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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.
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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
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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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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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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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DOE Curriculum Standards Learning Outcomes Content & Tasks
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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DOE Curriculum Standards Learning Outcomes Content & Tasks
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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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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DOE Curriculum Standards Learning Outcomes Content & Tasks
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
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DOE Curriculum Standards Learning Outcomes Content & Tasks
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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Simple Verb Tenses (past, present, and future)
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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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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 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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Taskshttp://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr4-5.pdf
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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)
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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
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
details from the text
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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)
Literacy Station Activities Comprehension Station –use graphic organizers to identify
characterization; practice identifying the author’s point of view (clue words); identifying the difference between generalizations and conclusions.
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
Strategies and Skills: Accuracy
Learning Targets (I Can…)
Phonics and fluency: Common Beginning Syllables
Performance assessments
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
VocabularyStrategies.html
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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English Language Arts
2nd Nine Weeks Grade 4
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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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
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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English Language Arts
2nd Nine Weeks Grade 4
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
Comprehension Strategy
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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English Language Arts
2nd Nine Weeks Grade 4
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.
Text Dependent QuestionsShelby County Schools
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
Literacy Station Activities Comprehension Station – Comprehension Station: identify the
Author’s purpose in reading selection; using different types of similes and metaphors practice sorting under categories;
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
See also district support documents at: http://scsliteracy.weebly.com/
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
Strategies and Skills: Intonation
Learning Targets (I Can…)
Phonics and fluency: Vowel + R sound in Multi-syllable Words
Performance assessments
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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
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
comprehension. Apply phonics and word analysis skills effectively when reading
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Taskstogether varying your intonation (pitch).
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
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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English Language Arts
2nd Nine Weeks Grade 4
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
http://www.tncore.org/training/2014summer-training- materials.aspx
Modeled response to text
Learning Targets (I Can…)
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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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
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
Strategies and Skills Participating in and conducting discussions, read alouds, and
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
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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English Language Arts
2nd Nine Weeks Grade 4
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;
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts All Pronouns
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
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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English Language Arts
2nd Nine Weeks Grade 4
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
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
details from the text Teacher-made or district common assessments in testing format
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English Language Arts
2nd Nine Weeks Grade 4
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.
Text Dependent QuestionsShelby County Schools
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives
Reading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
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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English Language Arts
2nd Nine Weeks Grade 4
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
comprehension. Apply phonics and word analysis skills effectively when reading
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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English Language Arts
2nd Nine Weeks Grade 4
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
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 explanatory essay Journal ideas
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English Language Arts
2nd Nine Weeks Grade 4
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
http://www.tncore.org/training/2014summer-training- materials.aspx
Modeled response to text
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
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.
Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf
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English Language Arts
2nd Nine Weeks Grade 4
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
Strategies and Skills Participating in and conducting discussions, read alouds, and
q/a sessions Think, pair, share Preparing material for class discussions
Learning Targets (I Can…) Use accountable talk procedures to show active listening skills
while working in a group.
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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English Language Arts
2nd Nine Weeks Grade 4
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/
VocabularyStrategies.html
Learning Targets (I Can…)
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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English Language Arts
2nd Nine Weeks Grade 4
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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Frequently Confused Words (Homophones)
Performance Assessments
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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
Reading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
Strategies and Skills: Phrases: Pauses Expression
Learning Targets (I Can…)
Phonics and fluency: Review stressed and unstressed syllables
Performance assessments
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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.
Strategies and Skills Participating in and conducting discussions, read alouds, and
q/a sessions Think, pair, share
Performance Assessments Teacher observations Participating in and conducting discussions, read alouds, and
question/answer sessions. Oral presentations (group or individual)
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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.
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
VocabularyStrategies.html
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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
DOE Curriculum Standards Learning Outcomes Content & Tasks
Related Science StandardGLE 0407.8.2 Differentiate between weather and climate.
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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English Language Arts
2nd Nine Weeks Grade 4
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)
Literacy Station Activities Comprehension Station –use graphic organizers to identify
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English Language Arts
2nd Nine Weeks Grade 4
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.
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 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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English Language Arts
2nd Nine Weeks Grade 4
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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English Language Arts
2nd Nine Weeks Grade 4
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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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
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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English Language Arts
2nd Nine Weeks Grade 4
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
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-training- materials.aspx
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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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
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.
Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf
Speaking and ListeningSL 4.1a- Come to discussions prepared, having read or
Strategies and Skills Participating in and conducting discussions, read alouds, and
Performance Assessments Teacher observations.
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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
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
Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening skills
while working in a group. Use accountable talk procedures to engage effectively in a
Participating in and conducting discussions, read alouds, and question/answer sessions.
Using formal English in appropriate situations.
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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
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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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
DOE Curriculum Standards Learning Outcomes Content & Tasksspeaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
VocabularyStrategies.html
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
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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
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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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
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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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
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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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
DOE Curriculum Standards Learning Outcomes Content & Tasksideas, concepts, or information in a text or part of a text.
Related Science StandardGLE 0407.8.2 Differentiate between weather and climate.
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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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
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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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
DOE Curriculum Standards Learning Outcomes Content & Tasksthe anchor text;
Identify different types of similes and metaphors in the text and practice sorting under categories;
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
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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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
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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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
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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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
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
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
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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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
DOE Curriculum Standards Learning Outcomes Content & Tasksvocabulary to inform about or explain the topic. materials.aspx
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 an explanatory essay.
places. Or Teacher Choice
Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf
SL.4.1a- Come to discussions prepared, having read or Strategies and Skills Performance Assessments
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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
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.
Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening skills
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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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
DOE Curriculum Standards Learning Outcomes Content & Taskssupport main ideas or themes; speak clearly at an understandable pace
while working in a group. Use accountable talk procedures to engage effectively in a
discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Paraphrase information from a text.
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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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
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
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/
VocabularyStrategies.html
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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
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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
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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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
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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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
DOE Curriculum Standards Learning Outcomes Content & Tasks
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
Comprehension Strategy
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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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
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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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
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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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
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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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
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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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
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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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
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
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
http://www.tncore.org/training/2014summer-training- materials.aspx
Modeled response to text
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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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
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.
Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr4-5.pdf
Shelby County Schools2015/2016
Page 135 of 139
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
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.
Learning Targets (I Can…) Use accountable talk procedures to show active listening skills
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
Shelby County Schools2015/2016
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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
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/
VocabularyStrategies.html
Learning Targets (I Can…)
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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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
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.
http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Participles
Performance Assessments
Shelby County Schools2015/2016
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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
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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