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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

Shelby County Schools2015/2016

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● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

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


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expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

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


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


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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


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achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

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

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


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(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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The TNCore Literacy Standards

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

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


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

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

Student Achievement Partners 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.


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

Student Achievement Partners Academic Work 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


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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


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Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

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


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Curriculum Maps, Grades 3-5

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

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the


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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.Shelby County Schools

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● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

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

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


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

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are


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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.

DOE Curriculum Standards Learning Outcomes Content & TasksWeek 1 Lesson 7Reading Selections Coming Distractions: Questioning Movies (Lexile Level 740) How Do They Do That? (Lexile Level 880-paired selection)


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DOE Curriculum Standards Learning Outcomes Content & Tasks Inventions of the Future (Lexile Level 930) http://www.readworks.org/passages/inventions-futureBig Idea: We express ourselves in many ways.

Reading Literature and Informational TextRI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI.4.5- Describe the overall structure (e.g., chronology,

Strategies and SkillsComprehension Skill Fact and Opinion Explain Concepts and Ideas Domain Specific Vocabulary

Performance Assessments Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook Written summary of a “cold read” text or texts, drawing on specific


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




DOE Curriculum Standards Learning Outcomes Content & Taskscomparison, 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 Science StandardGLE 0407.4.2 Recognize that new tools, technology, and inventions are always being developed.

Comprehension Strategy Summarize

Learning Targets (I Can…) Determine the difference between facts and opinions. Determine the meaning of words in context. Summarize a text.

details from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations

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

Text Dependent QuestionsShelby County Schools

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DOE Curriculum Standards Learning Outcomes Content & Tasks Locate clue words that signal an opinion. Scan a passage to locate factual details. Use clue words when expressing an opinion.

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksactor to play the role? (inferences)

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

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

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


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DOE Curriculum Standards Learning Outcomes Content & Tasks

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

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

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

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksleveled texts using single words, gestures and pictures.

texts using phrases and pictures. and some sentences with emerging complexity.

sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with

Strategies and Skills:Phrasing: Punctuation

Learning Targets (I Can…)

Phonics and fluency: Common Consonant Patterns and Clusters

Performance assessments Use of learned phonics patterns to decode unfamiliar words


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




DOE Curriculum Standards Learning Outcomes Content & Tasksaccuracy, appropriate rate, and expression on successive readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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

Apply phonics and word analysis skills effectively when reading.

Oral reading fluency checks/running records

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

consonant cluster, and say each word. Fluency (optional)- Read aloud and pause appropriately using

punctuation as a guide; Time each other and graph results http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


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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 and details

Strategies and SkillsSkills Opinion Writing Linking Words

Strategy Writing pre-assessment of paragraph written from a prompt

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

Writing Tasks Pre-assessment writing task: In Inventions of the Future, we read


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DOE Curriculum Standards Learning Outcomes Content & Tasksabout a text.

Modeled response to text. Peer editing pre-assessment for clear evidence in text. Self-editing pre-assessment and self-reflection. Writing post-assessment to similar prompt. POW + TREE mnemonic and graphic organizer

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

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)

Post-assessment writing task: In the texts Coming Distractions: Questioning Movies and How Do They Do That? we learned a lot


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







Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Clearly state the topic and my opinion about the topic

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 TNCore, http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr4-5.pdf

Speaking and Listening Strategies and Skills Performance Assessments


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http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr4-5.pdf





DOE Curriculum Standards Learning Outcomes Content & TasksSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2 -Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Collaborate effectively Fact and Opinion

Learning Targets (I Can…) Collaborate with peers in discussions to facts and opinions

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

Teacher observation Journeys Cold Reads Journeys Level Readers Literacy Stations Add audio information Oral reports


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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.

Strategies and SkillsSkills Simple Verb Tenses Regular Verb Irregular Verb Past Participle

Vocabulary Greek and Latin Word Parts- phon, photo, graph, auto, tele,

Vocabulary for Explicit Instruction Target, Latin, promote, Greek, graph

Literacy Station ActivitiesShelby County Schools

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Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/

VocabularyStrategies.html

Learning Targets (I Can…) Discuss the qualities of each simple verb tense. Identify each simple verb tense while reading.

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)


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





DOE Curriculum Standards Learning Outcomes Content & Tasks 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.

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format

Week 2 Lesson 8Reading Selections Me and Uncle Romie (Lexile Level 780)


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DOE Curriculum Standards Learning Outcomes Content & Tasks Sidewalk Artists (NP-paired selection) Ruby Bridges (Donyall Dickey, Complex Text, RI.4.1)

Big Idea: We express ourselves in many ways.

Reading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.3-Describe in depth a character, setting, or event

Strategies and Skills:Comprehension Skill Understanding Characters Theme

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksin 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.

Point of View

Comprehension Strategy Visualize

Learning Targets (I Can…) Identify and understand characters. Determine the theme of a story.

Written summary of a “cold read” text or texts, drawing on specific details from the text

Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations

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


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DOE Curriculum Standards Learning Outcomes Content & Tasks Analyze a story’s point of view. Draw conclusions based on visual evidence from the text.

a complete sentence;

Text Dependent Questions 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)


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DOE Curriculum Standards Learning Outcomes Content & Tasks How is pepper jelly important in the relationship between Uncle Romie

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

Literacy Station Activities Comprehension Station –use graphic organizers to identify

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


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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

Identify theme in grade-level texts in L1 and/or answer wh- questions

Identify theme of story from adapted texts by answering in simple

Identify theme of story in texts within grades 3-4 complexity level by

Identify theme of story in grade level texts by producing multiple,


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DOE Curriculum Standards Learning Outcomes Content & Tasksanswer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.

sentences with repetitive, grammatical structures and key content-based vocabulary.

producing complex sentences with varying grammatical structures and content based vocabulary.

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

Reading Foundational SkillsRF.4.4a- Use combined knowledge of all letter-sound

Strategies and SkillsStress

Phonics and fluency: Stressed and Unstressed Syllables


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DOE Curriculum Standards Learning Outcomes Content & Taskscorrespondences, 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.

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

comprehension. Apply phonics and word analysis skills effectively when

reading.

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

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksenhance meaning with a partner.


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.

Strategies and SkillsSkills Opinion Writing Linking Words

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


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DOE Curriculum Standards Learning Outcomes Content & TasksW.4.1b- Provide reasons that are supported by facts and details.

Strategy Writing pre-assessment of paragraph written from a prompt

about a text Modeled response to text Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection Writing post-assessment to similar prompt POW + TREE mnemonic and graphic organizer

Writing Tasks Pre-assessment writing task: We learned about three different types of

art – abstract art, landscape paintings, and watercolor. Of these three art types, which one do you enjoy the most? Explain your reasoning, and use facts and details from the articles to support your ideas. (http://www.readworks.org/passages/forms-art-abstract-art, http://www.readworks.org/passages/forms-art-landscape-paintings, and http://www.readworks.org/passages/forms-art-watercolor)


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http://www.readworks.org/passages/forms-art-watercolor

http://www.readworks.org/passages/forms-art-landscape-paintings

http://www.readworks.org/passages/forms-art-abstract-art




DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Clearly state the topic and my opinion about the topic.

Post-assessment writing task: In Me and Uncle Romie and Sidewalk Artists, we read about two types of art – collage art and sidewalk art. Although a person may not be a talented artist, do you think that it is still important for this person, or any person, to practice making art? Why or why not? Support your answer with things you learned from the characters in the different texts.

Use scoring rubric from TNCore,


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DOE Curriculum Standards Learning Outcomes Content & Taskshttp://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr4-5.pdf


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DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 4.b-Follow agreed-upon rules for discussions and carry out assigned roles

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

q/a sessions Think, pair, share Theme

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

Performance Assessments Teacher observation Journeys Cold Reads Journeys Level Readers Literacy Stations Add audio information Oral speeches


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DOE Curriculum Standards Learning Outcomes Content & TasksLanguageL.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.

Strategies and SkillsSkills Progressive Verb Tenses (I was walking; I am walking; I will be

walking)


Vocabulary Figurative Language

Vocabulary for Explicit Instruction Tenses, model, streak, visualize, idioms

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

practice sorting under categories; identify idioms using phasing Shelby County Schools

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DOE Curriculum Standards Learning Outcomes Content & TasksVocabularyStrategies.html

Learning Targets (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.

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

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

walking)Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.


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DOE Curriculum Standards Learning Outcomes Content & Tasks Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format

Week 3 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


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




DOE Curriculum Standards Learning Outcomes Content & TasksBig Idea: We express ourselves in many ways.

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

Strategies and SkillsComprehension Skill: Conclusions and Generalizations Understanding Characters Humor

Comprehension Strategy


details from the text


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DOE Curriculum Standards Learning Outcomes Content & Tasksevidence to support particular points in a text.

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

Question

Learning Targets (I Can…) Draw conclusions and generalizations based on evidence in the

text. Examine how an author creates humor. Describe a character in detail.

Teacher-made or district common assessments in testing format Literacy Stations

Performance Task-Optional Choose a character from the reading selection and describe his/her

character using humorous words.

Text Dependent Questions On page 265, the author lets the readers know what happened in the


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DOE Curriculum Standards Learning Outcomes Content & Tasksstory through Cara’s letter indirectly. What do you find out in the last paragraph? (general understanding)

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksshe 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)


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


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DOE Curriculum Standards Learning Outcomes Content & Tasks 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

Summarize an informational text using L1 and/or pictures or answer wh- questions with general, content-

Summarize an adapted informational text using key, content-based vocabulary in simple

Summarize an informational text within grades 3-4 complexity level using content-based vocabulary in

Summarize a grade-level informational text using precise, content-based vocabulary in


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DOE Curriculum Standards Learning Outcomes Content & Taskssingle words or answering yes/no or either/or questions.

based vocabulary in phrases and formulaic grammatical structures.

sentences with repetitive grammatical structures that represent multiple, related ideas.

expanded and some complex sentences with varying grammatical structures.

multiple, complex sentences with varying grammatical structures.


Reading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

Strategies and Skills: Accuracy


Phonics and fluency: Common Beginning Syllables

Performance assessments


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DOE Curriculum Standards Learning Outcomes Content & Tasksmorphology (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.

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.

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

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.


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DOE Curriculum Standards Learning Outcomes Content & TasksWriting/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 and details.

Strategies and SkillsSkills Informative/Explanatory writing Linking Words

Strategy Show exemplar text Model how to write informative/explanatory writing

Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement

Writing Tasks Write an explanatory essay that explains a process or tells what

happened. Use projectable 9.7 as a guide.


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DOE Curriculum Standards Learning Outcomes Content & Tasks Use POW + TIDE mnemonic and graphic organizer

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

Modeled response to text

Learning Targets (I Can…) Introduce a topic clearly. Group important supporting facts together about a topic in an

Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf


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http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf





DOE Curriculum Standards Learning Outcomes Content & Tasksinformative/explanatory text.

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.

Speaking and ListeningSL 4.2-Paraphrase portions of a text read aloud or

Strategies and Skills Summarizing

Performance Assessments Teacher observation


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DOE Curriculum Standards Learning Outcomes Content & Tasksinformation 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.

Paraphrasing Information

Learning Targets (I Can…) Understand how to sum up information read aloud Speak clearly to present a task aloud to an audience

Journeys Cold Reads Journeys Level Readers Literacy Centers (Comprehension and Fluency/Word Study Add audio information Oral reports

Language Strategies and Skills Vocabulary


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DOE Curriculum Standards Learning Outcomes Content & TasksL.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.

Skills Compound Sentences Complex Sentences



Antonyms

Vocabulary for Explicit Instruction fault, proof, reference, antonyms, humor

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


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DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (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.

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

Performance Assessments Edit pre-assessment draft for weekly grammar skill


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DOE Curriculum Standards Learning Outcomes Content & Tasks Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format

Week 4- Lesson 10Reading Selections Jose’! Born to Dance (Lexile Level 720) Dance to the Beat (Lexile Level NP-paired selection)


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DOE Curriculum Standards Learning Outcomes Content & Tasks The Viennese Waltz ((Donyall Dickey, Complex Text, RI.4.2)Big Idea: We express ourselves in many ways.

Reading Literature and Informational TextRL 4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RI.4.5-Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Strategies and SkillsComprehension Skill Author’s Purpose Simile and Metaphor




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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.

Analyze/Evaluate

Learning Targets (I Can…) Identify the author’s reason for writing the text. Distinguish between similes and metaphors. Evaluate the author’s point of view. Identify and analyze metaphors and similes in grade level texts.

details from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations

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


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DOE Curriculum Standards Learning Outcomes Content & Tasks 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)

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)


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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;


See also district support documents at: http://scsliteracy.weebly.com/


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http://scsliteracy.weebly.com/





DOE Curriculum Standards Learning Outcomes Content & TasksWIDA 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: BridgingRead 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

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

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,

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-

Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise, content-based vocabulary


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DOE Curriculum Standards Learning Outcomes Content & Tasksoverall structure of a leveled text. informational leveled text using

phrases and short sentences with formulaic structures.

related sentences. based vocabulary in expanded and sentences of emerging complexity.

in multiple, complex sentences of varying lengths and complexity.



Strategies and Skills: Intonation


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



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DOE Curriculum Standards Learning Outcomes Content & Tasksmorphology (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.

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


and writing.

Use of learned phonics to sound out vowel + r sound words Oral reading fluency checks/running records Oral reading from novel in small groups

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


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DOE Curriculum Standards Learning Outcomes Content & Taskstogether varying your intonation (pitch).


Writing/ResearchW.4.2b- Develop the topic of facts, definitions, concrete details, quotations, or other information and examples related to the topic.W.4.2d. – Use precise language and domain specific

Strategies and SkillsSkills Informative/Explanatory writing Precise Language

Strategy

Routine Writing Draft an explanatory essay Journal ideas Write concluding statements


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DOE Curriculum Standards Learning Outcomes Content & Tasksvocabulary to inform about or explain the topic. Show exemplar text

Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer




Writing Tasks Using the writer’s notebook p.120, work in pairs to analyze examples

of precise language in Jose’! Born to Dance. Use a graphic organizer to draft an explanatory essay about Pet Care or Teacher’s Choice.

Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-


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

5.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


q/a sessions Think, pair, share

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

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


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DOE Curriculum Standards Learning Outcomes Content & TasksEnglish (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

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

Strategies and SkillsSkills

Vocabulary Shades of Meaning


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DOE Curriculum Standards Learning Outcomes Content & Tasksstandard 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.

Subject and Object Pronouns Reflective and Demonstrative pronouns Antecedents


Vocabulary for Explicit Instruction Record, course, toured, towered, synonyms, reflective,

demonstrative

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

small, subtle differences in meaning between similar words or


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DOE Curriculum Standards Learning Outcomes Content & TasksVocabularyStrategies.html

Learning Targets (I Can…) Identify subject and object pronouns accurately. Identify and use reflexive and demonstrative pronouns

accurately. Identify antecedents and understand pronoun-antecedent

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 Pronouns


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DOE Curriculum Standards Learning Outcomes Content & Tasksagreement.

Performance Assessments Edit pre-assessment draft for weekly grammar skill. Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format


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Week 5 – Lesson 11Reading 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)

Big Idea: Nature can amaze us.


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DOE Curriculum Standards Learning Outcomes Content & TasksReading Literature and Informational TextRI.4.3-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Strategies and SkillsComprehension Skill Text and Graphic Features Explain Scientific Ideas Text Structure

Comprehension Strategy Infer/Predict


details from the text Teacher-made or district common assessments in testing format


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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 Science StandardGLE 0407.8.2 Differentiate between weather and climate.

Learning Targets (I Can…) Identify text and graphic features and their function in

informational text. Make inferences using facts and details in informational text. Recognize the structure of a story. Use maps, charts, diagrams, tables, headings, and captions to

make sense of informational text.

Anecdotal evidence from classroom discussions Literacy Stations

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.


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DOE Curriculum Standards Learning Outcomes Content & Tasks 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)

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


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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


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DOE Curriculum Standards Learning Outcomes Content & TasksSee also district support documents at: http://scsliteracy.weebly.com/

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

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

Explain specific information in text within grades 3-4 complexity level such as what happened and why by writing an informative paragraph

Explain specific information from grade-level text such as what happened and why by writing an informative clear and coherent


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





DOE Curriculum Standards Learning Outcomes Content & Tasksand why from a leveled text. specific event. with expanded and some complex

sentences.paragraph with multiple, complex sentences.


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

Strategies and Skills: Phrasing: Punctuation

Learning Targets (I Can…) Read compound words.

Phonics and fluency: Compound Words Read oral texts accurately Use morphology to recognize the two words in a compound word


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DOE Curriculum Standards Learning Outcomes Content & Tasksunfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.

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.

Performance assessments: Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/word study station: Compound word sort; creating


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DOE Curriculum Standards Learning Outcomes Content & Taskscompound words using two root words

Fluency station (optional): real aloud practicing and paying attention to the use of punctuation; repeated readings


Writing/ResearchW.4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include

Strategies and SkillsSkills Informative/Explanatory writing

Routine Writing Draft an explanatory essay Journal ideas


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DOE Curriculum Standards Learning Outcomes Content & Tasksformatting (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.

Precise Language

Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer



Write concluding statements

Writing Tasks After Hurricanes: Earth’s Mightiest Storms and Recovering from

Katrina, write an explanatory essay about the importance of weather forecasts.

Or Teacher Choice


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Learning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Use precise language when writing an explanatory essay.



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DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking 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


q/a sessions Think, pair, share Preparing material for class discussions


while working in a group.


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


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DOE Curriculum Standards Learning Outcomes Content & TasksLanguageL.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.

Strategies and SkillsSkills Frequently Confused Words (Homophones)Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/



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

Vocabulary for Explicit Instruction source, condense, features, registered, pressure

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


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DOE Curriculum Standards Learning Outcomes Content & Tasks 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.

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


Language Arts Frequently Confused Words (Homophones)

Performance Assessments


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DOE Curriculum Standards Learning Outcomes Content & Tasks Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format


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DOE Curriculum Standards Learning Outcomes Content & TasksWeek 6 – 2 Day Skills ReviewReading Selection

Dust of Snow (Lexile Level NP-Poetry)http://www.readworks.org/passages/dust-snowBig Idea: Nature can amaze us.

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

Strategies and SkillsComprehension Skill Author’s Purpose (review)

Performance Assessments Written summary of a “fresh read” text or texts, drawing on specific

details from the text /poemShelby County Schools

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Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Read and understand story structure of plays, poetry, and

stories

Teacher-made or district common assessments in testing format (all) Anecdotal evidence from classroom discussionsSee also district support documents at: http://scsliteracy.weebly.com/

Performance Task-Optional Read a passage to determine if the purpose is to inform, entertain,

express, or persuade.


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DOE Curriculum Standards Learning Outcomes Content & TasksText Dependent Questions Where, more likely, is the speaker of the poem? Use evidence from

the poem to support your answer. (key details) Re-read the second stanza of the poem, what does the word “saved”

mean here? (vocabulary) What does a crow shaking down from a hemlock give the speaker’s

heart? (inference)


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DOE Curriculum Standards Learning Outcomes Content & TasksLiteracy Station Activities Comprehension Station-paraphrase (in your own words) Dust of

Snow creating a new poem. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


Strategies and Skills: Phrases: Pauses Expression


Phonics and fluency: Review stressed and unstressed syllables



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DOE Curriculum Standards Learning Outcomes Content & Tasksmorphology (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

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

Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Oral reading from novel in small groups

Literacy Station Activities Decoding/word study station –Count the syllables in each line of the

poem; Fluency station (optional): Stress (emphasizing certain words to


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DOE Curriculum Standards Learning Outcomes Content & Tasksenhance meaning)

Writing/ResearchW.4.3a-Orient the reader by establishing a situation and introducing a narrator and or characters; organize an event sequence that unfolds naturally.

Strategies and SkillsSkills Poetry

Strategy Self editing draft and self-reflection

Routine Writing Write Poem

Writing Tasks Create a two-stanza poem about nature or weather.


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DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Express myself through poetry.

Speaking and ListeningSL 4.3-Identify reasons and evidence a speaker provides to support particular points.


q/a sessions Think, pair, share


question/answer sessions. Oral presentations (group or individual)


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DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Use accountable talk procedures to show active listening skills

while working in a group. Identify behaviors that are appropriate for group activities.

LanguageL.4.1g-Correctly use frequently confused words (e.g., to, too, two; there, their).

Skill Frequently Confused Words (Homophones)

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


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DOE Curriculum Standards Learning Outcomes Content & TasksL.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.



Learning Targets (I Can…) Identify and explain when to use commonly confused

homophones. Use commonly confused homophones correctly when I am

Vocabulary for Explicit Instruction Concerned, mood, rued, hemlock, saved

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.



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DOE Curriculum Standards Learning Outcomes Content & Taskswriting.

Edit writing for capitalization errors and spelling errors.Language Arts Frequently Confused Words (Homophones)

Performance Assessments Edit pre-assessment draft for weekly grammar skill (review) Edit for grade-level capitalization and punctuation errors (review)

Week 7-Lesson 12Reading Selections


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DOE Curriculum Standards Learning Outcomes Content & Tasks The Earth Dragon Awakens (Lexile Level 770) Twisters (Lexile Level 860;paired selection) Strom Chasers (Lexile Level 690); http://www.readworks.org/passages/storm-chasersBig Idea-Nature can amaze us.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).

Strategies and SkillsComprehension Skill Sequence of Events Conclusions and Generalizations

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


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http://www.readworks.org/passages/storm-chasers




DOE Curriculum Standards Learning Outcomes Content & TasksRI.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.

Author’s Word Choice

Comprehension Strategy Visualize

Learning Targets (I Can…) Use details to determine the sequence of events in a text. Draw conclusions and generalizations based on evidence in the

Written summary of a “cold read” text or texts, drawing on specific details from the text

Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations

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


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text. Visualize characters, settings, and events based on text details.

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

Text Dependent Questions On page 350, Ah Sing says, “The Earth Dragon must be scratching.”

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

The author uses words like crack, crumble, shatter, and sprays in the


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DOE Curriculum Standards Learning Outcomes Content & Tasksfirst 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)



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DOE Curriculum Standards Learning Outcomes Content & Taskscharacterization; 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).


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DOE Curriculum Standards Learning Outcomes Content & TasksLevel 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingDescribe a character in detail with evidence from grade level text in L1 and/or identify details of a character using visual representations and adjectives.

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

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

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

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

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:


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DOE Curriculum Standards Learning Outcomes Content & Tasks http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives

Reading Foundational SkillsRF.4.3a-Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.4.4a- Read on-level text with purpose and

Strategies and Skills Rate

Learning Targets (I Can…) Read words with base words and endings. Read grade level text with fluency, accuracy, expression and

comprehension.

Phonics and fluency: Base Words and Endings

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


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DOE Curriculum Standards Learning Outcomes Content & Tasksunderstanding. 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

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

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

Writing/ResearchW.4.2a- Introduce the topic clearly and group related

Strategies and SkillsSkills

Routine Writing Draft a compare/contrast essay


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DOE Curriculum Standards Learning Outcomes Content & Tasksinformation in paragraphs and sections; include formatting (e.g., headings) illustrations, and multimedia when useful to aiding comprehensionW.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text.W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

Informative/Explanatory writing Precise Language



Journal ideas Write concluding statements

Writing Tasks The past two weeks, we have learned about hurricanes, tornadoes,

and earthquakes, as well as the damage that these natural disasters can cause. Choose two of these weather conditions to compare and


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DOE Curriculum Standards Learning Outcomes Content & Tasks Modeled response to text

Learning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Use precise language when writing a compare/contrast essay.

contrast its affects? Use facts and details from two texts to support your answer.


Speaking and ListeningSL 4.1a- Come to discussions prepared, having read or


Performance Assessments Teacher observations.


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DOE Curriculum Standards Learning Outcomes Content & Tasksstudied 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.

q/a sessions Using formal English in appropriate situations



Participating in and conducting discussions, read alouds, and question/answer sessions.

Using formal English in appropriate situations.


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DOE Curriculum Standards Learning Outcomes Content & Tasksdiscussion 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

Strategies and SkillsSkills Possessive Nouns

Vocabulary Synonyms


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DOE Curriculum Standards Learning Outcomes Content & Tasksspeaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



Learning Targets (I Can…) Explain how to use and create a possessive noun or pronoun. Use possessive nouns and pronouns correctly in my writing.

Vocabulary for Explicit Instruction Slab, crushing, sequence, tremble, synonyms

Literacy Station Activities Vocabulary Station-Match words that has similar meanings;

Brainstorm a list of synonyms; Identify synonyms in a piece of text; http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Language ArtsShelby County Schools

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DOE Curriculum Standards Learning Outcomes Content & Tasks Edit writing for capitalization errors and spelling errors. Possessive Nouns

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format

Week 8-Lesson 13


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DOE Curriculum Standards Learning Outcomes Content & TasksReading Selections Antarctic Journal: Four Months at the Bottom of the World (Lexile Level 910) Cold, Cold Science (Lexile Level 990; paired selection) Winter is Coming (Lexile Level 710); http://www.readworks.org/passages/winter-comingBig Idea-Nature can amaze us.Reading Literature and Informational TextRL.4.3- Describe in depth a character, setting, or event in a story or drama, drawings on specific details in the

Strategies and SkillsComprehension Skill Sequence of Events

Performance Assessments Complete a graphic organizer to show how a text is organized. Annotate text or use sticky notes to mark key ideas.


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http://www.readworks.org/passages/winter-coming




DOE Curriculum Standards Learning Outcomes Content & Taskstext (e.g., a character’s thoughts, words, or actions).RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the textRI .4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI .4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,

Domain-Specific Vocabulary Simile and Metaphor

Comprehension Strategy Summarize

Learning Targets (I Can…) Explain scientific ideas after reading a scientific text.

Discuss the importance of text and graphic features in a group. Teacher observations Teacher-made or district common assessments. Journeys weekly tests, periodic assessments, and other resources Anecdotal evidence from classroom discussions. Text dependent questions from reading selection or a ‘fresh read’ Literacy Stations


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DOE Curriculum Standards Learning Outcomes Content & Tasksideas, concepts, or information in a text or part of a text.


Sequence events from a text. Ask and answer questions about texts. Use maps, charts, diagrams, tables, headings, and captions to

make sense of informational text.. Use context to determine the meanings of unfamiliar words and

academic terms. Summarize a text or part of a text. Identify and analyze metaphors and similes in grade level texts.

Performance Task- Optional List 1o different figurative language phrases. Have students identify

the metaphors.

Text Dependent Questions Why does the author need to be shown how to walk on open ground?

(general understanding) On page 369, the author writes, “each island has an emergency


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DOE Curriculum Standards Learning Outcomes Content & Taskscache of food and supplies…” What does cache mean? What clues did you use? (vocabulary)

Look at the illustration on page 386. How does the illustration match the journal entry on page 387? Use evidence from the text to support your answer. (inferences)

Literacy Station Activities Comprehension Station –create a timeline of sequential events from


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DOE Curriculum Standards Learning Outcomes Content & Tasksthe anchor text;

Identify different types of similes and metaphors in the text and practice sorting under categories;


See also district support documents at: http://scsliteracy.weebly.com/

Reading Foundational Skills Strategies and Skills: Phrasing: Pauses Phonics and fluency: Recognizing Common Word Parts


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DOE Curriculum Standards Learning Outcomes Content & TasksRF 4.3a- Know and apply grade-level phonics and word analysis skills in decoding words. 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

Learning Targets (I Can…) Read compound words. Read words with base words and endings. Read words with Greek and Latin parts. Read with fluency from a variety of texts (poetry, drama, current

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

comprehension.

Performance assessments Recognize and use compound words appropriately Recognize base words and endings Recognize common word parts Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records


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DOE Curriculum Standards Learning Outcomes Content & TasksRF 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

Apply phonics and word analysis skills effectively when reading and writing. Literacy Station Activities

Decoding/word study station –break apart and sort common word parts.

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 Writing/Research Strategies and Skills Routine Writing


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DOE Curriculum Standards Learning Outcomes Content & TasksW.4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings) illustrations, and multimedia when useful to aiding comprehensionW.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text.W.4.2d- Use precise language and domain-specific

Skills Informative/Explanatory writing Precise Language


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

Draft an informative/explanatory essay Journal ideas Write concluding statements

Writing Tasks After reading Antarctic Journal: Four Months at the Bottom of the

World, write an informative/explanatory essay about places animals live in nature and the usual weather conditions in those


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DOE Curriculum Standards Learning Outcomes Content & Tasksvocabulary to inform about or explain the topic. materials.aspx


Learning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Use precise language when writing an explanatory essay.

places. Or Teacher Choice


SL.4.1a- Come to discussions prepared, having read or Strategies and Skills Performance Assessments


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DOE Curriculum Standards Learning Outcomes Content & Tasksstudied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to

Participating in and conducting discussions, read-alouds, and q/a sessions.

Think, pair, share. Preparing materials for class discussions.


Participating in and conducting discussions, read-alouds, and q/a sessions

Accountable talk sessions Think, pair, share Prepare material for class/group discussion Teacher observations


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DOE Curriculum Standards Learning Outcomes Content & Taskssupport main ideas or themes; speak clearly at an understandable pace


discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Paraphrase information from a text.

Language.L4.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

Strategies and SkillsSkills Modal Auxiliary (may, might, can could)

Vocabulary Greek and Latin word parts – spect, struct, tele, vis


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DOE Curriculum Standards Learning Outcomes Content & Tasks(e.g., telegraph, photograph, autograph)L4.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in contextL4.5c- Demonstrate understanding of words by relating



Learning Targets (I Can…) Discuss the qualities of the modal auxiliary in a sentence. Ensure that I am using the modal auxiliaries correctly when I

Vocabulary for Explicit Vocabulary Modal auxiliaries, display, standards, alert,

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

struct, tele, vis; identify and list any Greek and Latin root words from reading selection or from other words.



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DOE Curriculum Standards Learning Outcomes Content & Tasksthem to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)

write. Read and understand the meanings of words with suffixes. Read and understand the meanings of words with Greek and

Latin parts. Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., spectrum, construction, telegram, vision).

Analyze the structure of a word by locating base words,

Language Arts Modal Auxiliary (may, might, can, could)

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Teacher-made or district assessments.


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DOE Curriculum Standards Learning Outcomes Content & Tasksprefixes, and suffixes.

Build new words by adding affixes to bases.

Week 9-Lesson 14Reading Selection The Life and Times of the Ant (Lexile Level 1040) Glitter-green Bugs Munching on Ash Trees (Lexile 650); https://newsela.com/articles/ash-borers/id/5925/Big Idea-Nature can amaze us.


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https://newsela.com/articles/ash-borers/id/5925/





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.

Strategies and SkillsComprehension Skill Text and Graphic Sources Explain Scientific Concepts and Ideas Author’s Purpose


Performance Assessments Written summary of a “fresh read” text or texts drawing on specific

details from the text Text dependent questions from reading selection or a ‘fresh read’ Teacher observations Teacher-made or district common assessment Anecdotal evidence from classroom discussions


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DOE Curriculum Standards Learning Outcomes Content & TasksRelated Science StandardGLE 0407.3.2 Investigate different ways that organisms meet their energy needs.

Questioning

Learning Targets (I Can…) Identify text and graphic features and their function in

informational text. Make inferences using facts and details in informational text. Use maps, charts, diagrams, tables, headings, and captions to

make sense of informational text.

Journeys weekly tests, periodic assessments, and other resources Literacy Stations

Performance Task-Optional Use graphic sources to explain an ant’s search for food.

Text Dependent Questions Which caption on pp. 414-15 tells how ants help the environment?


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DOE Curriculum Standards Learning Outcomes Content & Tasks Identify the author’s reason for writing the text. (general understanding)

On page 416, the author states that these food exchanges bond the colony together. What does exchanges mean? Use evidence from the text to support your answer. (vocabulary)

The author compares ants to a dump truck, an elephant, and people. What does these comparisons tell you about ants? (inferences)

Literacy Station Activities


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DOE Curriculum Standards Learning Outcomes Content & Tasks 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 a piece of

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

Reading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound

Strategies and Skills: Stress Phonics and fluency: Recognizing Suffixes


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DOE Curriculum Standards Learning Outcomes Content & Taskscorrespondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.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

Learning Targets (I Can…) Construct and read words with bases and affixes. Break words into syllables and use that knowledge to read new

words. Apply phonics and word analysis skills effectively when

reading. Read with fluency from a variety of texts (poetry, drama, current

events, novels)

Performance assessments Recognize and use suffixes appropriately Recognize base words and endings Recognize common word parts Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Literacy Station Activities


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DOE Curriculum Standards Learning Outcomes Content & Tasksrecognition and understanding, rereading as necessary Read grade-level text with fluency, accuracy, expression, and

comprehension. Decoding/word study station –break apart root words and its suffix. Fluency station (optional): read words in syllables, identify the

stressed syllable, and say the word with natural stresses. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Writing/ResearchW.4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include

Strategies and SkillsSkills Informative/Explanatory writing

Routine Writing Draft an informative/explanatory essay Journal ideas


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DOE Curriculum Standards Learning Outcomes Content & Tasksformatting (e.g., headings) illustrations, and multimedia when useful to aiding comprehensionW.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text.W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.

Precise Language




Write concluding statements

Writing Tasks After reading The Life and Times of an Ant, write an

informative/explanatory essay about three species of ants: carpenter ants, red ants, and army ants. Explain the importance of leaving ants and other insects undisturbed.


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DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Use precise language when writing an explanatory essay.



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DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL 4.6- Differentiate between contexts that call for

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

q/a sessions. Think, pair, share. Preparing materials for class discussions.


while working in a group.

Performance Assessments Participating in and conducting discussions, read-alouds, and q/a

sessions Accountable talk sessions Think, pair, share Prepare material for class/group discussion Teacher observations


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DOE Curriculum Standards Learning Outcomes Content & TasksLanguageL4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Strategies and SkillsSkills ParticiplesStrategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/



Vocabulary Suffixes –able, -ible

Vocabulary in Explicit Instruction Transport, obstacles, storage, participles, transfers

Literacy Station Activities Vocabulary Station- Seek and find words in a text (or newspaper)


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DOE Curriculum Standards Learning Outcomes Content & Tasks Discuss the qualities of a participle in a sentence. Identify participles while reading. Write using participles correctly. Use and understand words with suffixes –able and –ible. Determine the meaning of unfamiliar words using context

clues, dictionaries, and glossaries.

with suffixes – able, -ible and chart them; Underline suffix usage in a piece of text.


Language Arts Participles

Performance Assessments


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DOE Curriculum Standards Learning Outcomes Content & Tasks Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Teacher observations Teacher made or district common assessments


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grade 4 q2 09… · web vie

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