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Groton Public Schools
Curriculum Map
INTRODUCTION
Curriculum Area and Grade: Language Arts Grade 4
Course Purpose:
To meet the demands of the 21st century, Groton Schools’ Grade four students will be able to read, write, speak, view and listen at grade level and
meet district and state standards for Language Arts. Our goal is instill a love of learning by providing students a world class education which
develops life-long readers and writers.
Major Learning Goals and Understandings:
Students will:
read, write, speak, listen, and view to build an understanding of written, visual, and oral text.
experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.
apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of
purposes and audiences.
create works using visual, written, oral, performance, and technological formats.
employ the language arts for life-long learning, work, and enjoyment.
21st Century Learning Expectation(s): (see attached: P21 Framework http://www.p21.org/
All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem
solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,
including; the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation of
embedded literacy across the content areas, and the strengthening of personal responsibility.
Themes/Theme/Concept and # of Weeks
1. My Heritage
( Placement week + 5 weeks of Instruction)
2. Living in a “Green” World
(5 weeks of Instruction)
3. Life Along the Atlantic
(5 weeks of Instruction)
4. Patterns in the Sky
(5 weeks of Instruction)
5. Test Prep Week
(2 weeks)
6. America’s Heartland
(5 weeks of Instruction)
7. Living Things Need Each Other
(5 weeks of Instruction)
8. The Wide-Open West
(5 weeks of Instruction + Benchmark Week) OR
Goals, Challenges, and Rewards
(5 weeks of Instruction + Benchmark Week)
Mappers/Authors: Nancy Berube, Donna Duley, Donna Pombrio, Amy Murphy, Ben Moon, Chris Gatti
Date Approved: 6/12/2012
Theme 1: My Heritage
Part 1 - Theme 1: My Heritage
Grade: 4
Subject:
Language Arts Course:
Length of Theme:
5 Weeks
Common Core State Standards
Determine the main idea of a text and explain how it is supported by details (RI 2)
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL 1)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
(W3)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL1, RL3, RL4, RL5, RL6,
RI2, RI4, RI5, RI7, RI9,
RF3, RF3a, RF4, RF4a, RF4c,
W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,
SL1, SL1b, SL3, SL4, SL6,
L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Speaking and Listening
Listening skills
Appropriate voice levels for
different activities
Phonics/Spelling:
Adjective suffixes:-al, -ful, -ible,
-able, -ous, -ish
Greek and Latin roots:meter,
man, ped, loc
Short and long vowel sounds: a,
e, i, and o
Homophones
Comprehension:
Main Idea
Supporting details
Use details from the text to
draw inferences
Authors write for a variety of
purposes (to inform, to entertain,
to persuade, to describe)
The students will be able to:
Speaking and Listening
Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on
grade four topics and texts, building on others’ ideas and
expressing their own clearly. (SL1)
Phonics/Spelling:
Know and apply grade-level phonics and word analysis skills in
decoding words (RF 3)
Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (L 4b)
Use knowledge of letter-sound correspondences (RF3a)
Correctly use frequently confused words. (L 1g)
Comprehension:
Determine the main idea of a text and explain how it is
supported by details (RI 2)
Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from
the text. (RL 1)
Determine author’s purpose
Speaking and Listening
Evaluate
Phonics/Spelling:
Remember, Understand
Analyze
Remember, Apply
Apply, Analyze
Comprehension:
Evaluate
Analyze
Analyze
Remember
Fluency:
phrasing, pacing, and
expression
Vocabulary:
Synonyms
Metaphors
Context clues
Alliteration and onomatopoeia
Writing:
Writing traits: ideas,
organization, word choice,
voice, sentence fluency,
conventions, presentation
Writing process
Personal Narrative
a. Sequence
b. Transition words
Language Usage:
Four types of sentences: declarative,
interrogatory, exclamatory,
imperative; Simple and compound
sentences
Fluency:
Read with sufficient accuracy and fluency to support
comprehension (RF 4)
Vocabulary:
Demonstrate understanding of words by relating them to words
with similar but not identical meanings. (L 5c)
Explain the meaning of simple metaphors (L 5a)
Use context as a clue to the meaning of a word or phrase (L 4a)
Determine the meaning of words and phrases as they are used in
a text (RL 4)
Writing:
Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
(W 4)
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(W 5
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences. (W3)
a. Orient the reader by establishing the situation and
introducing a narrator and/or characters; organizes an
event sequence that unfolds naturally. (W3.a)
b. Use a variety of transitional words and phrases to
manage the sequence of events. (W3.c)
Language Usage:
Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons. (L 1f)
Fluency:
Analyze
Vocabulary:
Apply
Apply
Understand and apply
Understand and apply
Writing:
Understand and apply
Understand, analyze,
apply
Apply, analyze, evaluate,
create
Language Usage:
Understand, analyze,
create
Big Idea and Essential Questions
Theme
Big Idea
Beliefs, values and customs make up our heritage.
Learning about our heritage helps us to understand ourselves and each other.
Essential Questions
What is heritage?
What can we learn from knowing our heritage?
Language Arts
Big Idea
Information has different levels of importance.
Authors write for different reasons.
Essential Questions
How do readers make decisions about the information in text?
How and why do authors write?
Part 3 – Common Theme Assessments
Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,
viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be
common to teachers of this Theme.
Placement Test
Differentiated Unit Assessment
Writing Sample-Narrative- rubric
Spelling Assessments
Reading Progress Assessment (As needed for determining movement in differentiated reading levels)
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Set up and maintain Writer’s Notebook
Demonstrate ability to choose “good fit” independent level books and complete three books (Teacher should consider a reader’s log, reader
response notebook, or other method to chart progress and monitor comprehension.)
Acquire and use theme vocabulary
Collaborative discussions
Presentations
Cross text discussions
PIE Strategy for Author’s Purpose
T-BEAR Strategy for written response
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Access to online literature including Theme Reader and Differentiated Texts
Discovery Ed, Brain Pop, Scholastic
Complete one of the following activities:
Complete and illustrate a family tree
Family Traditions and Potluck Lunch ( Suggested Lesson PlanRead - Write - Think:
http://www.readwritethink.org/classroom-resources/lesson-plans/family-traditions-class-book-941.html?tab=1#tabs )
Research and report on a Family Tradition
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
There is no required inquiry project for this unit although teachers are encouraged to introduce the inquiry process
and associated vocabulary.
When selecting resources, teachers should consider:
Check alignment to the Theme
Vary selections according to age, skill level, readiness and learning styles of learners
Include varied readability levels
Include varied culturally relevant resources that have been reviewed for bias
Include appropriate technologies
Explain purposeful use of resources
Collaborate with the library/media specialist regarding Internet sources and information
LEAD21 Personal narrative lesson and materials are located in Unit 2 Teacher’s guide
Supplementary Online Resources:
http://www.brainpop.com/english/writing/mainidea/
http://www.brainpop.com/english/studyandreadingskills/readingskills/
www.epals.com/projects/info.aspx?DivID=index
Additional Resources:
Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles
That’s a Great Answer, Nancy N. Boyles
Additional CMT correlation questions:
A1- Main idea and theme
A2- Characters, problem-solution, setting
D2- Extending the text- Examining the content and structure of the text
T-Bear - Strategy for Written Response Answers
PIE – Strategy for Author’s Purpose
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 2: Living in a Green World
Part 1: Theme 2: Living in a Green World
Grade: 4
Subject:
Language Arts Course:
Length of Theme:
5 Weeks
Common Core State Standards
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL1)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
(W3)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL2, RL5, RI2,RI4, RF3, RF4, W1a
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Comprehension:
Predictions, conclusions,
retellings
Strategies to Monitor to
comprehension
Figurative Language:
simile, metaphor,
personification
Features of Realistic
The students will be able to:
Comprehension:
Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
(RL1)
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary. (RF4)
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) (RL4)
Comprehension:
Understanding
Evaluating
Analyzing
Analyzing
Fiction
Spelling/ Phonics
Spelling patterns (oo, oo,
ou, aw, ir, ar, air,
homophones)
Noun suffixes, prefixes
that mean “not”
Vocabulary:
Key words, antonyms,
idioms add to
understanding
Difference between
dictionary and glossary
Fluency:
Fluency strategies:
phrasing, pacing, and
expression
Writing:
steps of the writing
process and writing traits
characteristics of realistic
fiction
Explain major differences between poems, drama, and prose when
writing or speaking about a text. (RL5)
Spelling Phonics
Know and apply grade level phonics and word analysis skills in
decoding words. (RF3)
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. (RF3)
Vocabulary:
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. (L4)
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade four topic or subject area.
(RI4)
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
(RF4)
Writing:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (W5)
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences. (W3)
a. Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
(W3.b)
Spelling/Phonics
Remembering
Remembering
Vocabulary:
Understanding
Understanding
Fluency:
Applying
Writing:
Creating
Creating
Language:
Simple and compound
sentences, singular and
plural nouns, possessive
nouns, common and
proper nouns, articles
Speaking and Listening:
Effective strategies for
collaboration (i.e.use voice
effectively)
b. Use concrete words and phrases and sensory details to convey
experiences and events precisely. (W3.d)
c. Provide a conclusion that follows from the narrated
experiences or events. (W3.e)
Language:
Demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing. (L2)
Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade four topics
and texts, building on others’ ideas and expressing their own clearly.
(SL1)
Language:
Remembering
Speaking and Listening:
Evaluating
Big Idea and Essential Questions
Theme
Big Idea
We need to protect our earth.
We need to use our natural resources wisely.
Essential Questions
How can we protect our earth?
How can we conserve our natural resources
Language Arts
Big Idea
Readers use details to help understand the meaning of a text.
Authors use realistic story elements to entertain and convey important themes.
Essential Questions
How do readers use details to understand the meaning of a text?
How do author’s use realistic story elements to entertain and convey important themes?
Part 3 – Common Theme Assessments
Includes description of what students must produce/perform as indicators of mastery of this Theme. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this Theme.
Differentiated Unit Assessment
Writing Sample-Realistic Fiction- rubric
Spelling Assessments
Reading Progress Assessment (As needed for determining movement in differentiated reading levels)
Inquiry Project- rubric
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Acquire and use theme vocabulary
Independent reading – three books
Writer’s Notebook
Collaborative discussions
Pretentions
Cross text discussions
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Access to online literature including Theme Reader and Differentiated Texts
Complete and publish at least one piece of realistic fiction
Inquiry Project:
In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.
Keep in mind:
These are heterogeneous group projects.
Student groups are responsible for generating their own research question related to the theme with teacher guidance.
Each student group will be responsible for presenting their results both orally and with a project.
Projects may include:
*A visual representation
*A performance representation
*A written representation
*A speaking representation
(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion)
Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher may
provide these choices to the individual groups.
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
Inquiry groups should be heterogeneous groups including each reading level.
The teacher will provide minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not
limited to:
Supplementary Online Resources:
http://www.epals.com/projects/info.aspx?DivID=GlobalWarming_overview
Environmental Kids Club:
http://www.epa.gov/students/index.html
PBS kids Environmental Games:
http://pbskids.org/games/environment.html
Discovery Education (Search Environment)
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Additional CMT correlation questions:
A4- Predictions
B2- Draw conclusions
B3- Use evidence to support a conclusion
D2- Extend the text
Theme 3 – Life Along the Atlantic
Part 1: Theme 3 – Life Along the Atlantic
Grade: 4
Subject:
Language Arts
Course:
Length of Theme: 5 weeks
Common Core State Standards
Determine the theme of a text or poem from details in the text , summarize the text (RL4)(fiction)
Describe in depth a character, setting, or event in a story or drama drawing on specific details in the text. (RL4.3)
Write routinely over extended time frames or shorter time frames for a range of disciple specific tasks, purposes, and audiences. (W 4.10)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
L1b, L6, SL2, RF 3a, RF 4a, RI2, RI10, W6, W2e, L4a
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
The students will be able to:
Vocabulary:
key words, context clues,
homophones
Speaking and Listening
Collaboration Strategy:
use voice effectively
Rules for discussions
Phonics/spelling:
sound letter combinations
or, ur, oo, r controlled
vowels, prefixes, endings,
suffixes, compound words
Fluency:
phrasing, pacing, and
expression
Comprehension:
Summary
Theme
Main idea, important
details
text features (maps and
Vocabulary:
Acquire and use accurately grade appropriate general academic and
domain specific words (L6)
Speaking and Listening
Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade four
topics and texts, building on others’ ideas and expressing their own
clearly. (SL1)
Paraphrase portions of text read aloud or information presented in
diverse media and formats visually and orally. (SL2)
Follow agreed upon rules for discussions and carry out assigned roles
(SL1b)
Phonics/spelling:
Know and apply grade level phonics and word analysis skills in
decoding words. (RF3)
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.
(RF3)
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
(RF4)
Comprehension:
Determine the theme of a text or poem from details in the text ,
summarize the text (RL4)(fiction)
Determine the main idea of a text and explain how it is supported by
key details; summarize the text (RI4) (nonfiction)
Interpret information presented visually, orally, quantitatively and
explain how the information contributes to the understanding of the text
Vocabulary:
Apply
Speaking and Listening
Understand, create
Apply
Phonics/spelling:
Remembering
Apply
Fluency:
Applying
Comprehension:
Apply, evaluate, analyze
Apply, evaluate ,analyze
subheadings)
Story elements
Text Structure: problem
/solution
Writing:
Different poetic styles
(limerick, free verse,
rhyme, syllables, stanza)
Language Usage:
action and linking verbs,
main verb and helping
verb,
Idioms: Simile, metaphor
Progressive Verb Tenses
in which it appears.
Describe in depth a character, setting, or event in a story or drama
drawing on specific details in the text. (RL4.3)
Writing:
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Produce, identify, and understand the difference in format of poetry.
Language Usage:
Demonstrate command of the conventions of standard English grammar
usage when writing or speaking. (L4.1)
Explain the meaning of simple similes and metaphors in context.
(L4.5a)
Demonstrate command of progressive verb tenses. (L1b)
Writing:
Evaluating, creating
Language Usage:
Remembering
Understand and analyze
Remembering and
understanding
Big Idea and Essential Questions
Theme
Big Idea
The Middle Atlantic states are a rich and diverse region connected by their geography, economy, history, and culture.
The South Atlantic states are a rich and diverse region connected by their geography, economy, history, and culture.
Essential Questions
How does the geography of a place affect the way people live and work?
Language Arts
Big Idea
Readers summarize to communicate their understanding of big ideas.
Poetry provides a new way of looking at the ordinary.
Writers try to include details in their writing that will allow readers to make reasonable generalizations.
Essential Questions
Why do we read informational text?
How can an author use poetry to express their thoughts and emotions?
Part 3 – Common Theme Assessments
Includes description of what students must produce/perform as indicators of mastery of this Theme. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this Theme.
Differentiated Unit Assessment
Spelling Assessments
Reading Progress Assessment (As needed for determining movement in differentiated reading levels)
Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Acquire and use theme vocabulary
author’s chair
Performance Assessment – create one poem free verse for publication, one limerick for publication
Student Self-Assessment – fluency chart, T-BEAR strategy
Writing Portfolio – poetry
Technology Applications – publish student work
Acquire and use theme vocabulary
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Brain Pop
Discovery Ed
Scholastic
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
When selecting resources, teachers should consider:
Check alignment to the Theme
Vary selections according to age, skill level, readiness and learning styles of learners
Include varied readability levels
Include varied culturally relevant resources that have been reviewed for bias
Include appropriate technologies
Explain purposeful use of resources
Collaborate with the library/media specialist regarding Internet sources and information
Additional CMT correlation questions:
A4- Predictions
B2- Draw conclusions
B3- Use evidence to support a conclusion
D2- Extend the text
Additional Resources:
http://www.readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html
Poetry: Powerful Thoughts in Tiny Packages Lucy Calkins and Stephanie Harvey
Naming the World A Year of Poems and Lessons Nancie Atwell
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 4 - Space: Past, Present, and Future
Part 1 - Theme 4 - Space: Past, Present, and Future
Grade:
4
Subject:
Language Arts Course: Theme 4
Length of Theme: 5 Weeks
Common Core State Standards
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI4.5)
Write opinion pieces on topics or texts supporting a point of view with reasons and information. (W4.1)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RI4.4, L4.5, L4.1, SL4.2, RF4.3, RF4.4, RL4.4, SL4.1, RL4.1, RI4.5, W4.5, W4.4
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Vocabulary:
Synonyms
Analogies
The students will be able to:
Vocabulary:
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade for topic or subject area.
(RI4.4)
Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
Vocabulary:
Evaluating
Understanding
Speaking and Listening:
Paraphrasing
Spelling/Phonics:
Spelling patterns (inflected
endings _ed, -ing; final long
sound, changing final y to i)
Fluency:
Strategies for reading
fluently
Comprehension:
Types of connections
Questioning strategies
Difference between facts
and opinions
Text Structures – problem
solution; sequence of events
Plot structure diagram
meaning (synonyms). (L4.5c)
Speaking and Listening:
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (L4.1)
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally. (SL4.2)
Spelling/Phonics:
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multi-syllabic words in context and out of
context. (RF4.3a)
Know and apply grade level phonics and word analysis skills in
decoding words. (RF4.3)
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
(RF4.4)
Comprehension:
Make connections to text: text-to-text, text-to-self, text-to-world. (RL
4.7)
Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link
to the remarks of others. (SL4.1b)
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (RL4.1)
Describe the overall structure of events, ideas, concepts, or
information in a text or part of a text. (RI4.5)
Speaking and Listening:
Analyzing
Analyzing
Spelling/Phonics:
Analyzing
Analyzing
Fluency:
Remembering, Applying
Comprehension:
Evaluate
Analyze
Remembering, applying
Remembering, applying
Analyze
Writing:
Writing process and writing
traits
Purpose and format of the
persuasive essay
Language:
Subject , object , and
possessive pronouns
Contractions
Regular/Irregular Verbs
Writing:
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (W4.5)
Write opinion pieces on topics or texts supporting a point of view with
reasons and information. (W4.1)
Language:
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking (L4.1)
Writing:
Creating
Creating
Language:
Remembering and
applying
Big Idea and Essential Questions
Theme:
Big Idea
Patterns and cycles allow us to make predictions.
Studying space improves our life on earth.
Essential Questions
Why do scientists look for patterns and cycles?
Why do people study space?
Language Arts
Big Ideas
Identifying the structure of a text helps support readers’ understanding of the text.
Making connections to a text, between texts, and between a text and the world, allow us to compare ideas
Supporting opinions with reasons and information can change other people’s thinking.
Essential Questions
Why do readers notice the structure of a text?
How can readers compare ideas?
How do writers change other people’s thinking?
Part 3 – Common Theme Assessments
Differentiated Unit Assessment 4
Writing - Persuasive Essay - rubric
Spelling Assessments
Reading progress assessment as needed for movement between groups
Inquiry Project
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Acquire and use theme vocabulary
Independent reading – three books
Writer’s Notebook
Collaborative discussions
Presentations
Cross text discussions
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
21st century learning skills
Internet Safety
Internet Search Engines – Destiny, Google, LEAD21 - Inquiry Online
Evaluate Internet Sources
Inquiry Project:
This is one of the units where the students are required to complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to
guide you through the process.
Keep in mind:
These are heterogeneous group projects.
Student groups are responsible for generating their own research question related to the theme with teacher guidance.
Each student group will be responsible for presenting their results both orally and with a project.
Projects may include:
*A photo or picture essay (detail included on Lead 21)
*A play
*A magazine article with pictures
*A panel discussion with accompanying visuals.
Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher may
provide these choices to the individual groups.
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
The teacher will provide a minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not
limited to:
Nasa Kids Club:
http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html
Kids Astronomy:
http://kidsastronomy.com/
European Space Agency:
http://www.esa.int/esaKIDSen/
Discovery Education:
The Language of Science “Earth and Space 3-5”
Teachers should:
Check alignment to the Theme
Vary selections according to age, skill level, readiness and learning styles of learners
Include varied readability levels
Include varied culturally relevant resources that have been reviewed for bias
Include appropriate technologies
Explain purposeful use of resources
Collaborate with the library/media specialist regarding Internet sources and information
Additional Resources:
Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles
That’s a Great Answer, Nancy N. Boyles
Additional CMT correlation questions:
C-1
B-1
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme: Test Prep
Part 1 - Theme: Test Prep
Grade: 4
Subject:
Language Arts Course:
Length of Theme:
2 Weeks
Common Core State Standards
Read and comprehend complex literary and informational texts independently and proficiently (R.CCR.10)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience(W.CCR.4)
Supporting Standards
RL1, RL3, RL4, RL5, RL6,
RI2, RI4, RI5, RI7, RI9,
RF3, RF3a, RF4, RF4a, RF4c,
W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,
SL1, SL1b, SL3, SL4, SL6,
L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Narrative (Story) Structures:
Good readers have multiple strategies to
read and understand
Realistic Fiction
The students will be able to:
Narrative Predictable Questions:
What is the main problem or struggle in the story?
What character trait would you use to describe the character?
What was the cause of the event?
Narrative (Story) Structures
Remembering
Understanding
Applying
Historical Fiction
Folktales
Book Excerpts/Literary Works
Narrative Nonfiction (biography
and autobiography)
Non-Narrative/Expository Structures:
Good readers have multiple strategies to
read and understand
Reports
Information Pieces
How-to Pieces
Interviews
Question and Answers
News Report
Poetry:
Good readers have multiple strategies to
read, understand and interpret
Free Verse
Limericks
What is the same about these two characters? What is different?
Why do you think the character took the action that she did?
Why do you think the author puts this minor character in the story?
Which of the following is a detail from the story that explains how
the character solves the problem?
Which of the following details is not important to the plot?
What point of view is this story told in?
Briefly summarize this story
Predictable Questions on Non-Narrative Passages:
What is the main idea of this passage?
What is this article mostly about?
What is the purpose of this article?
Why is the author giving this information?
Which details supports the main idea that_______?
Which of the following is a fact from the article?
Which of the following is an opinion from the article?
Predict what we will learn from this article.
Predictable Questions on Poetry:
Read these lines from the poem_______. What do these lines most
likely mean?
Which line best describes how _________ expresses ________?
What point of view do____ and _____ share?
Give an example of alliteration from the poem.
What feeling is the speaker expressing in the poem?
What is the rhyme scheme in the first stanza of this poem?
How does the main character feel about_____?
Who is talking in this poem?
Give an example of personification in this poem.
Analyzing
Evaluating
Non-Narrative/Expository:
Remember
Understand
Applying
Analyzing
Evaluating
Poetry:
Remember
Understand
Applying
Analyzing
Evaluating
Forms of questions:
Good test-takers use multiple strategies
to answer test questions
Forms of questions:
Multiple-choice questions
Main Idea questions
Detail questions
Inference questions
Wrong Answer types
Whole text questions
Forms of questions:
Analyze
Evaluating
Big Idea and Essential Questions
Big Idea
Good readers set a purpose for reading.
Good readers combine strategies to make meaning.
Good writers use the writing process and writing traits in all situations.
Essential Questions
How can good reading strategies help you in a testing situation?
Are the strategies you use in everyday reading different from the strategies you use when taking an assessment?
Why is it important to remember and apply good writing strategies while taking an assessment?
Part 3 – Common Theme Assessments
Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,
viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be
common to teachers of this Theme.
Quarterly Benchmark 2 for instruction
Quarterly Benchmark 3 for assessment
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Whole class instruction
Partner work
Independent practice
Collaborative discussion
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
There is no required inquiry project for this unit.
Additional Resources:
Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles
That’s a Great Answer, Nancy N. Boyles
LEAD21
A Curricular Plan for the Reading Workshop Lucy Calkins
Rally CMT prep
Writing to the Prompt Janet Angelillo
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 5 - What’s It Like in the Middle? Exploring the Central Region of the U.S
Part 1 - Theme 5 - What’s It Like in the Middle? Exploring the Central Region of the U.S
Grade: 4
Subject:
Language Arts Course: Theme 5
Length of Theme: 5 Weeks
Common Core State Standards
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL1)
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI5)
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI5)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL2, RL3, RI2, RI4, RI5, RF3, RF4,
L2, L4,
W3, W5,
SL1
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
The students will be able to:
Comprehension:
Monitoring of
comprehension
Good readers make
predictions
main idea and specific
details are important
information
Visualizing
Cause and effect structure
Text Features ( Charts,
Chapter Titles)
Vocabulary:
Key words, antonyms
Similes
Thesaurus
Greek and Latin roots,
prefixes (phon, photo, spec,
vid, sign, graph)
Comprehension:
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary. (RF4)
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (RL1)
Determine a theme of a story, drama, or poem from details in the text;
summarize the text. (RL2) Determine the main idea of the text and
explain how it is supported by key details; summarize the text. (RI2)
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). (RL3)
Describe the overall structure of events, ideas, concepts, or
information in a text or part of a text. (RI5)
Describe the overall structure of events, ideas, concepts, or
information in a text or part of a text. (RI5)
Vocabulary:
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. (L4)
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade four topic or subject area. (RI4)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g. roots and affixes) to read
Comprehension:
Evaluating
Understanding
Understanding
Analyzing
Analyzing
Understanding
Vocabulary:
Understanding
Understanding
Remembering
Analyzing
Spelling/phonics:
Spelling patterns (k, ng, kw,
final j and s, prefixes un-,
dis-, mis-, suffixes –ful, -
less, -ness, -ment)
Fluency:
Strategies of phrasing,
pacing, and expression
Writing:
writing process
writing traits
Characteristics of a
descriptive essay
Language Usage:
Descriptive adjectives,
adjectives that compare,
commas in a series
Speaking and Listening:
Rules for effective
collaboration
Styles of effective use of
voice
accurately unfamiliar multisyllabic words in context and out of context.
(RF3)
Spelling/Phonics:
Know and apply grade level phonics and word analysis skills in
decoding words. (RF3)
Fluency:
Read with sufficient accuracy and fluency to support comprehension.
(RF4)
Writing:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (W5)
Write to develop real experiences or events using effective technique,
descriptive details, and clear event sequences. (W3)
Language Usage:
Demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing. (L2)
Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade four topics
and texts, building on others’ ideas and expressing their own clearly.
(SL1)
Spelling/Phonics:
.Remembering
Fluency:
Applying
Writing:
Creating
Creating
Language Usage:
Remembering
Speaking and Listening:
Evaluating
Big Idea and Essential Questions
Theme
Big Idea
The Midwest is a diverse region of the United States with its own geography, economy, and culture.
The South Central is a diverse region of the United States has its own geography, economy, and culture.
Essential Questions
What is life like in the Midwest region of the United States?
What is life like in the South Central region of the United States?
Language Arts
Big Idea
Not all information in a text is equally important. Determining the main ideas and details of a text is essential for comprehension.
Readers use multiple comprehension and vocabulary strategies to monitor their comprehension.
Essential Questions
How does determining main idea and details in a text help comprehension?
How does understanding the structure of a text help us as readers?
Part 3 – Common Theme Assessments
Differentiated Unit Assessment
Spelling Assessments
Reading Progress Assessment (As needed for determining movement in differentiated reading levels)
Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment,
author’s chair
Performance Assessment – Write a descriptive essay
Student Self-Assessment – fluency chart, T-BEAR strategy
Writing Portfolio – Descriptive Essay
Technology Applications – publish student work
Part 4 – Common/Assured Learning Experiences
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Small group reading instruction at an appropriate reading level
Acquire and use theme vocabulary through the use of word walls
Writer’s Notebook
Reading Log or Reader’s Response Journal
Cross text discussion
Author’s Chair
Collaborative Discussions
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Descriptive Essay Lesson Plan:
http://www.readwritethink.org/classroom-resources/lesson-plans/cosmic-oranges-observation-inquiry-60.html
Thesaurus-
http://www.brainpop.com/english/studyandreadingskills/dictionaryandthesaurus/preview.weml
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 6 - Living Things Need Each Other
Part 1 - Theme 6 - Living Things Need Each Other
Grade: 4
Subject:
Language Arts Course: Theme 6
Length of Theme: 5 Weeks
Common Core State Standards
Take notes and categorize information. (W.CCR.8)
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures. (RL4.9)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W4.2)
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL4.1, RL4.2, RI4.2, RI4.4, RF4.3, RF4.4, RL 4.1
L4.1,
W4.5, W4.8,
SL4.1
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Comprehension:
Inferencing Strategies
Summary format
Types of connections
Questioning strategy
Difference between
categories and
classification
Text Structures:
comparison and contrast
Vocabulary:
Key words, idioms,
connotations, denotations
Common Greek and Latin
roots
Difference between
comparatives and
superlatives
The students will be able to:
Comprehension:
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (RL4.1)
Determine a theme of a story, drama, or poem from details in the text;
summarize the text. (RL4.2)
Determine the main idea of the text and explain how it is supported by
key details; summarize the text. (RI4.2)
Make connections to text: text-to-self, text-to-text, text-to world.
(RL4.7)
Ask and answer questions about text. (SL 4.1)
Take notes and categorize information. (W.CCR.8)
Compare and contrast the treatment of similar themes and topics
(e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different
cultures. (RL4.9)
Vocabulary:
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade four topic or subject area.
(RI4.4)
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.
(RF4.3)
Comprehension:
Understanding
Understanding
Analyzing
Analyzing, creating
Analyzing
Analyzing
Vocabulary:
Understanding
Remembering, applying
Spelling/phonics:
Spelling patterns (VCCV,
VCV, VCCCV)
Fluency:
Strategies for reading
fluently
Writing:
Steps of the writing
process, writing traits
Format and content of a
science report
Format of
compare/contrast essay
Language:
Adverbs
Speaking and Listening:
Effective gestures and
importance of body language
Spelling/Phonics:
Know and apply grade level phonics and word analysis skills in
decoding words. (RF4.3)
Fluency:
Read with sufficient accuracy and fluency to support
comprehension. (RF4.4)
Writing:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(W4.5)
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly. (W4.2)
Language:
Demonstrate command of conventions of standard English
grammar and usage when writing or speaking. (L4.1)
Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade
four topics and texts, building on others’ ideas and expressing
their own clearly. (SL4.1)
Spelling/Phonics:
Remembering, applying
Fluency:
Applying
Writing:
Creating
Creating
Language:
Remembering, Apply
Speaking and Listening:
Apply
Big Idea and Essential Questions
Theme
Big Idea
Living things need each other to survive in their ecosystems.
Essential Questions
How do plants, animals, and people depend upon each other?
Language Arts
Big Idea
Information can be categorized and classified based on similarities and differences.
Comparing and contrasting information/ideas can enhance our understanding of the information/ideas.
Essential Questions
Why is it important to compare and contrast?
How do readers categorize information?
Part 3 – Common Theme Assessments
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Demonstrate ability to choose “good fit” independent level books and complete three books
Acquire and use theme vocabulary
Collaborative discussions
Pretentions
Cross text discussions
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Small group reading instruction at an appropriate reading level
Access to online literature including Theme Reader and Differentiated Texts
Complete and publish at least one Science Fiction piece
Writer’s Notebook
Reading Log or Reader’s Response Journal
Cross text discussion
Author’s Chair
Collaborative Discussions
http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php
Inquiry Project:
In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.
Keep in mind:
These are heterogeneous group projects.
Student groups are responsible for generating their own research question related to the theme with teacher guidance.
Each student group will be responsible for presenting their results both orally and with a project.
Projects may include:
*A visual representation
*A performance representation
*A written representation
*A speaking representation
(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion)
Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher
may provide these choices to the individual groups.
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Theme 7 - The Wide-Open West
Part 1 - Theme 7 - The Wide-Open West
Grade: 4
Subject:
Language Arts Course: Theme 7
Length of Theme: 5 Weeks
Common Core State Standards
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL1, RL2, RL3, RI2, RI4, RF3, RF4, L1, L4, W3, W5
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Comprehension:
Review Comprehension strategies:
Monitoring of
comprehension
Predictions
Important information
Visualizing
Generalizations
Cause and effect
Sequence of events
The students will be able to:
Comprehension:
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary. (RF4.4c)
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (RL4.1)
Determine a theme of a story, drama, or poem from details in the text;
summarize the text. (RL4.2)
Determine the main idea of the text and explain how it is supported by
key details; summarize the text. (RL4.2)
Describe in depth a character, setting or event in a story or drama,
Comprehension:
Evaluating
Understanding
Understanding
Analyzing
Understanding
Analyzing
Understanding
Analyzing
Recall/ retell
Text Features (Captions)
Vocabulary:
Importance of identifying
and learning the meaning of
Key words
Synonyms are degrees of
meaning
Context clues help identify
unknown words
Descriptive language paints
a picture in your mind
Spelling/phonics:
Spelling patterns
o VV
o final e + l sound
o three-syllable
words
o silent consonants
o
drawing on specific details in the text (e.g. a character’s thoughts,
words, or actions). (RL4.3)
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (RL4.1)
Describe the overall structure of events, ideas, concepts, or events,
ideas, concepts, or information in a t006information in a text or
part of a text. (RI4.5)
Interpret information presented visually, orally, or quantitatively
and explain how the information contributes to an understanding
of the text in which it appears. (RI4.7)
Vocabulary:
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade four topic or subject area.
(RI4.4)
Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms)
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. (L4.4)
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings (L4.5)
Spelling/phonics:
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. (RF4.3)
Vocabulary:
Remembering, applying
Remembering
Understanding
Applying
Spelling/phonics:
Remembering
Fluency:
Fluent readers decode
unknown words rapidly.
Fluent readers read
accurately.
Fluent readers visualize
when reading.
Writing:
writing process
writing traits
Science Fiction links
fantasy with reality
Language Usage:
Adverbs: comparison
Double negatives should
not be used in writing or
Fluency:
Know and apply grade level phonics and word analysis skills in
decoding words. (RF4.3)
Read with sufficient accuracy and fluency to support comprehension
(RF4.4)
Spelling /Phonics:
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.
Fluency:
Know and apply grade level phonics and word analysis skills in
decoding words (RF 4.3)
Read with sufficient accuracy and fluency to support comprehension
(RF 4.4)
Writing:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(W4.5)
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences. (W4.3)
Language Usage:
Demonstrate command of conventions of standard English grammar
and usage when writing or speaking. (L4.1)
Fluency:
Evaluating
Spelling / Phonics:
Remembering
Fluency:
Evaluating
Writing:
Applying
Evaluating
Creating
Language Usage:
Remembering
Understanding
speaking
Prepositions begin
prepositional phrases
Speaking and Listening:
Collaborative
conversations require
listening as well as
speaking
effective voice use
convinces the audience
to listen
Form and use prepositional phrases (L4.1e)
Speaking and Listening:
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade four topics
and texts, building on others’ ideas and expressing their own clearly.
(SL1)
Applying
Speaking and Listening:
Applying
Big Idea and Essential Questions
Theme
Big Idea
The Mountain States are a diverse region of the United States with its own geography, economy, and culture.
The Pacific States are a diverse region of the United States has its own geography, economy, and culture.
Essential Questions
What is life like in the Mountain States?
What is life like in the Pacific States?
Language Arts
Big Idea
Understanding structures of text, such as sequence of events, supports our understanding of the text.
Writers use a variety of elements to craft their stories.
Essential Questions
How does understanding the structure of a text help us as readers?
What elements are necessary to craft a science fiction story?
Part 3 – Common Theme Assessments
Differentiated Unit Assessment
Spelling Assessments
Reading Progress Assessment (As needed for determining movement in differentiated reading levels)
Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment, author’s chair
Performance Assessment – Write a Science Fiction piece - rubric
Student Self-Assessment – fluency chart, five finger strategy
Writing Portfolio – Science Fiction Piece
Technology Applications – publish student work
Part 4 – Common/Assured Learning Experiences
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Small group reading instruction at an appropriate reading level
Access to online literature including Theme Reader and Differentiated Texts
Complete and publish at least one Science Fiction piece
Writer’s Notebook
Reading Log or Reader’s Response Journal
Cross text discussion
Author’s Chair
Collaborative Discussions
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
The teacher will provide a minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not
limited to:
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 8 - Goals, Challenges, and Rewards
Part 1 - Theme/Theme/Concept
Theme 8 - Goals, Challenges, and Rewards
Grade: 4
Subject:
Language Arts Course: Theme 8
Length of Theme: 5 Weeks
Common Core State Standards
Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)
Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)
Supporting Standards
RL1, RL2, RL5, RI2, RI4, RI5, RF3, RF4,
W2, W3, W5,
L1f, L2,L3.1.f,
SL1C,
SL4
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Comprehension:
Inference strategies
Good readers identify key
information to drawing
accurate conclusions
Identifying text structure helps
The students will be able to:
Comprehension:
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text. (RL)
Describe the overall structure of events, ideas, concepts, or information
in a text or part of a text. (RI5)
Determine a theme of a story, drama, or poem from details in the text;
Comprehension:
Understanding
Understanding
Analyzing
Understanding
readers make meaning
There is a difference between
a summary and a theme
Good readers ask questions
and locate answers in text
Good readers make
connections
Good readers find
comparisons and make
contrasts
Paraphrasing is different than
citing the author’s words
Vocabulary:
Key words
Adverb suffixes
Contractions
Spelling/phonics:
Spelling patterns (suffixes
–tion, -ture, -ure; words
summarize the text. (RL2) Determine the main idea of the text and
explain how it is supported by key details; summarize the text. (RI2)
Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and
link to the remarks of others. (SL1c)
Make connections to text: text-to-self, text-to-text, text-to world.
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. (RL5)
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. (W8) Paraphrase portions of
a text read aloud or information presented in diverse media and
formats, including visually, quantitatively and orally. (SL2)
Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade four topic or subject area.
(RI4)
Vocabulary:
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. (L4)
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.
(RF3)
Know and apply grade level phonics and word analysis skills in
decoding words. (RF3)
Spelling/phonics:
Read with sufficient accuracy and fluency to support
Understanding
Evaluating
Evaluating
Remembering, creating
Vocabulary:
Analyzing
Remembering,
understanding,
applying
Remembering,
Applying
Spelling/phonics:
Remembering, applying
from other languages,
words with unusual
spellings.)
Fluency:
Strategies for reading
fluently
Writing:
Steps of the writing
process, writing traits
Format of a news report
Good writers combine
craft in narrative,
expository, and persuasive
writing
Language:
Sentence structure,
complex sentences,
participial phrases,
appositives
Speaking and Listening:
Audience determines style
of language (formal or
informal, depth of
vocabulary, content)
comprehension. (RF4)
Fluency:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(W5)
Writing:
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly. (W2)
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences. (W3)
Language:
Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons. (L1f) Demonstrate
command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (L2) Ensure subject-verb
and pronoun-antecedent agreement. (L3.1.f)
Speaking and Listening:
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. (SL4)
Fluency:
Remembering, applying
Writing:
Creating
Creating
Language:
Remembering,
applying, creating
Speaking and Listening:
Apply
Big Idea and Essential Questions
Theme
Big Idea
Individuals face and overcome challenges in difficult situations.
Setting goals provides a measure of achievement.
Essential Questions
How do people face and overcome challenges to reach their goal?
Are goals worth the effort it takes to achieve them?
Language Arts
Big Idea
Reader’s use different strategies depending on the demands of the text.
Writer’s answer questions to report on important real life events.
Essential Questions
How do readers use multiple strategies to gain meaning?
How can writers communicate real life events accurately?
Part 3 – Common Theme Assessments
Differentiated Unit Assessment 8
Writing - News Report - rubric
Spelling Assessments
Reading progress assessment as needed for movement between groups
Informational Reading and Informational Writing Performance Task
Benchmark Assessment – Quarterly 4
Part 4 – Common/Assured Learning Experiences
A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:
Discovery Education
Brain Pop
Scholastic
Small group reading instruction at an appropriate reading level
Demonstrate ability to choose “good fit” independent level books and complete three books
Acquire and use theme vocabulary
Collaborative discussions
Pretentions
Cross text discussions
Writer’s Notebook
Reading Log or Reader’s Response Notebook
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Additional Resources:
Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles
That’s a Great Answer, Nancy N. Boyles
A curriculum Plan for the Writer’s Workshop Lucy Calkins
A Curriculum Plan for the Reader’s Workshop Lucy Calkins
LEAD21
Critical Thinking for Life: Common Core Standards and Strategies Flip Chart Mentoring Minds
Additional CMT correlation questions:
*Any recommendations for other resources can be given to GPS Curriculum Office for review.