reading street unit 1—big idea---turning points 1st maps/2012-2013...(ex: because of winn...

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Roswell Independent School District Curriculum Map 2012

Grade Level: Fourth Reading Street Unit 1—Big Idea---Turning Points 1st Quarter (Weeks 1-9) Essential Questions: What can we discover from places and people? Strand/Benchmark: Language Arts

Target

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension. Q1: Read orally at grade level.

Performance Strand

Benchmark 1-A: 3. Read a variety of texts, including: fiction (e.g., legends, novels, folklore, and science fiction), non-fiction (e.g., auto-biographies, informational books, diaries, and journals), poetry, drama.

Common Core Standard

College and Career Readiness Range of Reading and Level of Text Complexity 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Activity/Assessment

Students will use internet resource, Ten Important Sentences showing fluency on specific subject, to help build comprehension (main idea, recalling details, fact/opinion, sequencing, cause/effect) Assessment: Determined by activity cards for each unit available at Pearsonsuccessnet.com Peer reading day 4: Asking questions related to the 5W’s. Assessment: Each student will complete the 5W chart.

Resources

Resource: Internet, type: pearsonsuccessnet.com; click teacher resource; click teaching guides; click Ten Important Sentences; choose activity and assessment Targets 1-2 Resource: 5W chart

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2. Target: Employ questioning and summarization to clarify meaning of grade level text. Q1: Recall details and formulate questions before, during, and after reading to develop comprehension.

Benchmark 1-A: 1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources; ask for help, paraphrase, and question). 2. Visualize and recall story details, including characterization and sequence.

College and Career Readiness Key Ideas and Details 4.RL.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Activity: Students will work with a partner or in a group. They will create and use story cubes to summarize and use key details to strengthen comprehension. Assessment: Student participation, oral discussion, and written summary that exhibits the main idea with supporting details/facts. Activity: Comprehension Check: Students will discuss questions located at the end of each story with a partner. Assessment: Students will individually complete “Think Critically” questions at the end of the story.

Resource: Story cubes can be purchased at A to Z. Story cubes can also be made using Puff Kleenex boxes or other cardboard boxes in the shape of a cube. Cover the box in wrapping paper. Create questions that focus on the story (beginning, middle, end, plot, characters, setting, etc…) Foldable Story Cube www.superteacherworksheets.comclick reading worksheets; reading story cube QUIP (Questions Into Paragraphs) Chart www.ehow.com; metacognitive awareness guide Targets 1-2 Resources: Scott Foresman TE and student edition

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3. Target: Make connections: text-to-text, text-to-self, text-to-world.

K-4 Benchmark 1-A: 1. Use meta-cognitive strategies to comprehend text and to clarify eaning of vocabulary (e.g., re-read the text, consult other sources, ask for help, paraphrase, question). K-4 Benchmark III-B: 5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes.

Integration of Knowledge and Ideas 4.RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Activity: Students will use pair/share to create graphic organizers comparing a character’s actions/motives to other literary characters in any given theme.

Assessment: Completion of graphic organizer

Activity: Students will make connections using text-to-text, text-to-self, and text-to-world. Each day a news article will be discussed and placed on a bulletin board. Teacher will post stories around a map and students will string yarn from each story to the location on the map where the story takes place. Assessment: Teacher observation and student participation.

Resources: Scott Foresman TE (ex: Because of Winn Dixie-20j)

Graphic Organizers www.HaveFunTeaching.com

Graphic Organizers Pearsonsuccessnet.com, click teacher resources; digital white board transparencies, graphic organizers Target 3-4 www.educatioworld.com

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4. Target: Infer meaning that is stated both explicitly and non-explicitly in text to draw conclusions using deductive and inductive reasoning.

K-4 Benchmark I-B:

2. Use multiple representations of information (e.g., maps, charts, photos) to find information.

K-4 Benchmark III-B:

5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes

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

Activity: Students will participate in picture walks using a variety of literature including SF basal, leveled readers, AR books, Weekly Readers, and other printed material to infer meaning.

Assessment: student participation in oral discussion, written/ oral predictions (journal writing, group discussion, pair/share with partner)

Activity: Culture and Diversity Creating Stories Using Pictographs Students will create stories using pictographs. Assessment: Student stories will be checked for correct grammar and punctuation.

Resources: SF basal, library books, leveled readers, and/or other printed material Target 1-4 www.Atozteacherstuff.com

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Word Analysis 1st 9 Weeks Target Performance Strand Common Core

Standard Activity/Assessment Resources

5. Target: Utilize vocabulary concept maps, charts or graphs and/or other resources to understand vocabulary.

Q1 Use a dictionary, thesaurus and student strategies (read it, write it, draw it) to understand simple concept maps, graphs or charts as whole group.

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources, ask for help, paraphrase, question).

4. Increase vocabulary through reading, listening and interacting.

4.RI.4 Interpret meanings of words and phrases as they are used in a text, and analyze how specific word choices shape meaning or tone.

Activity: Students will use a dictionary, thesaurus, and/or student strategies to work through leveled (below, at, above ) SF Practice Station Flip charts to make connections to reinforce weekly vocabulary, concepts, comprehension, and fluency. Assessment: Student participation; individual work Activity: Students define weekly vocabulary using the dictionary, then paraphrase the meaning, finally students complete task by drawing a picture.

Resources: Internet: pearsonsuccessnet.com; click teacher resources; teaching guides; practice station flipcharts Dictionaries; thesauruses Target 5-6 Resource: Step Up to Writing

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Word Analysis 1st 9 Weeks Target Performance Strand Common Core Standard Activity/Assessment Resources

6. Target: Understand /Determine meaning of unknown vocabulary words within context.

Q1: Select unfamiliar words to analyze as a whole group.

K-4 Benchmark I-B:

1. Use key words, indices, cross-references and letters on volumes to find information.

K-4 Benchmark I-D:

1. Use word identification strategies appropriately and automatically when encountering words (e.g., graph phonic, syntactic, semantic).

2. Identify key words and discover their relationships.

Integration of Knowledge and Ideas

4.RI.4 Interpret meaning of words and phrases as they are used in a text, and analyze how specific word choices shape meaning or tone.

Activity: Students will divide into teams to play a variety of games; What’s On My Back- Teacher creates vocabulary cards. The cards are taped on the students’ backs. Students take turns giving hints/ clues to each other until all the words are guessed.

Mix, Match, Freeze- Teacher will write words & definitions on a sentence strip. Teacher will cut words & definitions apart, & then divide cards evenly among students. Teacher will call out mix. Students mingle among each other. Teacher calls out match. Students match definitions with vocabulary words. Teacher calls Freeze. Pairs of students take turns reading vocabulary words & definitions. Other students provide feedback using thumbs up/ thumbs down.

Assessment: teacher created assessment

Activity: Students define weekly vocabulary using a dictionary, paraphrase the meaning, finally complete task by drawing a picture. Assessment: Complete definition and picture

Resources: Guess My Word/ education.com Target 5-6

Resource: Step Up to Writing

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Writing 1st 9 Weeks Target Performance Strand Common Core


7. Target: Utilize planning strategies to organize a written document such as brainstorming, mapping, webbing, journaling or note-taking.

Q1: Brainstorm/organize a personal narrative, poem, or book share using simple graphic organizers as a whole group.

K-4 Benchmark II-C

2. Use planning strategies that generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).

College and Career Readiness

Text Types and Purposes

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Production and Distribution of Writing

4.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Activity: Introduction to writing a narrative.

Students will work with comic strips to fill in gaps within the comic series. Then students will write their own narrative comic strip.

Assessment: completed narrative comic strip.

Extra Activities: Making Learning Fun

Resource: www.education.com; type in cat comics in search engine (there are a variety of activities to choose from) Target 7-8

www.makelearningfun.com

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8. Target: Write complete meaningful sentences with significant details to convey a message within a paragraph.

Q1: Compose simple, compound and complex sentences with subject/verb agreement.

K-4 Benchmark II-B:

1. Use simple and compound sentences in writing and speaking.

7. Spell correctly roots, inflections, affixes and syllable constructions.



4.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activity: Students will use Writing Process Unit 1 in SF Reader’s/Writer’s notebook to plan and compose a short personal narrative.

Assessment: graphic organizer, completed personal narrative

Activity: Ten Important Sentences. Students will compose simple sentences, then edit for correct grammar, punctuation, and word usage. (Students will gradually work towards composing and editing compound and complex sentences throughout the year) Assessment: Student complete “Daily Fix It”

Resource: SF Reader’s/Writer’s notebook, Student Edition pgs. 105-108 Target 7-8

www.educationworld.com Scott Forseman TE or online

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9. Target: Write constructive or extended responses using reasoning and critical thinking.

Q1: Write a basic constructive/extended response as a whole group using ACE (Answer, Cite, Expand) or RACE (Restate, Answer, Cite, Expand).

K-4 Benchmark I-C:

2. Respond to non-fiction using interpretive, critical and evaluative processes.

K-4 Benchmark II-B:


2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.



4.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Activity: After teacher has modeled ACE/RACE, students will work in large group to construct a written response to a question. Students will restate the question, answer the question in a complete sentence, cite evidence or details from the story, and expand thinking by making text-to-text, text-to-self, and text-to-world connections through their writing.

Assessment: student participation, oral discussion, and completed written response.

Activity/Art: Writing to a Picture. Class observes art work and uses expressive writing to describe. Assessment: Students’ writing

Resource: Open-ended questions constructed from SF Reading Basal, grade level literature, Weekly Readers, magazines, newspapers, and other assigned media Target 7-9 www.teaachervision.fen.com

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10. Target: Revise a written document focusing on sequence of events and ideas, transitional words, sentence structure, word usage and details.

Q1: Evaluate/Critique (proofread) a real world written document (i.e. newspaper articles or other written media.

K-4 Benchmark II-B:

4. Use parentheses, commas in direct quotations and apostrophes in the possessive case of nouns and in contractions.

6. When appropriate, capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper nouns and the first word in quotations.





Activity 1: Students will practice editing printed articles from the Roswell Daily Record, Weekly Reader, or other written media.

Activity 2: Students will play editing games on the computer or Promethean board to practice editing skills.

Assessment: Student work; feedback from computer-assisted technology

Resource: newspapers, Weekly Readers, other written media

Maggie's Earth Adventures teacher.scholastic.com/activities

/adventure/grammar2.htm - Cached-

Target 10-11

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11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and word usage.

Q1: Critique (proofread) a written paragraph using editing marks and focus on capitalization, punctuation, and spelling as whole group or small group.

K-4 Benchmark II-B:


5. Use underlining, quotation marks or italics to identify titles of documents.



Text Type and Purpose



Conventions of Standard English

4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Activity: Students will work in small group or in a whole group to edit paragraphs using appropriate proofreading marks.

Assessment: Student work; edited paragraphs

Resource: www.superteacherworksheets.com

Click editing/proofreading, proofreading wheel

Under proofreading wheel there are assortments of editing and proofreading paragraphs.

Target 10-11

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12. Target: Compose a concise three-paragraph essay using the writing process in legible handwriting.

Q1: Write a simple paragraph that contains a topic sentence, main idea, and supporting details for an introduction paragraph.

K-4 Benchmark II-A

2. Use language to: present information and ideas clearly and concisely, interview, solve problems and make decisions.

K-4 Benchmark II-B:



8. Compose multiple paragraphs with topic sentences, specific, relevant details, logical progression and movement of ideas, coherence, elaboration, and concluding statement related to the topic.


4.W.3.a-e. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


4.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activity: Students will use a graphic organizer to brainstorm a topic, main ideas, and supporting details. They will use the graphic organizer to write a simple narrative paragraph.

Assessment: Student work

Resource: Step Up to Writing- informal outline

Graphic Organizers www.HaveFunTeaching.com

Graphic Organizers Pearsonsuccessnet.com, click teacher resources; digital white board transparencies, graphic organizers

Target 7-12

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Literature 1st 9 Weeks Target Performance Strand Common Core


13. Target: Analyze literary connections across a variety of cultures using cause/effect or compare/contrast strategies.

Q1: Compare and contrast grade level fairytales, myths, and accounts of events from various cultures.

K-4 Benchmark I-C

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes by analyzing author’s word choice and context, examining reasons for characters’ actions and motives, and/or considering a situation or problems from different characters’ perspectives.

3. Analyze characters, events and plots from different texts and cite supporting evidence.

4. Analyze how language and visuals bring characters to life, enhance plot development and produce a response.

5. Demonstrate deductive and inductive reasoning by drawing logical conclusions.

Key Ideas and Details

4.RL.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

4.RL.9 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.

4.RL.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Activity: Students will read different versions of classic fairytales and myths from around the world (Cinderella, Three Little Pigs, etc…). They will create a Venn Diagram or another graphic organizer to compare and contrast the myths and fairytales

Activity 2: Students will read “Knots on a Counting Rope”. They will then view/participate in the interactive flip chart, Knots on a Counting Rope, on Promethean Planet. Finally, they will compare contrast differences between southwest tribes and other cultures using Venn Diagrams and other graphic organizers

Assessment: completed graphic organizers, oral discussion; instant feedback from internet resource

Resources: internet4classrooms.com, type Garden of Happiness in search bar, then select number 11

Additional Resources: Roswell Public Library, school library

Target 3, 7, 13

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14. Target: Clarify meaning, speculate about text, and determine the author’s intent, style, content through questioning.

Q1: Formulate questions regarding problem/ solution in a given text as a whole group.

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources; ask for help, paraphrase, and question).


5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes.

Comprehension and Collaboration

4.SL.1 a-d. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Activity: The teacher will read a short story to the students. Students will collaborate with one another to develop “What If…” questions regarding the problem/solution.

Assessment: Oral discussion, “What if…” questions

Resources: leveled readers, library books

Target 13-14

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15. Target: Apply figurative language (similes, metaphors, analogies).

Q1: Identify similes, metaphors, and analogies in grade level content.

K-4 Benchmark I-C:

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes.


Craft and Structure

4.RI.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Activity: Students will identify different types of figurative language through interactive participation with Promethean Planet’s flip chart, “Figurative Language.” This offers different activities, games, and tests over 5 figurative language devices.

Assessment: After completing several activities, students will take a test online.

Resource: www.prometheanplanet.com type figurative language in search engine, open/download Figurative Language Target 15

Extra resource: www.boggles.worldesl.com; ironic simile worksheet;

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Media & Technology 1st 9 Weeks Target Performance Strand Common Core


16. Target: Navigate resource materials for general research including newspaper, internet, literary works (fiction/non-fiction) to demonstrate awareness of cultures around the world.

Q1: Decipher appropriate resource material for research.

K-4 Benchmark I-B:


Research to Build and Present Knowledge

4.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Activity: Students will research SF question of the week. They will generate a research plan, including identification of key words and appropriate resources (maps, atlas, internet, etc...) for research.

Assessment: oral discussion, verbal feedback, observations

Resources: SF TE Weekly Language Arts Skill Target 16

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Media & Technology 1st 9 Weeks Target Performance Strand Common Core


17. Target: Share presentations/writings using appropriate presentation strategies and technology.

Q1: Share a simple paragraph that contains a topic sentence, main idea, and supporting details.

K-4 Benchmark II-A:

1. Demonstrate competence in speaking to convey information.



4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace..

Activity: Introduction to writing a narrative.

Students will work with comic strips to fill in gaps within the comic series. Then students will write their own narrative comic strip.

Assessment: completed narrative comic strip.

Extra Activities: Making Learning Fun

Resource: www.education.com; type in cat comics in search engine (there are a variety of activities to choose from)

SF Ten Important Sentences Target 7, 8, 17

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Grade Level: Fourth Reading Street Unit 2—Big Idea---Teamwork and Patterns in Nature 2nd Quarter (Unit 2 Weeks 1-5) & (Unit 3 Weeks 1-2 ) Essential Questions: What is the value of teamwork? What are some patterns in nature? Strand/Benchmark: Language Arts

Target

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension. Q2: Read orally at grade level.

Performance Strand

Benchmark 1-A: 3. Read a variety of texts, including: fiction (e.g., legends, novels, folklore, and science fiction), non-fiction (e.g., auto-biographies, informational books, diaries, and journals), poetry, drama.

Common Core Standard

College and Career Readiness Range of Reading and Level of Text Complexity 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Activities: Students will use Ten Important Sentences to help build comprehension (main idea, recalling details, fact/opinion, sequencing, cause/effect)

Assessment: Determined by activity cards for each unit available at pearsonsuccessnet.com

Unit 3 Activity/Science

Patterns in Nature: What type of cloud is that?

Students will complete a project to demonstrate their understanding of the three types of clouds from the teacher selected activities on website.

Assessment: Students will demonstrate knowledge of the three types of clouds and accompanying weather by writing a descriptive paragraph on each.

Resources

Resource: Internet, type: pearsonsuccessnet.com; click teacher resource; click teaching guides; click Ten Important Sentences; choose activity and assessment Targets 1-2 http://www.t4.jordan.k12.ut.us/ t4/content/view/183/32/ Scroll down to Fourth grade Science standard 2: Weather Teacher selects activities and assessments

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2. Target: Employ questioning and summarization to clarify meaning of grade level text. Q2: Use paraphrasing to summarize and clarify meaning in a given story.

Benchmark 1-A: 1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources; ask for help, paraphrase, and question). 2. Visualize and recall story details, including characterization and sequence.

College and Career Readiness Key Ideas and Details 4.RL.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Activity: Students will use interactive flip chart, “Learn to Summarize,” from Promethean Planet to practice paraphrasing/summarizing picture books and other grade level texts

Assessment: Oral discussion, journal writing, graphic organizer

Unit 3-Teambuilding Activity: Teacher and students will discuss importance of teamwork. Teacher will then assign students to a group and give each group a challenge that allows them to work together in coming up with a solution of solving the problem of “Moving Toxic Waste Contents.” After the activity, students will write a summary of how they successfully or not successfully moved the toxic material. Assessment: Teacher observation. Students teamwork of successfully moving the (teacher selected material) toxic waste contents to a neutralization container using minimal equipment and maintaining a safe distance within a time limit.

Resources: www.prometheanplanet.com, under keywords type: Learning to Summarize; grade level texts, journals, and/or graphic organizers Targets 1-2

www.educationworld.com graphic organizers www.wilderdom.com Toxic waste

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Reading Comprehension 2nd 9 weeks 3. Target: Make connections: text-to-text, text-to-self, text-to-world.

Q2: Use background knowledge (persona experiences) to interact with a character in the story.

K-4 Benchmark 1-A:




Craft and Structure

4.RL.6 Assess how point of view or purpose shapes the content and style of a text


4.RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Activity/Assessment

Activity: Students will work in a small group or with a partner. Students will read two stories. “The Three Little Pig” and “The Real Story of the Three Little Pigs, from the Wolf’s point of view.”

Students will compare characters points of view. They will also compare/contrast the characters to self and others using graphic organizers and verbal communication.

Assessment: Students will make a creative display illustrating similarities and differences among characters, self, and others.

Unit 3

Activity: Compare/Contrast

Students will read “The Two Bad Ants” by Chris Van Allsburg independently focusing on comparing characters and self.

Assessment: Students will write a compare/contrast piece on “What matters to character and self about their home community.

Resources

Resources: SF Basal, a variety of

grade level text,

Real- Life Connector-www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Target 3-4 Resource: http://www.houghtonmifflin books.com/features/thepolarexpress/ twobadants. shtml

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Activity Link: Science

Students will research ants and write about what they learned and how informational text is different from fiction.

Assessment: Student’s research and writing

Non fictional Information on Ants www.pestworldforkids.org/ants.html

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Reading Comprehension 2nd 9 weeks 4. Target: Infer meaning that is stated both explicitly and non-explicitly in text to draw conclusions using deductive and inductive reasoning. Q2: Utilize title, captions, etc. to draw conclusions about a given text.

K-4 Benchmark I-B:



5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes


4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Activity: Students will use titles, captions, and pictures in newspapers, Weekly Readers, and other media to predict and draw conclusions about text content.

Assessment: Completed graphic organizers, charts, oral discussion, mini presentations

Activity: Science Comprehension Teacher selects and reads a Science book to students. Students will then work in small groups to infer meaning of text both explicitly and non-explicitly. Then they will draw pictures, and write a summary to support their inferences Assessment: Students complete drawing and summary to support their inferences.

Resources: Weekly Readers, newspapers, informative text, other literature, etc… Target 1-4 Resource: www.howtoteachreading comprehensiontokids

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Word Analysis 2nd 9 Weeks Target Performance Strand Common Core



Q2 Use acquired knowledge to create simple concept maps, graphs or charts to interpret different segments of word parts such as root, prefix, suffix, parts of speech as small group, partnership, or individually

Benchmark 1-A:



4.RI. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Activity: Students will work independently, with a partner, or in a small group to create Wanted Posters for lesson vocabulary. The Wanted Posters should include: word, definition, picture, part of speech, example sentences

Assessment: Completed posters with required information. Unit 3 Activity 1 part 1: Build vocabulary with prefixes and suffixes. Teacher will print off pre made cards containing root words, prefixes, and suffixes for each group of students. Students will then play a game using the cards to make a word and define it. The person with the most cards at the end of the game wins. Activity1 part 2: Science word building and meanings. Students will make a picture and vocabulary word flipbook. They will use Science vocabulary words from Water Cycle and “The Man Who Named the Clouds.” Assessment: Vocabulary Flipbook

Resources: paper, crayons/pencils, dictionaries, glossary in assigned text Target 5-6 Resource: In search bar type www.education.com/ On left side click Fourth grade Then enter Reading on subject line Scroll down to right side of screen and under “Finder” click 4th Under topic type “Reading” Then click find. Scroll down to prefix and suffix flipbook.

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Word Analysis 2nd 9 Weeks Target Performance Strand Common Core


6. Target: Understand /Determine meaning of unknown vocabulary words within context Q2: Research given vocabulary to identify word origin and/or multiple meaning, and meaning within context.

K-4 Benchmark I-B:


K-4 Benchmark I-D:

1. Use word identification strategies appropriately and automatically when encountering words (e.g., graph phonic, syntactic, semantic).

2. Identify key words and discover their relationships.



4.RI.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..

Activity 1: Students will review fact sheet which defines homophones/ gives examples. Students will then play an interactive matching game with homophones.

Activity 2: Students will play a variety of interactive games that focus on context clues to determine meaning of given vocabulary words.

Assessment: Interactive quiz, printable worksheets, instant feedback from interactive computer games

Resource: res.aldtwo.org/3.5Elaresources.htm

www.quia.com; context clue millionaire game www.toonuniversity.com; words in context www.gameaquarium.org; kids lab

Target 5-6, 10

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Writing 2nd 9 Weeks Target Performance Strand Common Core



Q2: Brainstorm/organize a narrative from a characters’ perspective as a small group, with a partner, or individually utilizing graphic organizers, note taking, or writing journals.

K-4 Benchmark II-C







Q2: Brainstorm/organize a narrative from a characters’ perspective as a small group, with a partner, or individually utilizing graphic organizers, note taking, or writing journals.

Activity: Students will work in small groups or with a partner. They will use Fairy Tales to plan/write a personal narrative from a character’s point of view.

Assessment: graphic organizer, narrative

Activity: Students will read or watch “Polar Express”. They will choose a character and write a narrative from the character’s perspective. They will plan, edit, peer edit, and finalize writing work. Assessment: Students completed planning page, editing page, and final copy.

Resources: Collection of Fairy Tales including: Goldilocks and the Three Bears, The Three Little Pigs (different versions including “The True Story of the Three Little Pigs), Little Red Riding Hood, Jack and the Beanstalk, etc.. Target 7-9

Resource: www.Internet4classrooms.com

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Q2: Utilize who, what, when, where, why, and how to develop meaningful sentences that convey a concise message

K-4 Benchmark II-B:






Activity1 part 1:

Students will create color coded cue cards (how, who, what, when, why, where), and then brainstorm lists under each category. The students can pull ideas from each category to compose Super Sentences.

Activity 1 part 2:

Online compound complex sentences practice and exercises.

Assessment: Students complete complex sentence cards and complete written paragraph showing development of conveying and established message.

Activity: Writing a Math Story Students produce clear and coherent writing in which development and organization are appropriate to task and purpose and audience. Assessment: Students’ complete writing and presentation.

Resource: There are detailed instructions on how to write meaningful sentences in the Step Up to Writing manual. Target 7-9 Resource: www.educationplace Resource: http://www.financeintheclassroom.org/passport/fourth/lang-art.shtml

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Q2: Write elaborate constructed/expanded responses to grade level content using ACE or RACE.

K-4 Benchmark I-C:

2. Respond to non-fiction using interpretive, critical and evaluative processes.

K-4 Benchmark II-B:






Activity: Students will use work samples provided by the teacher to distinguish the difference between basic and elaborate responses. They will then work with a partner or independently to create an elaborate response to grade level content.

Assessment: A rubric will be used to analyze the response quality of each component.

Activity: Students will use teacher created flashcards to pair up sentences to appropriate sentence types. Assessment: Students written completed sentences and presentation of sentences.

Resource: http://sqsnm.org/docs /pdsa/2006UpdatedAceSlides.ppt Target 7-9

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Q2: Utilize correct sentence structure to convey complete thoughts (subject/predicate).

K-4 Benchmark II-B:







Activity: Students will watch “A Closer Look at Sentence Structure from Discovering Language Arts: Style, Structure, and Tone on the computer or on the Promethean Board. They will then edit a writing piece using correct sentence structure to convey complete thoughts.


Activity: Brain Training Games Students will utilize online practices to reinforce concepts. Assessment: Instant feedback from interactive computer practices

Resource: www.pppst.com/

(Pete’s Powerpoint), click language arts; free presentations in powerpoint format and free activities for kids, free video clips, language arts, Discovery Grammar Videos, 3-5 Videos- A Closer Look at Sentence Structure

Target 10-11 Resource: http://www.Reviewgamezone.com follow instructions on site

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11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and word usage Q2: Draft/edit three paragraphs focusing on frequently confused words (their, there, and they’re), and subject/verb agreement.

K-4 Benchmark II-B:


5. Use underlining, quotation marks or italics to identify titles of documents.



Text Type and Purpose



Conventions of Standard English

4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Activity: Students will use read write think website to draft/edit a fractured fairytale.

Assessment: students’ work- plan, draft, final copy

Activity: Writing Mechanics and Grammar (Several Activities listed-teacher selection) Assessment: Teacher observation/logging pass-fail to determine class ratio of understandning.

Resource: http://www.readwrtiethink.org/files/ resources/interactives/fairytales/ Resource: www.Time4writing.com

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Q2: Write multiple paragraphs on a unified topic with sequence coherence and appropriate transitions.

K-4 Benchmark II-A


K-4 Benchmark II-B:



8. Compose multiple paragraphs with topic sentences, specific, relevant details, logical progression and movement of ideas, coherence, elaboration, and concluding statement related to the topic.


4.W.3.a-e. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


4.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activity: Students will watch a slide show, Writing a Five Sentence Paragraph, followed by a short review. Students will then write three to five paragraphs on a unified topic, using proper sequencing and transition.

Assessment: Students completed writing work

Activity: Writing. “One Spooky Night…” Students will complete a three paragraph writing piece using the Step Up To Writing Program. Students will have a story starter and utilizing the Brainstorm/Planning, Rough draft, edit, peer edit, publish and presentation. Assessment: Step Up To Writing Rubric (Teachers may want to let students present their story with lights off and use a flashlight for drama)

Resource: writing.pppst.com

Target 7-12

Resource: Step Up To Writing.

31

Literature 2nd 9 Weeks Target Performance Strand Common Core



Q2: Respond to literature by explaining characters actions and motives using cause and effect and or compare and contrast strategies.

K-4 Benchmark I-C

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes by analyzing author’s word choice and context, examining reasons for characters’ actions and motives, and/or considering a situation or problems from different characters’ perspectives.





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

4.RL.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


Activity: Students will create Character Trading Cards to describe the character, look at their own thoughts and feelings, explore how the character develops, identify important thoughts and actions, and make personal connections to the character.

Assessment: completed Character Trading Cards

Resource: http://wwww.readwritethink.org; click explore teacher resources 3-4, character trading cards

Target 3, 7, 13

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Q2: Formulate questions about characters in a story as a small group.

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources; ask for help, paraphrase, and question).




4.SL.1 a-d. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own ideas clearly and persuasively.

Activity: Students will partner read assigned and self-selected grade level text. They will formulate questions about actions and motives of characters in a text, and how the character’s behaviors guide story development. On chart paper, students will list “What if…” questions, and show how the story’s plot may have been different if characters behaved differently.

Assessment: Oral discussion, “What if…” questions, student work

Activity: Newspapers in Education Teacher will explain that newspapers contain many different types of texts written by different authors. Students will work in groups to read various sections. They will determine if the author’s writing purpose was to inform, entertain, or to persuade. Assessment: Student presentation and written evidence to support the author’s purpose they have decided.

Resources: leveled readers, library books

Resource: Newspapers in Education (classroom sets free to educators-call Roswell Daily Record) www.readworks.org/lessons/grade4/authors-purpose Click on Author’s Purpose 4th grade unit Lesson/: Identifying Author’s Purpose in a Newspaper

33




Q2: Demonstrate the use of similes, metaphors and analogies in oral or short written meaningful sentences.

K-4 Benchmark I-C:

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes.


Craft and Structure

4.RI.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Activity: Students will play the Chinese Whisper Game to use figurative language to describe alien life

Assessment: Written description and picture of an “alien”

Activity: Students will practice identifying Simile/metaphor concepts using online poetry. Assessment: Students will write and turn in a poem using figurative language.

Resource: www.boggles.worldesl.com; click simile whispers at the bottom of the page, click open, save, or save as depending on how you want to use the game Target 15 Resource: www.internet4classrooms.com/ grade_level_help/literature_simile metaphor_language_arts_fourth 4th grade-Simile Metaphore #5 Figurative language

34

Media and Technology 2nd 9 Weeks Target Performance Strand Common Core



Q2: Comprehend various resource materials to demonstrate awareness of cultural purpose and function of language.

K-4 Benchmark I-B:



4.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Activity: Students will view interactive flip chart, AiA: The World Seen by the Eyes of the Children: Kit 1.” They will discuss observed similarities and differences among various cultures.

Assessment: Students will create their own art piece to represent cultural differences in the school, community, and world. Activity: Students will research information on New Mexico. They will utilize the internet, books, magazines, and newspapers. Teacher will print out his/her preferred worksheets from website listed. Assessment: Students will present research findings to class on poster board with complete writing piece.

Resource: www.prometheanplanet.com, type in culture in key word search, scroll to AiA: The World Seen by the Eyes of the Children: Kit 1. (pg 3) Target 3, 16, 17 Resource: Teacher determines information required to complete project. www.enchantedlearning.com/usa/states/newmexico then click New Mexico: Facts, Map and State Symbols

35

Media and Technology 2nd 9 Weeks Target Performance Strand Common Core



Q2: Share a written response on a unified topic with sequence coherence, appropriate transitions and a closing statement.

K-4 Benchmark II-A:

1. Demonstrate competence in speaking to convey information.



4.SL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

4.SL.2. Integrate and evaluate information presented in diverse media and formats.

Activity: Students will watch a slide show, Writing a Five Sentence Paragraph, followed by a short review. Students will then write three to five paragraphs on a unified topic, using proper sequencing and transition. Students will present their final paper to the class.


Activity: Research each region of New Mexico Students will be assigned to a group. Each group will research the assigned region to identify its natural characteristics. Each group will be given a poster board to show their findings. Groups may also present using power point. Assessment: Students will present and explain their findings on poster board that describes their natural characteristics of climate, elevation, landforms, vegetation, and wild life.

Resource: writing.pppst.com

Target 7-12, 17

Resource: Teacher will look up regions of New Mexico and divide students into group.

36


Grade Level: Fourth Quarter 3 Unit 3 (weeks 1-3) & Unit 4 (weeks 4-9) Essential Question: What are some patterns in nature? Is there an explanation for everything? Strand/Benchmark: Language Arts

Target Performance Strand Common Core Standard

Activity/Assessment Resources

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension Q3: Read orally at grade level using clear enunciation, intonation and expression.

Benchmark I-D: 3. Adjust speed of reading to suit purpose and difficulty of material.

4. Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

Benchmark II-A: 5. Read aloud grade-level text with fluency and comprehension


Range of Reading and Level of Text Complexity

4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Activity: Students will play Book Bingo while reading grade level text. Bingo cards include a variety of genres and authors.

Assessment: completed bingo cards, written information about each book on back of bingo card-5 W’s

Activity: Lesson1: Read Alouds: Teacher selected: Read Russell version first for more traditional language. Then read Usborne version for more “kid friendly” version. Teacher led discussion on similarities and differences in traditional language and kid friendly language. Student will write a summary comparing/ contrasting traditional language with kid friendly language. Assessment: Written summary comparing/contrasting traditional language with kid friendly language. (Targets1-3 use the same website & guidelines)

Resource: www.superteacherworksheets.com- book bingo

Target 1-2 Resource: In search bar type Myths Grade 4 Select link that says Myths Grade--4

37

Reading Comprehension 3rd 9 Weeks Target Performance Strand Common Core


2. Target: Employ questioning and summarization to clarify meaning of grade level text.

Q3: Identify non-essential information within a passage or story.

K-4 Benchmark I-C: 2. Respond to non-fiction using interpretive, critical and evaluative processes.

5. Demonstrate deductive and inductive reasoning by drawing logical conclusions

College and Career Readiness 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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).

Activity: Lesson1: Read Aloud: Read Russell version first for more traditional language. Then read Usborne version for more “kid friendly” version. Teacher led discussion on characters and theme of each story. Students will then compare/ contrast the characters and theme of each story. Assessment: Student will respond to read aloud by writing a summary comparing/contrasting the characters and theme from each story.

Resource: In search bar type Myths Grade 4 Select link that says Myths Grade --4

38

Reading Comprehension 3rd 9 Weeks Target Performance Strand Common Core



Q3: Examine title, captions, pictures, and prior knowledge to infer meaning in text.

K-4 Benchmark I-C



K-4 Benchmark III-A:

3. Consider a situation or problem from different characters’ point of view.

4. Trace the exploits of character types across literature and media depicting various cultures.

College and Career Readiness 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the texts (e.g., a character’s thoughts, words, or actions).

Craft and Structure 4.RL.6 Assess how point of view or purpose shapes the content and style of a text.



Activity: Students will make connections between characters in two or more stories. They will create a display to show how characters, plots, or author’s perspective are similar and different.

Assessment: student work, graphic organizers

Activity: Myths---Continued from Target 1 & 2 Assessment: Students will use a graphic organizer showing similarities/differences of characters and plot.

Resources: grade level texts, library books, graphic organizers

Resource: Real- Life Connector-www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Graphic organizer www.educationoasis.com

SF: The Big Question- for each unit

Target 1-3 Resource: In search bar type Myths Grade 4 Select link that says Myths Grade--4

39

Reading Comprehension 3rd 9 Weeks Target Performance

Strand Common Core



Q3: Examine title, captions, pictures, and prior knowledge to infer meaning in text.

K-4 Benchmark I-C




2. Describe the contextual differences of various forms of literature.



4.RI.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.

Craft and Structure

4.RI.4 Interpret meaning of words and phrases as they are used in a text, , and analyze how specific word choices shape meaning or tone relevant to 4th grade topic or subject area.

Integration of

Activity: Applying prior knowledge, students will use interactive flip chart to make inferences about sentences, titles, captions and pictures.

Assessment: At the end of the flip chart, “Making Inferences,” students will complete a quiz using active expressions or active votes.

Activity: Drawing Conclusions: Detecting Character Traits. Students will draw conclusions about a person’s character based on information in a reading passage. Assessment: Student will identify character traits & provide evidence using the Blue Ribbon reproducible

Resources: www.prometheanplanet.com Making Inferences

Other resources: interactive sites www.globalclassroom.org/2005/inservice/reading.htmlwww.freeology.com making inferences Target 4 Resource: www.lakeshorelearning.com Click free resources teachers corner lesson plans go to 3rd-5th grade more scroll down and click drawing conclusions-detecting character traits. Here is your lesson. Click on links for printouts.

40

Knowledge and Ideas

4.RI.8 Explain how author’s use reason and evidence to support particular points in a text

41

Word Analysis 3rd 9 Weeks Target Performance Strand Common Core



Q3 Create a concept map, graph or chart to interpret multiple meaning words and figurative language

Benchmark II-A:


K-4 Benchmark II-C:

2. Use planning strategies that generate topics and organize ideas.



4.RI.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

Activity: Students will work independently, with a partner, or in a small group to create Wanted Posters for lesson vocabulary. The Wanted Posters should include: word, definition, picture, part of speech, example sentences

Activity: Lesson 5 from Myths (Used from targets 1-3 and its resources) Use vocabulary words from Myth Unit which is from Myths Grade 4 on line. Discuss meaning of words. Students will read in pairs any available myth text. Students make a tally chart for each occurrence of the vocabulary word. Assessment: Tally chart for occurrence of introduced vocabulary.

Resources: paper, crayons/pencils, dictionaries, glossary in assigned text Target 5-6 Resource: In search bar type Myths Grade 4 Select link that says Myths Grade 4

42

Word Analysis 3rd 9 Weeks Target Performance Strand Common Core


6. Target: Understand /Determine meaning of unknown vocabulary words within context

Q3: Devise vocabulary to convey meaning using synonyms, antonyms, homophones.

Benchmark 1-A:


4. Increase vocabulary through reading, listening and interacting




Activity: Students will construct Tic-Tac-Toe cards. With a partner, students will play Tic-Tac-Toe using antonyms, synonyms, and homophones

Assessment: Student participation, oral discussion in which students provide examples of multiple meaning words, antonyms, and synonyms. Activity: Social Studies Genre Unit Myths Lesson 7 Students (small groups) will write a script of one of the myths writing dialogue in the form of a play. Assessment: Students writing will target vocabulary that conveys meaning of synonyms, antonyms, and homophones.

Resource: www.education.com

Target 5-6

Resource: In search bar type Myths Grade 4 Select link that says Myths Grade—4 Select lesson 7

43

Writing 3rd 9 Weeks Target Performance Strand Common Core


7. Target: Utilize planning strategies to organize a written document such as brainstorming, mapping, webbing, journaling or note-taking

Q3: Brainstorm/organize a narrative from a characters perspective to include who, what, where, when, why, how, and descriptive details to express complete ideas and thoughts

K-4 Benchmark II-C

2. Use planning strategies that generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion)






Activity: Student will view interactive slide show that explains the 5W’s. They will then read imaginary/real newspaper articles; answering the 5W’s. Finally, they will brainstorm a narrative from an assigned/selected character’s point of view using 5W’s Daily News.

Activity: 4th grade Myths lesson 11 Teacher led (narrative) writing whole group piece including pre- write and draft using graphic organizers. Assessment: Lesson 12 Students will write their own myth using the writing process.

Resource: www.slideshare.net What are the 5 W’s; www.ed/Worksheets.com free worksheets, select grade level – select 5W’s game and/or 5W’s fiction story cards Target 5-7 Resource: In search bar type Myths Grade 4 Select link that says Myths Grade—4 Select lesson 7

44



8. Target: Write complete meaningful sentences with significant details to convey a message within a paragraph

Q3: Implement descriptive vocabulary to convey a message in a variety of sentences.

K-4 Benchmark II-B:


4. Use parentheses, commas in direct quotations and apostrophes in the possessive case of nouns and in contractions




4.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

Activity: Students will use vivid vocabulary to formulate a variety of sentences. They will then write an original short story based on an assigned prompt.

Activity 2: Students will use interactive site, Complete the Story, to create a variety of sentences that forms a descriptive paragraph or short story.

Assessment: student work; short story

Resource: www.edworksheets.com,writing

www.pittsburg.k12.ca.us/stoneman/resources-students4vocab.aspx

Other resource: SF Basal Target 5-8

45

Writing 3rd 9 Weeks Target Performance

Strand Common Core



Q3: Write concise constructed/expanded responses with relevant details using ACE or RACE

K-4 Benchmark I-C:


5. Demonstrate deductive and inductive reasoning by drawing logical conclusions





Activity: Students will write a concise constructed/ response to grade level content. They will use a rubric and check list to self-assess their work before turning it in.

Assessment: A rubric will be used to analyze the response quality of each component. Activity: 4th grade Myths lesson 11 Teacher led (narrative) writing whole group piece including pre- write and draft using graphic organizers. Assessment: Lesson 12 Students will write their own myth using the writing process.

Resource: http://sqsnm.org/docs/pdsa/2006UpdatedAceSlides.ppt Target 7-9

Resource: In search bar type Myths Grade 4 Select link that says Myths Grade—4

46



10. Target: Revise a written document focusing on sequence of events and ideas, transitional words, sentence structure, word usage and details

Q3: Improve word usage and ideas to enhance the richness of a written document.

K-4 Benchmark II-B: 2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.

K-4 Benchmark II-C:

3. Focus revision on sequence of events and ideas, transitional words and sentence patterns



Activity: Students will create an imagery using descriptive words and phrases. The words and phrases will describe the scene accurately so the picture can be visualized. Phrases and words cannot be used more than once.

Assessment: student work

Activity: How to Write a Book Report Student may choose a book or teacher may assign book according to the unit of study at the time. Student will summarize the plot of a book, focusing on the most essential moments of the story. Students will also detail any crucial information in the book. Assessment: Book report/ summary will explain how the book started, what problems the characters faced and how the characters overcame their problems.

Resource: www.kimskorner4teachertalk.com create a scene with words

Target 7-10

Resource: www.ehow.com/how_63 How to Write a Book Report

47



11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and word usage

Q3: Proofread and publish a written document improving word usage and sequence of events with correct conventions of grammar and word usage

K-4 Benchmark II-B:


K-4 Benchmark II-C:

3. Focus revision on sequence of events and ideas, transitional words and sentence




Activity: Students will write an expository essay using transitioning words (first, then, next, last or finally) to show progression of events. Next, they will use the editing wheel to check the written document for completion.

Assessment: essay, check list for editing wheel

Resource: www.superteacherworksheets.com

Target 11

48

Writing 3rd 9 Weeks Target Performance Strand Common Core Standard Activity/Assessment Resources

12. Target: Compose a concise three-paragraph essay using the writing process in legible handwriting

Q3: Compose a narrative essay incorporating topic sentence, main idea, relevant details, and logical progression of ideas, coherence, elaboration and concluding statement related to the topic.

K-4 Benchmark II-C:

1. Produce a variety of written compositions using:

a. descriptive writing (e.g., using relevant details and ideas that figuratively recreate an event or experience),

b. narrative writing (e.g., using sequence, point of view and character to tell a story), and

c. expository writing (e.g., identifying and staying on the topic; developing the topic with simple facts, details, examples and explanations).


3. Focus revision on sequence of events and ideas, transitional words and sentence patterns.



4.W.2a-e Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.



Activity: Students will brainstorm/compose an informative essay related to the topic.

Assessment: Student rubric

Activity: Student will write an informative essay “Describe one event in the Olympics”. Students will compose an informative essay using the steps of the writing process as discussed in “Your Fourth Grader and Writing”. Assessment: Student will write an informative essay. A writing rubric will be used for assessing.

Resource: www.fsusd.k12.ca.us

Target 12

Resource: www.greatschool.org Your Fourth Grade Student and Writing

49

Literature 3rd 9 Weeks Target Performance Strand Common Core


13. Target: Analyze literary connections across a variety of cultures using cause/effect or compare/contrast strategies

Q3: Utilize cause/effect and/or compare & contrast strategies to evaluate literature for cultural connections


1. Examine the reasons for characters’ actions.

2. Identify and examine characters’ motives.





3. Describe the reasons why an author would choose a particular genre.



Craft and Structure

4.RI.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

4.RL.6 Assess how point of view or purpose shapes the content and style of a text.


4.RI.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well

Activity: Students will read an article and a poem to compare/contrast author’s word choice, style, and content on the subject of Venus Flytraps. They will use a Venn Diagram to show similarities and differences. They will also compare format of the two types of writing. This activity can be used with any article or story.

Assessment-graphic organizers, comprehension questions, graphic organizers

Science link

Activity: Students will research the cause/effects of hurricanes. Students will research on line and compile information found using a graphic organizer.

Assessment: Students will use a poster board to present their information on cause and effect of hurricanes.

Resources:

www.superteacherworksheets.com

reading comprehension, grade 4, comparing texts, Venus Flytrap

Target 3, 7, 13 Resource: www.buzzle.com cause-effect-of hurricanes

50

as in words.

4.RI.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

51

Literature 3rd 9 Weeks Target Performance

Strand Common Core



Q3: Formulate questions about word choice and imagery in a story with a partner

Benchmark II-A:

1. Actively contribute to a discussion.

2. Use language to: present information and ideas clearly and concisely, interview, solve problems and make decisions


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

Activity: Students will work with a partner or in a group. They will use question cubes to discuss word choice and imagery in a story.

Assessment: Student participation, oral discussion

Activity: Students will ask questions about the text and the author’s intentions and seek information to clarify their thinking before, during, and after reading the story.

Assessment: Written/oral summary of questions and clarifications.

Resource: Story cubes can be purchased at A to Z. Story cubes can also be made using Puff Kleenex boxes or other cardboard boxes in the shape of a cube. Cover the box in wrapping paper. Create questions that focus on the story (beginning, middle, end, plot, characters, setting, etc…)

Foldable Story Cube www.superteacherworksheets.com click reading worksheets; reading story cube

QUIP (Questions Into Paragraphs) Chart

www.ehow.com; metacognitive awareness guide Targets 14

Resource: http://reading.ecb.org/teacher/questioning/index.html

52

Literature 3rd 9 Weeks Target Performance Strand Common Core



Q3: Propose and identify other figurative language (personification, idioms, alliterations, hyperbole) in grade level literature.

K-4 Benchmark II-A

2. Use language to: present information and ideas clearly and concisely, interview, solve problems and make decisions

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone

Activity: Students will explain the meaning of idioms through the use of an interactive flip chart. After using active expressions, students will write their own idioms.

Assessment: quiz using active expressions, student work

Activity: Students will listen to a Figurative Language rap song and focus on the elements of figurative language. Assessment: Memorization of figurative language rap song and elements of figurative language. Work sheets available at site also.

Resource: www.prometheanplanet.com

Target 15 Resource: http://www.educationalrap.com/song/figurative-language/

53

Media and Technology 3rd 9 Weeks Target Performance Strand Common Core



Q3: Examine resource materials for cultural bias and grade level appropriateness.

K-4 Benchmark I-B:



4.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

4.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activity: Students will work in small group to view illustrations, captions, and grade level text. They will discuss if the media depicts biases towards different cultures. They will also determine if they find the media easy to understand, interesting to look at, and informative at a level they can understand.

Assessment: oral discussion, participation

Resources: grade level text, newspapers, magazine, other printed material

Target 16-17

54

Media and Technology 3rd 9 Weeks Target Performance Strand Common Core Standard Activity/Assessment Resources

17. Target: Share presentations/writings using appropriate presentation strategies and technology

Q3: Make an oral presentation using clear and concise language that incorporates technology.

K-4 Benchmark II-A: Demonstrate competence in speaking to convey information.


3. Make oral presentations, using technologies when appropriate, with an awareness of audience and purpose.

4. Use appropriate non-verbal communication while giving presentations.

K-4 Benchmark II-B:

9. Speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation.


4.SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

4.SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Activity: Students will write a narrative essay. They will type it on the computer, and use the computer to edit their writing.

Assessment: completed narrative essay

Resource: SF, Customized Writing

Target 17

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Grade Level: Fourth Quarter 4 Units 5 and 6 (weeks 1-9) Essential Question: What makes an Adventure? What does it take to achieve our goals and dreams? Strand/Benchmark: Language Arts

Target Performance Strand Common Core Standard

Activity/Assessment Resources

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension.

Q4: Read and comprehend a variety of grade level texts using clear enunciation, and expression

Benchmark I-D: 3. Adjust speed of reading to suit purpose and difficulty of material.

4. Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

Benchmark II-A: 5. Read aloud grade-level text with fluency and comprehension.

4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Activity: Students will work in small groups. They will read grade level text with similar themes. They will give book talks and play Book Bingo while reading grade level text. Bingo cards include a variety of genres and authors. Assessment: completed bingo cards, written information about each book on back of bingo card-5W’s

Activity: Social Studies

Students will be introduced to Tall Tales and then read the story on Paul Bunyan. They will also preview an online poem that correlates with the story.

Assessment: Students will write their own Paul Bunyan Poem

Resource: Real- Life Connector www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Target 1-2

Resource. In search bar type: Paul Bunyan poetry fourth

Click on Paul Bunyan & Babe the Blue Ox-Yahoo! Voices

56

Reading Comprehensions 4th 9 Weeks Target Performance Strand Common Core


2. Target: Employ questioning and summarization to clarify meaning of grade level text.

Q4: Generate questions and summarize grade level text to make connections text-to text, text to-self, text-to-world to interpret meaning.

K-4 Benchmark I-C:


4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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).

3 Day Activity: Students will read a book of their choice. They will create a book jacket highlighting important parts of the story including setting, characters, plot development, climax, resolution, rating, and text connections (text, self, world) On the inside of the book jacket, students will create a question game for their peers to play. When the book jackets and games are completed, students will switch projects with their peers. Other students will review the book jackets, and then play the game; answering questions about the book. *This activity includes summarization and questioning to strengthen comprehension. It also encourages students to read different genres and authors through pair/share and peer recommendations. Assessment: Oral discussion, participation, book jackets, student created game

Resource: SF basal, grade level readers, other printed media Target 1-3

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Reading Comprehension 4th 9 Weeks Target Performance Strand Common Core



Q4: Compare and contrast grade level appropriate literature through differing perspectives.

K-4 Benchmark I-C







4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the texts (e.g., a character’s thoughts, words, or actions).

Craft and Structure 4.RL.6 Assess how point of view or purpose shapes the content and style of a text.



Activity: Students will make connections between characters in two or more stories. They will work in small groups to present the pros and cons of the character’s actions and motives. Assessment: Students will participate in debate to present their perspective of the character’s actions, motives, behaviors. Activity: Students will read “Frogs at Risk” and “Follow That Koala.” They will highlight similarities and differences between the two passages. Assessment: Students will show their info of the two stories using a Venn diagram.

Resources: grade level texts, library books Example of debate: The Trial of the Big Bad Wolf-Reader’s Theater www.clccharter.org/donna/...mock 20%trial Resource: In search bar type: www.readworks.org/lessons/concepts/compare-and-contrast click on compare/contrast 4th grade unit 1--Lesson 1

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Reading Comprehension 4th 9 Weeks Target Performance Strand Common Core



Q4: Validate logical conclusions and determine understanding of word choice and perspective.

K-4 Benchmark I-C








Craft and Structure



4.RI.8 Explain how author’s use reason and evidence to support particular points in a text.

Activity: Students will justify opinions/thoughts during literature discussion or content lesson by providing examples; citing context clues, word choice, and details in pictures or text. Assessment: participation, oral discussion, teacher observation Activity: Science Students will read article on Climate Change and draw conclusions to justify their thought. Students will discuss topic and city details and context clues. Assessment: read article, oral discussion, and written summary on individual perspective of topic.

Resources: text books, literature books Other resources: interactive sites www.globalclassroom.org/2005/ins ervice/reading.html www.freeology.com making inferences Target 1-4 www.amnh.org/ology/index.php?channel=climatechange click on Kid’s Science On left, click Climate Change Scroll down and click: About climate Change

59

Word Analysis 4th 9 Weeks Target Performance Strand Common Core



Q4 Implement a variety of concept maps, graphs, and charts to convey vocabulary components in presentation or written form.

K-4 Benchmark I-C








Craft and Structure



4.RI.8 Explain how author’s use reason and evidence to support particular points in a text.

Activity: Students will read a short story, and use familiar word parts along with context clues to define lesson vocabulary. Assessment: Student Reader Writer Notebook (example 282 student edition, TE 116e)

Resources: grade level text, SF student practice book, dictionaries, glossaries, thesauruses Teachers may also reference Envision It found at www.pearsonsuccessnet.com Click teacher’s resources

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Word Analysis 4th 9 Weeks Target Performance Strand Common Core


6. Target: Understand /Determine meaning of unknown vocabulary words within context.

Q4: Apply /Critique meaningful words when writing and speaking to increase vocabulary knowledge

Benchmark 1-A:






Activity: Students will write Vocabulary words on index cards. At the beginning of each day, a student picks a card. Students must define the word (verbally or written). Throughout the day, students are to use the chosen word as many times as possible. At the end of the day, students share how many times the word was used either in conversation or written language. The student who uses the word the most puts their name under the word on the word wall. Assessment: participation, student work Activity: Online Vocabulary Quizlet Practice Students receive random 4th grade vocabulary words on computer. Students may spell word, learn definition of word and then test over the words. Students may also play games matching vocabulary words with definitions, synonyms, antonyms and etc.

Resource: www.education.com

Target 5-6

In search bar students will type 4th grade vocabulary Click on 4th grade vocabulary

61

Writing 4th 9 Weeks Target Performance Strand Common Core



Q4: Design a graphic organizer which incorporates facts, details, examples, and explanations for an expository writing, brochures, letters, or speeches.

K-4 Benchmark II-C







Activity: Students will work in small groups or with a partner. They will use Fairy Tales to plan/write a personal narrative from a character’s point of view. Assessment: graphic organizer, narrative Activity: Brainstorm Students will use old magazines and look for pictures that provide strong visuals to brainstorm ideas for story writing. Assessment: Students brainstorm and writing.

Resources: Collection of Fairy Tales including: Goldilocks and the Three Bears, The Three Little Pigs (different versions including “The True Story of the Three Little Pigs), Little Red Riding Hood, Jack and the Beanstalk, etc. Target 7-9 Resource: www.education.com/activity/article/story_starters_second

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Q4: Compose a variety of meaningful sentences to formulate a descriptive paragraph.

K-4 Benchmark II-B:







Activity: Students work through Flip chart with a partner. The chart explains why it is important to use descriptive sentences. Chart gives examples and explains how to form sentences. Students must construct meaningful sentences to formulate a descriptive paragraph. Assessment: student work Activity: Descriptive Writing Lesson from educationworld.com Students train their eyes to look more closely at details of people, places, and things. Students will challenge one another to observe their subject with a more focused eye. *They will look beyond the surface details *practice writing better descriptions *Achieve a rubric score of 4 out of 5 *draw a picture to accompany their writing demonstrating “eye for detail.” Assessment: Students writing with a 4 out of 5 rubric score and drawing. (Teacher will keep writing to edit for target 10)

Resource: www.pppst.com language arts, type in six sassy sentences Target 5-8

Resource: in search bar type

Descriptive paragraph lesson plan

Select: Education world “Indescribably” Excellent Descriptions. Print and follow lessons.

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Q4: Evaluate/justify ACE or RACE responses as being relevant to learning and communicating.

K-4 Benchmark I-C:








4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activity: Students will write a concise constructed/ response to grade level content. They will use a rubric and check list to self-assess individual work. Finally, they will evaluate/justify their response using supporting details from the passage. Assessment: A rubric will be used to analyze the response quality of each component. Activity: Descriptive Writing Students will write a description of their shoe. Teacher will give a list of things they may want to include in their descriptive writing. After they’re done they will draw a picture of their shoe practicing (Target 8) skills. Assessment: Each student will take a shoe off and place it at the front of the room. The teacher will read their descriptions. If someone correctly guesses which shoe is being described, then the student knows he or she wrote a great description.

Resource: http://sqsnm.org/docs/pdsa/2006UpdatedAceSlides.ppt Target 7-9

Resource: www.proteacher.org/c/722_writing_-_descriptive_writing.html (11592)

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Q4: Critically analyze a written document for transitional words, sequence of events and details to establish logical progression.

K-4 Benchmark II-B: 2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.

K-4 Benchmark II-C:




Activity: Student will be provided with a list of transitional words and phrases. Students will then highlight transitional words or phrases in assigned passage, and discuss choice of transitional words with partner. Activity 2: Students will complete transition word activity available at www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english Then, they will create original sentences using assigned transitional words and/or phrases.Target 7-10 Activity: Students will use writing from target 8 to identify transitional words, check for sequence of events, and details. They will make any corrections needed in final writing. Assessment: Students edited page and final written document

Resource: www.kimskorner4teachertalk.com create a scene with words

Target 7-10

Resource: in search bar type

Descriptive paragraph lesson plan

Select: Education world “Indescribably” Excellent Descriptions. Print and follow lessons.

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11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and word usage. Q4: Compare and Contrast two non-fiction written documents for conventions, transitional words, sequence of events and details to establish logical progression.

K-4 Benchmark II-B:


K-4 Benchmark II-C:





Activity: Student will be provided with a list of transitional words and phrases. Students will then highlight transitional words or phrases in assigned passage, and discuss choice of transitional words with partner. Activity 2: Students will complete transition word activity available at www.sinclair.edu/centers/tlc/pub/handouts worksheet/english Then, they will create original sentences using assigned transitional words and/or phrases.Target 11

Resource: www.writing.pppst.com/expository .html; click on expository writing Target 12

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Q4: Compare/contrast expository to narrative writing identifying format, similarities and differences in order to compose a simple expository essay.

K-4 Benchmark II-C:

1. Produce a variety of written compositions using:

b. narrative writing (e.g., using sequence, point of view and character to tell a story), and





4.W.2a-e Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.



Activity: Students will view the power point, Expository Writing. In large group, they will discuss similarities and differences between expository and narrative writing. Next, students will sort teacher created cards into “Expository” or “Narrative” groups. They will justify their reasoning by using examples or details from the passage or the power point. Assessment: Student created graphic organizer, draft, and final essay. Activity: Compare/contrast texts Student will review Unit 1 week 2 “Lewis and Clark and Me”, a narrative text and read “The Man Who Went to the Far Side of the Moon”, Unit 6 week 5 an expository text. They will identify the similarities and differences between the two stories and discuss them as a whole group. Students will then compose a simple expository essay. Assessment: students graphic organizer, rough draft, and final copy

Resource: www.writing.pppst.com/expository .html; click on expository writing Target 12 Resource: Scott Foresman Reading

67

Literature 4th 9 Weeks Target Performance Strand Common Core



Q4: Respond to literature using interpretive, critical, and evaluative processes to analyze grade level literature using cause/effect and compare/contrast strategies.


1. Examine the reasons for characters’ actions.

2. Identify and examine characters’ motives.





Craft and Structure

4.RI.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


4.RI.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Activity: Students will create a presentation of their choice (power point, skit, artwork, etc…) to demonstrate cause/effect or compare/contrast grade level text. Example: Magic Tree House: Finding the Titanic (Why did the Titanic hit the iceberg? How were the different classes of people treated differently? Did a person’s socio-economic status influence the person’s chance of survival? Etc…) Assessment: student presentation Activity: Students will select two stories of their choice from Scott Foresman Reading. They will use cause/effect and compare/contrast strategies with their stories to make a presentation to the class. (Teacher may choose to limit selections from units) Assessment: Student graphic organizers and presentation.

Resource: grade level text, self- selected reading material Target 3, 7, 13 Resource: Scott Foresman Reading

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Q4: Formulate questions to clarify meaning in order to speculate about text and determine author’s intent, style, and content individually.

Benchmark II-A:

1. Actively contribute to a discussion.



1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Activity: Students will construct fortune tellers to formulate questions and clarify meaning about text, and author’s purpose/style. They will take turns answering questions with a partner or small group using the fortune teller. Assessment: participation, oral discussion, accurateness in answering questions. Activity: Teacher will read leveled reader, “Becoming a Melting Pot” to the class and discuss author’s purpose and clarify meaning of text. Assessment: participation, discussion and evidence to support their belief of author’s purpose.

Resource: Google : Fortune Teller and other activities www.familyeducation.com Target 14 Resource: Scott Foresmen Leveled Reader

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Q4: Apply figurative language to produce a written composition which presents ideas clearly and concisely.

K-4 Benchmark II-A


Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Activity: Students will create and illustrate poetry books that include idioms, alliterations, personifications, and hyperboles. Assessment: student created poetry books. Activity: Social Studies Student will independently read passage “Big Burger Battle” targeting idioms and their meanings. Assessment: Students will work on a “Big Burger Battle” Comprehension worksheet.

Resource: http://www.educationalrap.com/song/figurative-language/ Resource: www.readworks.org click reading passages scroll to “Big Burger Battle” 4 Figurative Language.

70

Media and Technology 4th 9 Weeks Target Performance Strand Common Core



Q4: Select print and digital resource materials to produce a written document for a specific topic or purpose.

K-4 Benchmark I-B:



4.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

4.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Activity: Students will work in small group to view illustrations, captions, and grade level text. They will discuss if the media depicts biases towards different cultures. They will also determine if they find the media easy to understand, interesting to look at, and informative at a level they can understand. Students will select an illustration or passage from a digital resource, and write an opinion paper discussing bias or grade level appropriateness. Assessment: oral discussion, Participation Activity: Social Studies Student will utilize media literacy to research “the Lost City” to compile information for a radio announcement. (Unit 5 story 2) Assessment: Students will present their radio announcements reflective of their research.

Resources: grade level text, newspapers, magazine, other printed material

Target 16-17

Resource: Scott Foresman Reading www.pearsonsuccessnet.com

71

Media and Technology 4th 9 Weeks Target Performance Strand Common Core



Q4: Using technology, create a presentation of a selected genre of student’s choice to demonstrate awareness of literature.

K-4 Benchmark II-A: Demonstrate competence in speaking to convey information.


3. Make oral presentations, using technologies when appropriate, with an awareness of audience and purpose.

4. Use appropriate non-verbal communication while giving presentations.

K-4 Benchmark II-B:

9. Speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation.

Presentation of Knowledge and Ideas

4.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

4.SL.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Activity: Students will create a Power Point or Promethean Flip Chart and insert audio recordings to coincide with selected genre in order to demonstrate literature awareness. Assessment: completed project Activity: Final 4th grade Culminating project utilizing all of the reading strategies. Students will select two leveled readers based on reading ability to create a presentation using a flip chart or power point. Students may be allowed to work with a partner if they are in the same reading level. They will utilize these reading strategies: Author’s Purpose, Cause/Effect, Similarities/Differences, Inferences, Questioning, and Fact and Opinion. Assessment: Presentation

Resource: SF, Customized Writing, computer, grade level literature Target 17 Resource: Scott Foresman Leveled Reader

reading street unit 1—big idea---turning points 1st maps/2012-2013...(ex: because of winn...

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