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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 2nd 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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. 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

Shelby County Schools2016/2017

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energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and

comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction

for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.


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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 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:


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State 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/1099/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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Using the Curriculum Maps, Grades K-2

● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. 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 evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your

students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

● When planning for the reading of a text, 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 better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction.


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Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA 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.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Foundational Skills: The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from


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the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.


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Gradual Release of Responsibility Example Behaviors

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification

We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the

learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome

DOE Curriculum Standards Learning Outcomes Content & TasksWeek 1- Lesson 7Reading Selections


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DOE Curriculum Standards Learning Outcomes Content & Tasks Coming Distractions: Questioning Movies (Lexile Level 740) How Do They Do That? (Lexile Level 880-paired selection) Inventions of the Future (Lexile Level 930) http://www.readworks.org/passages/inventions-future Essential Question: How are movies a form of communication?

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 text.

Related WIDA StandardRI.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.

Related Science StandardGLE 0407.4.2 Recognize that new tools, technology, and inventions are always being developed.

Demonstrates the ability to determine the meaning of general academic words or phrases in a text relevant to a grade 4 topic or subject area.

Provides a description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.

Provides an explanation of how an author uses reasons to support particular points in a text.

Provides an explanation of how an author uses evidence to support particular points in a text.

Sample Objectives (I Can): Differentiate between fact and opinion in the text Coming

Distractions: Questioning Movies. Analyze the text Coming Distractions: Questioning Movies to

determine the meaning of words in context. Construct an opinion on the text supported by clue words that

show the author’s opinion.

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 7 Journeys Progress Monitoring, Lesson 7 Teacher created

Performance Task- Optional Ask students to turn facts into opinions and opinions into facts.

Text Dependent Questions On page 206, the author states that movies don’t paint an accurate

picture of real life. Is this a fact or an opinion? Use evidence from the text to support your answer. (key details)

On page 208, the author writes it takes a lot of ingredients to mix up a film. Using context clues, what does ingredients mean in context? Why does the author use this term? (vocabulary/text structure)

Using evidence in the text, explain why moviemakers might use Computer Generated Images to create a character, rather than a live actor to play the role? (inferences)

According to the text, what are some ways that movie studios get audiences to see their movies? (inferences)

What examples does the author use to support his opinion that movies don’t paint an accurate picture of real life? (opinions)

Leveled Readers

Advanced: Critics in Hollywood (1080L) On-level: The Magic of Movies (800L) Struggling Readers: Now Showing in Your Living Room (800) Vocabulary Reader: Behind the Scenes (930L) English Language Support: Making Movies (590L)- Building

Knowledge and Intervention

Literacy Station Activities Comprehension Station –use graphic organizers (T-chart) to identify

and list facts and opinions in text; practice explaining concepts and ideas


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



DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm

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 RI4.4: 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: BridgingDefine 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.

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 ObjectivesWriting/ResearchW.4.1a- 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. W.4.1b- Provide reasons that are supported by facts and details

Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.

Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain specific vocabulary effectively to clarify ideas.

Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

Sample Objectives (I Can): Form an opinion about the future impact of high-tech gadgets

using evidence from the text Inventions of the Future. Use a graphic organizer to produce an essay about a text.

WritingOpinion Writing

Routine Writing Forming a text-based opinion Citing evidence to support opinion Writing clear topic sentences

Performance Tasks In Inventions of the Future, we read about ideas that inventors are

coming up with for future technologies. Of all the high-tech gadgets we learned about, which one do you think will change the world the most? Support your answer by clearly explaining your reasoning and by using facts and details from the text. (http://www.readworks.org/passages/inventions-future)

In the texts Coming Distractions: Questioning Movies and How Do They Do That? we learned a lot about how the movie industry works. In your opinion, what is the most important element of the movie industry? Make sure to clearly explain your answer with facts and details from both texts.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf

Speaking and ListeningSL.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,

Demonstrates ability to follow agreed-upon rules for discussions. Demonstrates ability to carry out assigned roles. Demonstrates ability to paraphrase information read aloud. Demonstrates ability to paraphrase information presented in

Performance Assessments Journeys Progress Monitoring, Lesson 7 Journeys Grab-and-Go, Lesson 7 Teacher- created Following classrooms rules and procedures


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf


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

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

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



DOE Curriculum Standards Learning Outcomes Content & Tasksincluding visually, quantitatively, and orally. diverse media and formats.

Sample Objectives (I Can): Collaborate with peers in discussions to facts and opinions using

text. Understand rules for discussions. Ask and answer questions.

Participation in class discussion Using Accountable Talk Using formal English in appropriate situations

LanguageL.4.1b- Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Forms and uses progressive verb tenses. Demonstrates the conventions of standard English

capitalization, punctuation, and spelling when writing.

Sample Objectives (I Can): Discuss the qualities of each simple verb tense. Identify each simple verb tense while reading. Explain the differences between the simple verb tenses. Ensure that I am writing with a consistent verb tense. Edit writing for capitalization errors and spelling errors.

Vocabulary Greek and Latin Word Parts- phon, photo, graph, auto, tele,Lesson Vocabulary entertaining, promote, focus, advertise, jolts, critics, target, thrilling,

angles, generated

Literacy Station Activities Vocabulary Station- Identify and sort Greek and Latin roots: phon,

photo, graph, auto, tele; identify and list any Greek and Latin root words from reading selection or from other words.


Language Arts Simple Verb Tenses (past, present, and future)

Performance Assessments Journeys Progress Monitoring, Lesson 7 Journeys Grab-and-Go, Lesson 7 Journeys Reader’s Notebook, Lesson 7

Reading Foundational SkillsRF.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 readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reads on-level text with purpose and understanding. Reads on-level prose and poetry orally with accuracy on

successive readings. Reads on-level prose and poetry orally at an appropriate

rate on successive readings. Reads on-level prose and poetry orally with expression on

expressive readings. Uses context to confirm or self-correct word recognition

and understanding.

Sample Objectives (I Can): Read grade level text with fluency, accuracy, expression and

comprehension. Apply phonics and word analysis skills effectively when

Phonics and fluency Common Consonant Patterns and Clusters

Performance assessments Journeys Progress Monitoring, Lesson 7 Journeys Grab-and-Go, Lesson 7 Journeys Cold Reads, Lesson 7 Journeys Reader’s Notebook, Lesson 7 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Literacy Station Activities Decoding/Word Study- break words into syllables, underline each


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DOE Curriculum Standards Learning Outcomes Content & Tasksreading. consonant cluster, and say each word.

Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; Time each other and graph results


Week 2 -3 Lesson 8 *See TWAG in AppendixReading Selections Me and Uncle Romie (Lexile Level 780) Sidewalk Artists (NP-paired selection)

Essential Question: How does James learn to experience and appreciate Uncle Romie and his home of New York City?

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.4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Related WIDA StandardRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Provides a statement of a theme of a text. Provides a summary of the text. Provides an in-depth description of a character in a story or

drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Provides an in-depth description of a setting in a story or drama, drawing on specific details in the text.

Provides an in-depth description of an event in a story or drama, drawing on specific details in the text.

Provides a comparison and contrast of the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Sample objectives (I Can): Explain key details in the text Me and Uncle Romie to analyze

James’ thoughts, words, or actions. Determine and analyze the point of view for the text Me and

Uncle Romie to gain more understanding. Analyze the text Me and Uncle Romie to identify key details

that shows the theme. Summarize the text Me and Uncle Romie after closely reading

the text to determine key details.


Performance Task- Optional Create 4 different scenarios; have students write the theme for each in

a complete sentence;

Text Dependent Questions Why is it important to the story to know what James thinks about

Harlem? (general understandings) James is unfamiliar with big city life. What evidence in the story

expresses this statement? (key details) The author uses the word, concerned, to explain how James feels

about his trip. Using context clues, what other words could the author use? (vocabulary)

What is the problem that James faces in the story? (inferences) How is pepper jelly important in the relationship between Uncle Romie

and James? Use evidence from the text to support your answer. (inferences)

*See TWAG

Leveled Readers

Advanced: Stuck at Camp (840L) On-level: Gramps’ Favorite Gift (810L) Struggling Readers: Recipe for Learning (620L) – Intervention


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DOE Curriculum Standards Learning Outcomes Content & Tasks Vocabulary Reader: Romare Bearden (890L) English Language Support: A Gift for Grandpa (500L)- Intervention

Literacy Station Activities Comprehension Station –use graphic organizers to identify

characterization; practice identifying the author’s point of view and theme.

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 in grade level texts by producing multiple, complex sentences of varying 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 Objectives

Writing/ResearchW.4.1a- 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. W.4.1b- Provide reasons that are supported by facts and details.





Sample Objectives (I Can): Form an opinion about how James feels about the big city

using evidence from the text Me and Uncle Romie. Use a graphic organizer to produce an essay about a text.


Routine Writing Forming a text-based opinion Citing evidence to support opinion Writing clear topic sentences *See TWAG

Performance Task*See TWAG

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

Demonstrates ability to effectively engage in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.

Demonstrates readiness for discussions by drawing on the

Performance Assessments Journeys Progress Monitoring, Lesson 8 Journeys Grab-and-Go, Lesson 8 Teacher- created


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DOE Curriculum Standards Learning Outcomes Content & Tasksto explore ideas under discussion SL 4.b-Follow agreed-upon rules for discussions and carry out assigned roles

required reading and other information known about the topic to explore ideas under discussion.

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

while working in a group. Collaborate with peers in discussions to report on grade level

text Ask and answer questions

Following classrooms rules and procedures Participation in class discussion Using Accountable Talk Using formal English in appropriate situations

LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.1b- Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrates command of the conventions of standard English grammar and usage when writing or speaking.

Forms and uses the progressive verb tenses. Demonstrates the conventions of standard English

capitalization, punctuation, and spelling when writing.

Sample Objectives (I Can): Discuss the qualities of each progressive verb tense. Identify each progressive verb tense while reading. Explain the differences between the progressive verb tenses. Ensure that I am writing with a consistent verb tense. Edit writing for capitalization errors and spelling errors.

Vocabulary Figurative Language

Lesson Vocabulary glorious, studio, concerned, model, smeared, Vowel Sounds: /ou/, /ô/

ruined, yanked, streak, schedule, feast

Literacy Station Activities Vocabulary Station: using different types of figurative language,

practice sorting under categories; identify idioms using phasing statements.


Language Arts Progressive Verb Tenses (I was walking; I am walking; I will be

walking)


Reading Foundational SkillsRF.4.4a- 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 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Uses 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.

Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Sample Objectives (I Can): Read grade level text with fluency, accuracy, expression and

comprehension.

Phonics and fluency Stressed and Unstressed Syllables

Performance assessments Journeys Progress Monitoring, Lesson 8 Journeys Grab-and-Go, Lesson 8 Journeys Cold Reads, Lesson 8 Journeys Reader’s Notebook, Lesson 8 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words


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DOE Curriculum Standards Learning Outcomes Content & Tasks Apply phonics and word analysis skills effectively when

reading. Teacher created

Literacy Station Activities Decoding/word study station –break words into syllables, identify the

stressed syllable, and say the word with natural stresses. Fluency station (optional): Stress emphasizing certain words to

enhance meaning with a partner. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Week 4 Lesson 9Reading Selection(s) Dear Mr. Winston (Lexile level 1110) Field Guide to Snakes of the Southwest (Lexile Level 740; paired reading) Pythons Invade the Florida Everglades (Lexile Level 940); http://www.readworks.org/passages/pythons-invade-florida-everglades

Essential Question: How can the point of view in a story add meaning to a text?

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).

RI.4.8-Explain how an author uses reasons and evidence to support particular points in a text.

Related WIDA StandardRI. 4.2–Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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

Provides an in-depth description of a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).



Provides a statement of the main idea of a text. Provides an explanation of how the main idea is supported by

key details. Provides a summary of the text. Provides an explanation of how an author uses reasons to

support particular points in a text. Provides an explanation of how an author uses evidence to

support particular points in a text.

Sample Objectives (I Can): Analyze a text to determine specific details from a text to

describe Cara from the text Dear Mr. Winston. Utilize textual evidence to examine how the author of Dear Mr.

Winston uses humor in the text. Closely read the text Dear Mr. Winston to determine the main

idea based on key details from the text. Summarize the text Dear Mr. Winston to include the main idea

Performance Assessments Journeys Progress Monitoring, Lesson 9 Journeys Grab-and-Go, Lesson 9 Journeys Cold Reads, Lesson 9 Journeys Reader’s Notebook, Lesson 9 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Performance Task-OptionalChoose a character from the reading selection and describe his/her character using humorous words.

Text Dependent Questions What evidence from the text shows that Cara makes excuses for her

behavior? (general understanding) On page 265, the author lets the readers know what happened in the

story through Cara’s letter indirectly. What do you find out in the last paragraph? (general understanding)

What clues did the author provides about what happened in the library throughout Cara’s letter? Use those clues to summarize the text. (key details)

What point of view is Dear Mr. Winston written? How does the point of view compare to the point of view in Me and Uncle Romie? How does


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http://www.readworks.org/passages/pythons-invade-florida-everglades




DOE Curriculum Standards Learning Outcomes Content & Tasksand supporting details. the point of view affect your experience of the story events? Support

your answers using evidence from the text. (author’s purpose) On page 265, Cara keeps repeating that she is genuinely sorry that

she brought the snake into the library. Why do you think she repeats this? Does Cara seem genuinely sorry? Why or Why not? Use evidence from the text to support your answers. (inferences)

Leveled Readers, Small Group and Independent Support (Allow students to practice and apply strategies and skills using instructional level text in a small group guided reading setting)

Advanced: Think Before You Speak (580L)– Intervention On-level: Soccer Sisters (580L)– Intervention Struggling Readers: Painting the Ocean (400L) – Intervention Vocabulary Reader: Reptiles as Pets (800L) English Language Support: Sisters Play Soccer (430L)-

Intervention


characterization; practice identifying the author’s point of view (clue words); identifying the difference between generalizations and conclusions.

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm 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 RI4.2: 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: BridgingSummarize an informational text using L1 and/or pictures, gestures or high frequency, content-related single words or answering yes/no or either/or questions.

Summarize an informational text using L1 and/or pictures or answer wh- questions with general, content-based vocabulary in phrases and formulaic grammatical structures.

Summarize an adapted informational text using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas.

Summarize an informational text within grades 3-4 complexity level using content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

Summarize a grade-level informational text using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.


Writing/ResearchW.4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W.4.1b- Provide reasons that are supported by facts


Demonstrates effective coherence, clarity, and cohesion and

WritingInformative/Explanatory Writing

Routine Writing Using Linking Words Having a clear topic sentence


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DOE Curriculum Standards Learning Outcomes Content & Tasksand details. includes a strong introduction and conclusion.



Sample Objectives (I Can): Introduce a topic clearly in a paragraph using information from

the texts Dear Mr. Winston and Field Guide to Snakes of the Southwest.

Group important supporting facts together about snakes from two texts.

Use linking words and phrases to connect ideas within categories of information.

Produce clear and coherent writing that is appropriate to task, purpose, and audience.

Writing a clear concluding statement

Performance Task The text Dear Mr. Winston is told from Cara’s point of view.

Throughout the text, she refers to different reference books that Mr. Winston told her about to justify her actions. Using a Venn diagram, choose a snake from the text Field Guide to Snakes of the Southwest to compare and contrast with Cara’s snake. Use details that Cara gives about her snake as well as information from the “Field Guide” to guess what kind of snake Cara might have had. Write a paragraph explaining what kind of snake Cara might have had using evidence from both texts for support.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

Speaking and ListeningSL 4.2-Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 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.

Demonstrates ability to paraphrase information read aloud. Demonstrates ability to paraphrase information presented in

diverse media and formats. Determines when formal English is appropriate to task and

situation by choosing to use formal English. Determines when informal discourse is appropriate to task and

situation by choosing to use informal English.

Sample Objectives (I Can): Understand how to sum up information read aloud Speak clearly to present a task aloud to an audience

Performance Assessments Journeys Progress Monitoring, Lesson 9 Journeys Grab-and-Go, Lesson 9 Teacher- created Following classrooms rules and procedures Participation in class discussion Using Accountable Talk Using formal English in appropriate situations

LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.


Uses a comma before a coordinating conjunction in a compound sentence.

Sample Objectives (I Can): Explain what both a compound and complex sentence are. Describe the qualities of a compound and complex sentence. Identify compound and complex sentences while reading.

Vocabulary Antonyms

Lesson Vocabulary fault, borrow, reference, fainted, genuine, local, apologize, proof,

slimy, insisted

Literacy Station Activities Vocabulary Station-identify and sort all antonym sets in word bank;

Using a piece of text, highlight words and write a matching antonym;


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf



DOE Curriculum Standards Learning Outcomes Content & Tasks http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Language Arts Compound and Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating Conjunctions


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.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Uses 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.


Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Sample Objectives (I Can): Decode words with more than one syllable. Read grade level text with fluency, accuracy, expression and

comprehension. Apply phonics and word analysis skills effectively when reading

and writing.

Phonics and fluency:Common Beginning Syllables


Literacy Station Activities Decoding/word study station–break apart words by syllables and

underline the beginning syllables. Fluency station (optional): repeat readings to check for accuracy.

Week 5- Lesson 10Reading Selections Jose’! Born to Dance (Lexile Level 720) Dance to the Beat (Lexile Level NP-paired selection) The Viennese Waltz ((Donyall Dickey, Complex Text, RI.4.2)

Essential Question: What does it take to be a great performer?

Reading Literature and Informational TextRL 4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Provides a statement of a theme of a text. Provides a summary of the text. Provides a description of the overall structure (e.g., chronology,

comparison, cause/effect, and problem/solution) of events,

Performance Assessments Journeys Grab-and-Go, Lesson 10 Journeys Progress Monitoring, Lesson 10


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DOE Curriculum Standards Learning Outcomes Content & TasksRI.4.8-Explain how an author uses reasons and evidence to support particular points in a text.

Related WIDA StandardRI.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.

ideas, concepts or information in a text or part of a text. Provides an explanation of how an author uses reasons to

support particular points in a text. Provides an explanation of how an author uses evidence to

support particular points in a text.

Sample Objectives (I Can): Summarize Jose’! Born to Dance after reading closely and

analyzing the text. Identify the author’s reason for writing the text Jose’! Born to

Dance. Analyze the text Jose’! Born to Dance to determine the overall

structure.

Teacher created

Performance Task-Optional Read a passage to determine the author’s purpose.

Text Dependent Questions On page 291, the author uses words like, Si, corrida de toros, ole’, uno,

dos. Why do you think the author uses these Spanish words at the beginning of the story? (general understanding)

José was teased at his new school. What does his reaction to being teased tell you about him? (general understanding)

José became more confident as time went on and developed different interests. Using the text to support your answer, what were they? (inferences)

José wants to give the world a gift. What problem does he have with giving that gift? (general understanding)

What is the most important idea of the first paragraph on page 296? (key details)

How can you tell that José found his gift? Use evidence from the text to support your answer. (general understanding)

Why do you think the author ends the selection with the words “BRAVO, BRAVO, BRAVO!” (text structure)

Look at the illustration on page 298, how would you describe the illustration? How does the illustration match the end of the story? Use evidence from the text to support your answers. (inferences)

Leveled Readers

Advanced: Luciano Pavarotti (980L) On-level: Jackson Pollock in Action (1000L) Struggling Readers: Isadora Duncan (780L) Vocabulary Reader: Artists in Training (790L) English Language Support: The Life of Jackson Pollock (770L)

Literacy Station Activities Comprehension Station – Comprehension Station: identify the Author’s

purpose in reading selection; using different types of similes and metaphors practice sorting under categories;

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm 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 RI4.5: 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.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingShelby County Schools

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DOE Curriculum Standards Learning Outcomes Content & TasksRead and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or match word and phrase citations to the overall structure of a leveled text.

Read and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or identify overall structure of an informational leveled text using phrases and short sentences with formulaic structures.

Read and analyze how the overall structure contributes to the development of ideas from an adapted informational text using key content-based vocabulary in simple, related sentences.

Read to analyze how the overall structure contributes to the development of ideas from informational text within grades 3-4 complexity level using key, content-based vocabulary in expanded and sentences of emerging complexity.

Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise, content-based vocabulary in multiple, complex sentences of varying lengths and complexity.


Writing/ResearchW.4.1a- 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.

W.4.1b- Provide reasons that are supported by facts and details.





Sample Objectives (I Can): Write an opinion containing a clear topic sentence about how

José Limón was a great performer. Write an opinion containing a clear concluding sentence about

how José Limón was a great performer. Use precise language when writing an opinion essay about

Write an opinion containing a clear topic sentence about how José Limón was a great performer.


Routine Writing Draft an opinion essay Journal ideas Write concluding statements

Performance Task Each poem in Dance to the Beat talks about dancing in a different

way. Reread each poem carefully. Find one that makes you think of José Limón as a great performer. Remember to state your opinion in the beginning. Include text evidence from both pieces to support your opinion.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf

Speaking and ListeningSL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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

Demonstrates ability to paraphrase information read aloud. Demonstrates ability to paraphrase information presented in

diverse media and formats. Determines when formal English is appropriate to task and

situation by choosing to use formal English. Determines when informal discourse is appropriate to task and

situation by choosing to use informal English.

Performance Assessments Journeys Progress Monitoring, Lesson 10 Journeys Grab-and-Go, Lesson 10 Teacher- created Following classrooms rules and procedures Participation in class discussion Using Accountable Talk Using formal English in appropriate situations.


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DOE Curriculum Standards Learning Outcomes Content & Tasksto task and situation. Sample Objectives (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.

Identify the similes and metaphors.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.4.2c- Use a comma before a coordinating conjunction in a compound sentence.

Demonstrates command of the conventions of standard English grammar and usage when writing or speaking

Demonstrates the conventions of standard English capitalization, punctuation, and spelling when writing.


Sample Objectives (I Can): Identify subject and object pronouns accurately. Identify and use reflexive and demonstrative pronouns

accurately. Identify antecedents and understand pronoun-antecedent

agreement.

Vocabulary Shades of Meaning

Lesson Vocabulary debut, stubborn, permission, hauling, mournful, towered, triumph,

discouraged, toured, border

Literacy Station Activities Vocabulary Station-Shades of meaning (using words to describe the

small, subtle differences in meaning between similar words or phrases) sort words with similar meanings; brainstorm a list of words with similar meanings.

Writing Station (optional)- identify and write sentences using different kinds of pronouns;


Language Arts All PronounsPerformance Assessments Journeys Progress Monitoring, Lesson 10 Journeys Grab-and-Go, Lesson 10 Journeys Reader’s Notebook, Lesson 10

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.

Uses 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.


Sample Objectives (I Can): Decode words with more than one syllable. Read words with vowel + r syllable patterns. Read with fluency from a variety of texts (poetry, drama,

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

Phonics and fluency:Vowel + R sound in Multi-syllable Words



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DOE Curriculum Standards Learning Outcomes Content & Taskscomprehension.

Apply phonics and word analysis skills effectively when reading and writing.

Literacy Station Activities Decoding/word study station -recognizing and soring Vowel +/r/

sounds; brainstorm words with vowel sounds +/r/ Fluency station (optional): practice Intonation by reading sentences

together varying your intonation (pitch). http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Weeks 6-7 – Lesson 11 *See TWAG in AppendixReading Selections Hurricanes: Earth’s Mightiest Storms (Lexile 890) Recovering from Katrina (Lexile Level 910; paired selection) Hurricane Katrina (for enrichment from 5th grade- Donyall Dickey, Complex Text, RI.5.6)

Essential Question: What are hurricanes and how do scientists learn about them?

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.

Related WIDA StandardRI.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 text.

Related Science StandardGLE 0407.8.2 Differentiate between weather and climate.

Provides an explanation of events in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Provides an explanation of procedures in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Provides an explanation of ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


Provides an explanation of how an author uses reasons to support particular points in a text.

Provides an explanation of how an author uses evidence to support particular points in a text.

Sample Objectives (I Can): Examine text and graphic features and their function in the text

Hurricanes: Earth’s Mightiest Storms. Closely read Hurricanes: Earth’s Mightiest Storms to analyze

how the author uses evidence to support key points in the text. Explain scientific events from the text based on specific

information gathered from analyzing the text Hurricanes: Earth’s Mightiest Storms.

Performance Assessments Journeys Grab-and-Go, Lesson 11 Journeys Progress Monitoring, Lesson 11 Teacher created

Performance Task-Optional Create 4 different text structure scenarios; have students state if the

text structure is sequential, cause/effect, problem/solution, or compare/contrast.

Text Dependent Questions How does the author describe hurricanes as though they are living

things? (key details) What kind of feature is used as an illustration on page 323? How do

hurricanes develop? Describe the birth of a hurricane using the feature on page 323. (key details)

What is the “eye” of a hurricane? Use evidence from the text to support your answer. (vocabulary)

Why do some places in a hurricane’s path experience the storm in two halves? (inferences)

What is a hygrometer? Why is a hygrometer an important weather instrument? Use context clues and evidence from the text to support your answer. (vocabulary and inferences)

How are computers able to determine what a hurricane might do? (inferences)

*See TWAG


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DOE Curriculum Standards Learning Outcomes Content & TasksLeveled Readers

Advanced: Nature Destroys, Nature Renews (960L) On-level: Tsunami (930L) Struggling Readers: Volcanoes (800L) Vocabulary Reader: Tornadoes (1050L) English Language Support: The Big, Dangerous Wave (930L)

Literacy Station Activities Comprehension Station –search the anchor text and T-chart the text

features and graphic features with page numbers and information; Use projectable 14.2 to chart text and graphic features for anchor text

or a piece of text (have students work in pairs). http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

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 RI4.3: Explain procedures in scientific or technical text, including what happened and why, based on specific information in the text.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingExplain specific information in text in L1 and/or answer Choice questions and/or use specific single words or illustrations about what happened and why from a leveled text.

Explain specific information in text in L1 and/or list model phrases/short sentences such as what happened and why from a leveled text.

Explain specific information in text from adapted texts such as what happened and why by writing simple, related sentences for the specific event.

Explain specific information in text within grades 3-4 complexity level such as what happened and why by writing an informative paragraph with expanded and some complex sentences.

Explain specific information from grade-level text such as what happened and why by writing an informative clear and coherent paragraph with multiple, complex sentences.


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 comprehension.W.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text. W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.





Sample Objectives (I Can): Write paragraphs always containing a clear topic sentence.

WritingInformative/ Explanatory Writing

Routine Writing Draft an explanatory essay Journal ideas Write concluding statements

Performance Task *See TWAG


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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/ChoiceQuestions.pdf




DOE Curriculum Standards Learning Outcomes Content & Tasks Write paragraphs with a clear concluding statement. Use precise language when writing an explanatory essay.

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.4.6-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.


Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion

Determines when formal English is appropriate to task and situation by choosing to use formal English.

Determines when informal discourse is appropriate to task and situation by choosing to use informal English.

Sample Objectives (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. Identify the difference between text and graphic features. Identify text structure in informational text.


LanguageL.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.2c- Use a comma before a coordinating conjunction in a compound sentence.

Correctly uses frequently confused words (e.g., to, too, two; there, their).

Demonstrates the conventions of standard English capitalization, punctuation, and spelling when writing.


Sample Objectives (I Can): Identify and explain when to use commonly confused

homophones. Use commonly confused homophones correctly when I am

writing. Edit writing for capitalization errors and spelling errors.

Vocabulary Suffixes –ful, -less, -ness, -ment

Lesson Vocabulary whirling, rapidly, condense, source, rotating, rage, experience,

ancient, predict, registered

Literacy Station Activities Vocabulary Station- Seek and find words in a newspaper with suffixes

–ful, -less, -ness, -ment and chart them; Underline suffix usage in a piece of text.


Language Arts Frequently Confused Words (Homophones)

Performance Assessments for both Journeys Progress Monitoring, Lesson 11 Journeys Grab-and-Go, Lesson 11 Journeys Reader’s Notebook, Lesson 11

Reading Foundational Skills Uses combined knowledge of all letter-sound Phonics and fluency: Compound WordsShelby County Schools

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DOE Curriculum Standards Learning Outcomes Content & TasksRF 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.

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Reads on-level text with purpose and understanding.

Sample Objectives (I Can): Read compound words. Read words with base words and endings. Read words with Greek and Latin parts. Read grade level text with fluency, accuracy, expression and


and writing.

Read oral texts accurately Use morphology to recognize the two words in a compound word

Performance assessments: Journeys Progress Monitoring, Lesson 11 Journeys Grab-and-Go, Lesson 11 Journeys Cold Reads, Lesson 11 Journeys Reader’s Notebook, Lesson 11 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Literacy Station Activities Decoding/Word Study: Compound word sort; creating compound

words using two root words Fluency station (optional): real aloud practicing and paying attention to

the use of punctuation; repeated readings http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Week 8-9-Lesson 12 Reading Selections The Earth Dragon Awakens (Lexile Level 770) Twisters (Lexile Level 860;paired selection) Strom Chasers (Lexile Level 690); http://www.readworks.org/passages/storm-chasers

Essential Question: How do natural disasters affect people?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.4.7- 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.

Related WIDA StandardRL.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).

Provides an in-depth description of a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).




Provides an interpretation of information presented visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages).

Provides an interpretation of information presented orally (e.g., animations or interactive elements on Web pages).

Provides an interpretation of information presented


Performance Task-Optional Describe a process using signal words (first, next, before, lastly, then)

to describe the order of steps to follow. Example: How to make cookies.

Text Dependent Questions When Chin and Ah Sing first feel the earthquake, why isn’t Ah Sing

worried? (general understanding and inferences) On page 350, Ah Sing says, “The Earth Dragon must be scratching.”

Using evidence form the text explain this meaning. (general understanding)


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DOE Curriculum Standards Learning Outcomes Content & TasksRelated Science StandardGLE 0407.8.2 Differentiate between weather and climate.

quantitatively (e.g., in charts, graphs, diagrams, or interactive elements on Web pages).

Provides an explanation of how the information presented visually, orally, or quantitatively contributes to an understanding of the text in which it appears.

Sample Objectives (I Can): Use details from the text to determine the overall structure of

the text The Earth Dragon Awakes. Draw conclusions and generalizations based on visual

evidence in the text The Earth Dragon Awakes. Based on Chin and Ah Sing’s actions, I can describe the

events of the story in depth.

The author uses words like crack, crumble, shatter, and sprays in the first four lines. Why does the author use these words? What effect does his word choice have? (text structure)

Look at the illustration on pp. 352-353. How does this illustration connect to Chin’s and Ah Sing’s predicament? (inferences)

Leveled Readers

Advanced: Two Against the Mississippi (900L) On-level: Little Hare and the Thundering Earth (850L) Struggling Readers: Sailing to Safety (560L) – Building Knowledge

and Intervention Vocabulary Reader: Keeping Safe in an Earthquake (780L) English Language Support: A New Name for Lois (480L)- Building

Knowledge and Intervention


characterization; practice identifying the author’s point of view with samples of texts; identifying generalizations and conclusions using the anchor text; Discuss the importance of text and graphic features in a group.


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 RL4.3: Describe in depth a character 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.


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 comprehension


WritingInformative/Explanatory Writing

Routine Writing Draft a compare/contrast essay


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DOE Curriculum Standards Learning Outcomes Content & TasksW.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text. W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.




Sample Objectives (I Can): Write a clearly organized paragraph that compares and

contrasts how people respond to natural disasters. Use precise language when writing a compare/contrast essay

about how people respond to natural disasters in multiple texts.

Journal ideas Write concluding statements

Performance TaskTalk with a partner about the similarities and differences between the texts The Earth Dragon Awakes and Twisters. After your discussion, write a paragraph to compare and contrast how people respond to the natural disasters in both texts. Use evidence to support your answers.

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 4.6-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.


Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion.

Determines when formal English is appropriate to task and situation by choosing to use formal English.

Determines when informal discourse is appropriate to task and situation by choosing to use informal English.

Sample Objectives (I Can): Use Accountable talk procedures to take turns. 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. Identify behaviors that are appropriate for group activities. Paraphrase information from a text.


LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and


Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sample Objectives (I Can):

Vocabulary Synonyms

Lesson Vocabulary trembles, wreckage, slab, possessions, tenement, crushing, rubble,

debris, timbers, constructed


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DOE Curriculum Standards Learning Outcomes Content & Tasksspelling when writing. Explain how to use and create a possessive noun or pronoun.

Use possessive nouns and pronouns correctly in my writing. Edit writing for capitalization errors and spelling errors. Literacy Station Activities

Vocabulary Station-Match words that has similar meanings; Brainstorm a list of synonyms; Identify synonyms in a piece of text;


Language Arts Possessive Nouns


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 contextRF.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 readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Uses 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

Reads on-level text with purpose and understanding. Reads on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings Uses context to confirm or self-correct word recognition and

understanding, rereading as necessary

Sample Objectives (I Can): Read words with base words and endings. Read grade level text with fluency, accuracy, expression and


and writing.

Phonics and fluencyBase Words and Endings


Literacy Station Activities Decoding/word study station –break apart and sort base words from

ending. Fluency station (optional): Rate-with a partner repeat readings and

time and graph speed after each reading to see improvement. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


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APPENDIX- TWO WEEKS AT A GLANCE OUTLINES

Weeks 2-3: Me and Uncle Romie (Unit 2, Lesson 8)

Grades 3-5 Week 2


Day 1 Day 2 Day 3 Day 4 Day 5

Anchor Text (Text type, Lexile)

● Text based comprehension● Text based discussion

(Whole and Small Group)

● Me and Uncle Romie by Claire Hartfield● Respond to text questions 1, 3, 4, 5, 6, 8, 14, 18● Use Text X-Ray activities: Zoom in on Key Ideas ● Suggested questions from Teacher’s Guide: 8, 10, 11

Building Knowledge

● Leveled readers● Paired Text● Supplemental Materials


Vocabulary

Drawn from the texts

concerned, swarms, collage, ruined, glorious, smeared, feast, model, streak

Foundational Skills

● Fluency● Decoding● Word Work

Follow the daily Phonics and Fluency sequence of activities

Language/ Syntax

● Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities


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Week 2



Writing

● Response to text● Writing Process● Culminating task

Aligned with topic for the week

1. In the text, it says that James writes postcards throughout the summer. Pretend you are James. Write 3-5 postcards home that show what you are learning and experiencing in New York City.

Be sure your postcards include the following:

James’ thoughts and feelings about New York City Actual experiences he is having, from the text James’ thoughts and feelings about Uncle Romie

Standards

List Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational Text

RI.4.1, RI.4.2, RI.4.3, RI.4.10

Writing

W.4.2, W.4.4


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Week 3

Essential Question: How did artists capture their experiences in the time of the Harlem Renaissance?


Anchor Text

● Rereading for fluency practice, additional comprehension support or independent reading practice

● Writing Support

Optional

Building Knowledge

● Leveled readers● Paired Text● Supplemental Materials

(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

Video:

https://www.brainpop.com/artsandmusic/musicalgenres/harlemrenaissance/

The Harlem Renaissance

http://magazines.scholastic.com/news/2014/02/The-Harlem-Renaissance

Lindy Hop in Harlem: The Role of Social Dancing

http://artsedge.kennedy-center.org/interactives/harlem/themes/lindy_hop.html

The Great Migration

http://www.pbs.org/wnet/jimcrow/stories_events_migration.html

Vocabulary


Complete Rolling Vocabulary activity



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http://www.pbs.org/wnet/jimcrow/stories_events_migration.html

http://artsedge.kennedy-center.org/interactives/harlem/themes/lindy_hop.html

http://magazines.scholastic.com/news/2014/02/The-Harlem-Renaissance

https://www.brainpop.com/artsandmusic/musicalgenres/harlemrenaissance/



Week 3

Essential Question: How did artists capture their experiences in the time of the Harlem Renaissance?


Foundational Skills

● Fluency● Decoding● Word Work


Language/ Syntax

● Spelling and Grammar


Writing

● Response to text● Writing Process● Culminating task


Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.

Standards



RI.4.1, RI.4.2, RI.4.3

Writing

W.4.2, W.4.4


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Weeks 6-7: Hurricanes (Unit 3, Lesson 11)

Grades 3-5 Week 6



Anchor Text (Text type, Lexile)

Text based comprehension Text based discussion


Anchor Text: “Hurricanes” (Informational text, 890L) Think Through the Text Questions 2, 3, 4, 8, 11, 12, 13 Respond to second read: T21 so students will interact with graphic features.

Building Knowledge

Leveled readers Paired Text Supplemental Materials


(Optional- may move to week 2)

“Recovering from Katrina”. Do Classroom Conversation p. 332. Supplementary video on hurricanes

http://video.nationalgeographic.com/video/101-videos/hurricanes-101

Vocabulary


rotating, whirling, condense, predict, registered, pressure, atmosphere, drawn, clockwise, vapor, satellites, forecaster

Foundational Skills

Fluency Decoding Word Work


Language/ Syntax

Spelling and Grammar



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http://video.nationalgeographic.com/video/101-videos/hurricanes-101




Week 6



Writing

Response to text Writing Process Culminating task


Reader’s Notebook:

With guidance, students complete Independent Reading p.133-134.

Performance task:

1. Write a description of a hurricane and how it forms using at least three vocabulary words. Write a paragraph and draw a diagram to explain your thinking.

2. Use evidence from the text to describe to describe at least two of the important tools scientists use to predict hurricanes.

Standards



RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.7, RI.4.9, RI.4.10

Writing

W.4.2


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Week 7

Essential Question: What do natural disasters do to communities?


Anchor Text

Rereading for fluency practice, additional comprehension support or independent reading practice

Writing Support

Building Knowledge

Leveled readers Paired Text Supplemental Materials

(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

From the Leveled Readers

Volcanoes Tornadoes Tsunamis Nature Destroys

Other Resources

Article “Forecasting for Severe Weather” (1220 Lexile)

http://www.readworks.org/passages/forecasting-severe-weather-communities-helps-them-prepare

Resources on natural disasters

http://environment.nationalgeographic.com/environment/natural-disasters/

Vocabulary


Tsunami: tsunami, devastation, disturbance, Richter scale, tectonic plates

Nature Destroys: drought

Volcanoes: crust, mantel, core, slope

Weeks 6-7: Hurricanes (Unit 3, Lesson 11) Shelby County Schools

2016/2017 of 36

http://environment.nationalgeographic.com/environment/natural-disasters/

http://www.readworks.org/passages/forecasting-severe-weather-communities-helps-them-prepare



Week 7

Essential Question: What do natural disasters do to communities?


Foundational Skills

Fluency Decoding Word Work


Language/ Syntax

Spelling and Grammar


Writing

Response to text Writing Process Culminating task


After reading leveled readers, students will write at least one of the following:

1. Describe a natural disaster and tell how it can harm communities. Use examples from leveled readers and online research to support your description.

2. Write a paragraph about how people can prepare for a natural disaster. Then, describe how people work together to recover from these disasters.

Standards



RI.4.1, RI.4.2, RI.4.4, RI.4.7, RI.4.9, RI.4.10

Writing

W.4.2


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