed? (key detail; author’s

craft and purpose) How will cutting down Timber Woods make money for the

town? (inference) How do you think the author of this play feels about saving

animals’ habitats? Cite evidence from the text to support your opinion. (opinion)

How are the authors’ messages in “Following Muir” and “Enjoy the Earth” similar to the inferred message of “Save Timber Woods!?” (intertextual connections)

Literacy Station Activities Comprehension station-written summary of a text, written

character analysis, practice activities for character, Comprehension Part 1, C.001-Character Consideration, C.002-Character Connections, or C.003-Check-a-Trait from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.5-Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Compare and contrast differences of grade level poems/drama/ prose in L1 and/or compare and contrast structural elements of poems/drama by drawing and labeling key vocabulary to describe poems, drama, and prose.

Compare and contrast differences of grade level poems/drama/prose in L1 and/or compare and contrast elements of poems/drama by matching key vocabulary words and phrases to illustrations.

Compare and contrast elements of poems/drama from adapted texts by producing simple sentences using key content-based vocabulary.

Compare and contrast differences of poems/drama/prose at the grade 3-4 text level band using complete sentences of emerging complexity with some content-based vocabulary.

Compare and contrast differences of grade level poems/drama/prose using detailed sentences of varying lengths and complexity with content-based vocabulary.


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For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4-Read with sufficient accuracy and fluency to support comprehension.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills: Pauses Words with silent consonants

Learning Targets (I Can…) Read grade level text with accuracy, rate, expression and

comprehension. Decode multisyllabic words. Apply phonics and word analysis skills effectively when

reading and writing.

Phonics and fluency: Words with silent consonants

Performance assessments Teacher Observation Oral reading fluency checks/running records Teacher-made or district common assessments in testing

format Oral reading fluency checks/running records Journeys Decoding Weekly Test Reader’s Theater performance of “Save Timber Woods!”



Decoding/word study station-word building/word sorting with silent consonants, Journeys flip chart (add rigor)

Activities for silent consonants-http://www.theschoolhouse.us/lessons/lesson61.html; http://www.spellzone.com/games/index.cfm?wordlist=1571

Writing/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the

Strategies and SkillsSkills Informative/Explanatory Writing Linking Words Topic Sentence Concluding Statement


Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding statement

Writing Tasks “Save Timber Woods” is a play. Write an essay in which you

compare and contrast the elements of a play with the elements of a work of fiction, like “The Girl Who Loved Spiders.” Refer to the structural elements of a play (cast of characters, dialogue, stage directions) and a story (characters, plot, setting) to describe the similarities and differences. (RL.4.5; W.4.2)


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http://www.spellzone.com/games/index.cfm?wordlist=1571

http://www.theschoolhouse.us/lessons/lesson61.html








information or explanation presented. http://www.tncore.org/training/2014summer-training-materials.aspx


sentence. Writing my paragraphs with a clear concluding statement.


Speaking and ListeningSL.4.1c- Pose and respond to questions and make comments that contribute to the discussion and link to others’ remarks.

Strategies and Skills Active listening Preparing for class discussions TNCore Accountable Talk resource:


Learning Targets (I Can…) Use accountable talk procedures to engage effectively in a

discussion or group meeting. Present information in a logical and organized manner. Use appropriate facts and relevant, descriptive details to

support key points. Speak clearly and at an appropriate pace.


q/a sessions Using formal English in appropriate situations

LanguageL.4.1a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4b- Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.c-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Strategies and SkillsSkills Relative Pronouns Word origins


Learning Targets (I Can…) Edit writing for capitalization errors and spelling errors. Identify and use relative pronouns. Analyze the meaning of a word by applying knowledge of

word origins. Use dictionaries or other resources to locate word origins.

Vocabulary Word origins

Vocabulary for Explicit Instruction Annoyed, current, events, developer, council, preserve,

absorb, debate, benefit, protector, towering http://achievethecore.org/content/upload/



Language Arts Relative Pronouns


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Literacy Station Activities Vocabulary station-sort words by origin, Vocabulary Part 3,

V.020-Word Clues from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Performance Assessments Use of relative pronouns in writing Teacher-made or district assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)


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grade 4 q4 3-8-16.docx · web view performance assessments journeys target vocabulary weekly test...

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