grade 4 curriculum map: literacy & integrated content grade quarter 1 2014.pdf · unit 1 lesson...

GRADE 4 Curriculum Map: Literacy & Integrated Content

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition

LRSD Elementary Literacy Department & Curriculum Committee 4th Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small-group reading instruction. These skills & strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. • CC4SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation

& other information known about the topic to explore ideas under discussion. • CC4SL1b Follow agreed-upon rules for discussions and carry out assigned roles. • CC4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute

to the discussion & link to the remarks of others. • CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL3 Identify the reasons & evidence a speaker provides to support particular points. CC4SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task & situation. LANGUAGE CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC4L3c Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal

discourse is appropriate (e.g., small-group discussion). CC4L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 4 reading & content, choosing flexibly from a range of strategies. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. READING STANDARDS CC4RF4 Read with sufficient accuracy & fluency to support comprehension. • CC4RF4a Read grade-level text with purpose & understanding. • CC4RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate, & expression. • CC4RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI9 Integrate information from 2 texts on the same topic in order to write or speak about the subject knowledgeably. CC4RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC4RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Small Group Instructional Resources • CLLG pp. 4-5 & genre lessons for “Discussion Starters” pp.

101-108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit

1 Instructional Routines: o pp. C8, C22 “Supporting Your Answer” o pp. C9, C25 “Discussion Rules & Roles”

• EXT Unit 1 p. C16 “Formal & Informal Language” • EXT Unit 1 p. C17 “Participate in Group Discussions” • EXT Unit 1 pp. C12-C13 “Compare & Contrast Theme &

Point of View” • EXT Unit 3 pp. “Firsthand & Secondhand Accounts” • EXT Unit 1 pp. “Compare Structural Elements” • EXT Unit 4 pp. “Compare & Contrast Patterns of Events” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: • CLLG pp. 6 & 7 • Leveled readers’ teacher’s guides

UNIT 1 LESSON 1


D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3 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). CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good and evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Webpages) & explain how the information contributes to an understanding of the text in which it appears.

COMPREHENSION Skill: Story Structure Strategy: Summarize Compare/Contrast Genre: Realistic Fiction & Informational Text

Suggested Weekly Focus CLLG p. 9 Because of Winn-Dixie CLLG: p. 40 Genre: Realistic Fiction, CLLG p. 102 T20-T30 SB: 22-33 Structure/Summarize TE pp. T18-T19 A Storm at Sea CLLG p. C11 Student Magazine p. RA4 “Compare & Contrast Theme & Point of View” G4U1 EXT pp.C12-C13 (Use this lesson as a model to teach TEU1 p.T35 “Text to Text”

Because of BookEnds Genre: Informational Text CLLG p. 108 Connect & Extend TE p. T42 Daily 5 (Days 1-10) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School” SUW lessons 1.12 & 1.13 pp. 18-19

HMH Comprehensive

Screening Assessment

Use WRAP or DRA to determine text reading level ONLY for any students scoring below grade level on the “Comprehension & Vocabulary” section of HMH Comprehensive

Screening Assessment

CC4L4a Use context as a clue to the meaning of a word or phrase.

VOCABULARY & STRATEGIES STRATEGY: Using Context WORD CARDS 1-10 ACADEMIC VOCAB: plot, conflict, resolution, infer

WSG pp. 102-103 Introduce Vocabulary TE pp. T14-T15; SB 18-19 • D5 (Day 1-10) p. 119 • CAFÉ (chapter 3) pp. 27-47 “The First Days of School”

CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/PHONICS VCV patterns, long & short a

WSG pp. 40-41 Weekly Plan T44-T45

UNIT 1 LESSON 1



Social Studies Focus/Vocabulary Materials/Links to Lessons

Unit: Building a Learning Community Essential Question(s) 1. What does a Social Studies classroom look like? 2. How do we learn about the United States and its regions? Guiding Question(s) 1. Why do communities need rules? Social Studies SLE’s:

C.4.4.1 – Compare and contrast the purpose and function of government at the

local, state, and federal levels.

C.4.4.2 – Compare responsibilities of local, state, and federal government officials

C.4.4.3 – Identify the three branches of government:

executive

legislative

judicial

C.5.4.4 – Examine characteristics needed for active citizenship

Social Studies Focus

Establishing Classroom

Environment/

Bill of Rights

Procedures/Rules Purpose/Function Government Branches of Government Bully Proofing Your School

Social Studies Content Why Do Communities Need Rules? Lesson Schools and Classroom Issues/Rules Lesson

School and Classroom Issues/Rules Resource Cards Reading Connections CLLG MINILESSON p.40 Story Structure. Read the book “A River Ran Wild by Lynn Cherry aloud. Complete a story map. Writing Connections Choose one of the classroom rules that was established and tell why you feel it is necessary. Assessment Chart of the three branches of government and the roles of each. Story Map---“A River Ran Wild”

Vocabulary

executive

legislative

judicial

president

Supreme Court

Constitution

citizenship

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.

GRAMMAR Complete Sentences & Fragments Simple Subject & Predicate

EXT Unit 1 pp. C18-C19, C26 Weekly Plan T46-T49 Projectables 1.6-1.8

CC4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons. CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

CC4L1e Form & use prepositional phrases.

WRITING Sentence Writing Focus: Complete Sentences

SUW Lessons: 3-1 Fragments & Sentences 3-2 3 & 4 Part Sentences 3-5 Sentences Using Who, What, Where, When, Action, How 3-8 Kinds of Sentences D5 (Day 1-10) p. 119 D5 Focus lesson p. 82

District Writing Prompt (Prompt scored using AR Writing Rubric) 10-10 Quick For Sentence Mastery Tool 3-5c Tool 3-8a

http://ssfourthgrade.wikispaces.com/file/view/Lesson+1+Why+Do+Communities+Need+Rules.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+1+School+Classroom+Issues+Chart.doc

http://ssfourthgrade.wikispaces.com/file/view/Lesson+1+School+Classroom+Issues+Chart.doc

UNIT 1 LESSON 1



SCIENCE STANDARDS FOCUS Scott Foresman Leveled Readers:

NOTEBOOK PROMPTS PS.5.4.1 Demonstrate multiple ways to classify objects

PS.5.4.2 Demonstrate chemical changes in matter

PS.5.4.3 Compare & contrast gases to solids & liquids

NS.1.4.6 Estimate & measure length, mass,

temperature, capacity/volume, & elapsed time using

International System of Units (SI)

How can matter be compared,

measured, classified or

combined? Vocabulary: Estimate, matter, capacity, volume

Properties of Matter (Below Level) Matter’s Properties (On Level) Lighter than Air (Advanced)

Describe how particles are arranged in

solids, liquids & gases.

You are a scientist. Your apprentice

accidentally dropped a box of unwrapped

Alka-Seltzer into a sink full of water. Explain

what changes, if any, occurred.

4TH GRADE CURRICULUM: Literacy & Integrated Content UNIT 1 LESSON 2



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL6. Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI5 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. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. CC4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CC4W9 Draw evidence from literary or informational texts to support analysis, reflection, & research. CC4W9a Apply grade 4 Reading standards to literature (e.g., “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].”).

CC4W9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an

author uses reasons & evidence to support particular points in a text”).

COMPREHENSION Skill: Author’s Purpose Strategy: Monitor/ Clarify Genre: Biography/Poetry Listen For a Purpose

Suggested Weekly Focus CLLG p. 10 My Brother Martin CLLG p. 42 TE pp. 92-105 SB pp. 46-59 Analyze Author’s Purpose pp. T110-T111 Monitor/Clarify pp. T90- T91

The Troublemaker Who Healed a Nation CLLG p. 43

Langston Huges: A Poet & a Dreamer CLLG p. 41 Making Connections T63

Weekly Tests 2.4- 2.5 T128-T129 Whole Group Tab- Open Response Prompt

CC4L2d Spell grade-appropriate words correctly, consulting references as needed. CC4RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

VOCABULARY & STRATEGIES STRATEGY: Prefixes in-, im-, il-, ir- WORD CARDS11-20 ACADEMIC VOCAB: author’s purpose, infer, author’s, viewpoint

WSG pp. 104-105 Introduce Vocabulary • T86-T87 Vocabulary Strategies • T114-T115 Projectable 2.5

Weekly Tests 2.2- 2.3 T128-T129

CC4RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context. CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC4L2d Spell grade-appropriate words correctly, consulting references as needed.

SPELLING/ PHONICS Open & Closed Syllables Short e & long e

WSG pp. 42-43 •

Spelling Test T119 Day 5



CC4L1 Demonstrate command of the conventions of standard

English grammar & usage when writing or speaking.

CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.*

GRAMMAR Subjects & Predicates

Weekly Plan T120-T122 Projectables 2.6, 2.7, 2.8

Grab-and-Go Weekly Tests 2.8-2.9 T128 –129

CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC4L3a Choose words & phrases to convey ideas precisely. CC4L1e Form & use prepositional phrases.

WRITING: Sentence Writing Focus: Better Sentences

SUW Lessons: 3- 6 Better Sentences 3-7 Sentence Structures Tools 3-7a, 3-7b 3-8 Kinds of Sentences, Tool 3-8a 3-9 Kinds of Sentences Combined with Sentence Structures Tools 3-9a, 3-9b

SUW 10-10 “Quick Check for Topic Sentence Mastery” Tool 10-10e

Scott Foresman Leveled Readers: PS.5.4.1 Demonstrate multiple ways to classify objects PS.5.4.2 Demonstrate chemical changes in matter PS.5.4.3 Compare and contrast gases to solids and liquids NS.1.4.6

Estimate and measure length, mass, temperature, capacity/volume, &

elapsed time using International System of Units (SI)

How can matter be compared, measured, classified or combined?

Vocabulary: Estimate, matter, capacity, volume


Describe how particles are arranged in solids, liquids & gases. You are a scientist. Your apprentice accidentally dropped a box of unwrapped Alka-Seltzer into a sink full of water. Explain what changes, if any, occurred.




Unit: Building a Learning Community/Role of Social Scientist Essential Question(s) 1. What does a Social Studies classroom look like? 2. How do we learn about the United States and its regions? Guiding Question(s) 1. What are the roles of social scientists in understanding the United States and what tools do they use? Social Studies SLE’s:

C.4.4.2 – Compare responsibilities of local, state, and federal government officials C.5.4.4 – Examine characteristics needed for active citizenship E.7.4.1---Evaluate the priority of economic wants and consequences of the opportunity cost E.8.4.3-- Examine the impact of scarcity of natural resources on production decisions E.9.4.7---Discuss the effect of supply and demand in a community. G.1.4.14-Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps G.2.4.1---Research elements of culture in a community, state, or nation G.1.4.12---Explain the purpose of historical and political maps G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.6 Research ways in which the school and community can improve the physical environment by practicing conservation G.1.4.9--- Locate major rivers in the United States:

Social Studies Focus Social Studies Classroom Roles of Social Scientist Tools of a Geographer Bully Proofing Your School

Social Studies Content Learning about Regions—Roles of Social Scientists Background Information Social Science/Social Scientist Lesson---A River Ran Wild Artifacts Analysis Matrix Lesson Resource Social Scientist Resource Chart, Use books from Suggested 1stNine Week Literature. Reading Connections CLLG MINI LESSON p. 43—Author’s Purpose Use classroom library books collection on Northeast with lesson to determine author’s purpose for different books—to inform; to entertain; to persuade

Journeys—pp 46-57 My Brother Martin by Christine King Farris—Use the story to discuss the role of the historian in gathering facts for biographies. Social Studies Word Wall Vocabulary Words Writing Connections Write one sentence about each of the social scientist telling how they help us learn about the United States: Historian, Economist, Geographer, Political Scientist

Assessment Think/Pair/Share how the book “A River Ran Wild” by Lynne Cherry relates to each of the social sciences (geography, economist, history, and government). The class discussion held as the book was read aloud should provide the content for this assessment. Have students record their responses after they have shared with their partner. Map Key: Create Map Key for one of the maps in book A River Ran Wild

Vocabulary

geography/geographer

constitution

fiction/nonfiction

map key

relative location

economy/economist

history/historian

political science

political scientist

absolute location

http://ssfourthgrade.wikispaces.com/file/view/Background+Information+on+Social+Sciences.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+2+A+River+Ran+Wild.pdf

http://ssfourthgrade.wikispaces.com/file/view/Artifact+Analysis+Matrix.pdf

http://ssfourthgrade.wikispaces.com/file/view/Social+Sciences+Chart.doc

http://ssfourthgrade.wikispaces.com/file/view/1st+Nine+Week+Literature+Suggestions.pdf

http://ssfourthgrade.wikispaces.com/file/view/1st+Nine+Week+Literature+Suggestions.pdf

http://ssfourthgrade.wikispaces.com/file/view/Word+Wall.pdf

http://ssfourthgrade.wikispaces.com/file/view/Vocabulary+Cards+Lesson+1-5.doc




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details & examples in a text when explaining what the text

says explicitly & when drawing inferences from the text.

CC4RL3. 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). CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific info. in the text. CC4RI5 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 CC4RI2 Paraphrase portions of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.

COMPREHENSION Skill: Cause & Effect Strategy: Visualize Author’s Craft: Metaphor Genre: Realistic Fiction & Informational Text

Suggested Weekly Focus CLLG p. 11

How Tia Lola Came to Stay CLLG p. 44 TE pp.166-175 SB pp. 72-81 Read to Connect TE:186

• Infer Cause & Effect T180- T181

Hannah in California CLLG p. 45

Pizza Pizzazz CLLG p. 45 TE pp. T76-T179 SB pp. 82-85 Develop Comprehension TE p. T178

Weekly Tests 3.2- 3.5 T198-T199 Whole Group Tab-Open Response Prompt

CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARY & STRATEGIES WORD CARDS 21-30 STRATEGY: Using Context ACADEMIC VOCAB: cause, effect, infer, context, statement, command, question, exclamation

WSG pp. 106-107 Other Resources: Visit to the Dominican Republic, Vocabulary Reader TE p. T204 Introduce Vocabulary: TE pp. T160-T161

Vocabulary Strategies: TE pp. T184-

T185, Projectable 3.5

Weekly Tests 3.6- 3.7 T198-T199

CC4L2d Spell grade-appropriate words correctly, consulting references as needed. CC4RF3a. Use combined knowledge of all letter-sound correspondences,

syllabication patterns, & morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/PHONICS VCCV Syllable patterns Short and Long i

WSG pp. 44-45 Practice Book p. 30 “Proofreading for Spelling”




WRITING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run- ons.*

GRAMMAR Kind of Sentences

See Weekly Plan TE: 190-193

Weekly Tests 3.12- 3.13 T198-T199

CC4W2 Write informative/explanatory texts to examine a topic and convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information or explanation presented.

WRITING: Informational Focus: Two Kinds of Writing

SUW Lessons: 4-1 Introduce 2 Kinds of Writing, Tool 4-1b 4-2 Compare 2 Kinds of Writing 4-18 Defining a Topic Sentence 4-19 Topic Sentence Variety

SUW 10-10 “Quick Check for Topic Sentence Mastery” Tool 10-10e

CONTENT AREA STANDARDS & LESSONS (For Use with Literacy Lessons 1 - 5)

SCIENCE STANDARDS (SEPTEMBER) FOCUS MATERIALS NOTEBOOK PROMPTS

PS.5.4.1 Demonstrate multiple ways to classify objects PS.5.4.2 Demonstrate chemical changes in matter PS.5.4.3 Compare & contrast gases to solids & liquids NS.1.4.6 Estimate & measure length, mass,



Scott Foresman Leveled

Readers:

Properties of Matter (Below Level)

Matter’s Properties (On Level)

Lighter than Air (Advanced)

Describe how particles are arranged in solids,

liquids & gases.

You are a scientist. Your apprentice accidentally dropped a box of unwrapped Alka-Seltzer into a sink full of water. Explain what changes, if any, occurred.




Unit: Building a Learning Community/Role of Social Scientist Essential Question(s) 1. What does a Social Studies classroom look like? 2. How do we learn about the United States and its regions? Guiding Question(s) 1. What information does a political scientist give us about the U.S. and what tools do they use to provide this information? Social Studies SLE’s: C.4.4.1 Compare and contrast the purpose and function of government at the local, state, and federal levels C.4.4.2 – Compare responsibilities of local, state, and federal government officials C.4.4.3 Identify the three branches of government G.2.4.1---Research elements of culture in a community, state, or nation(e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion) G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.6 Research ways in which the school and community can improve the physical environment by practicing conservation

Social Studies Focus Social Studies Classroom Role of the Political Scientist Bully Proofing Your School

Social Studies Content Using “A River Ran Wild” by Lynn Cherry introduce the Role of Political Scientist/Government .

Introduce Political Scientist and Government.

Identify laws and agencies related to the story.

Read author’s notes in the front of the book. Discuss the Clean Water Act Use SUW (Step up to Writing) 9-6. Cause and Effect The river became polluted. Identify causes for this. Reading Connections CLLG MINILESSON p.44.— Cause and Effect SUW (Step up to Writing) 9-6 What is pollution and how did pollution affect the river in the book. A River Ran Wild Cause and Effect Lesson (Focus of this lesson cause and effect) Writing Connections Write an informational paragraph telling about the cleanup of the Nashua River. Have student give examples of what humans did in the story A River Ran Wild. Assessment Identify the responsibilities of each branch of government in addressing pollution. After reading story, focus on two key questions: What is pollution and how did the pollution affect the wildlife and environment? Create a cause and effect poster. See A River Ran Wild Cause and Effect Lesson for guidelines.

Vocabulary

Political Science Political Scientist Clean Water Act Natural Resources Pollution Environmental Protection Agency

Nashua River


http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+A+River+Ran+Wild+Cause+%26+Effect+Lesson.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+A+River+Ran+Wild+Cause+%26+Effect+Lesson.pdf




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1. Refer to details & examples in a text when explaining what the text says

explicitly & when drawing inferences from the text.

CC4RL3. 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).

CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g.,

opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, &

traditional literature from different cultures.

CC4RI3 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.

COMPREHENSION & FLUENCY Skill: Theme Strategy: Analyze/Evaluate

Suggested Weekly Focus CLLG p.12

“The Power of W.O.W” CLLG p. 46 TE pp. 236-247 SB pp. 94-105 Read to Connect TE p. 258 Infer Theme T252-T253 Bookmobile Rescue CLLG p. 47

Knowing Noses CLLG p. 47 TE pp.248-251 SB pp.106-109 Making Connections p. T113 Use Lesson EXT G4U1 pp. C12-C13 “Compare & Contrast Theme & Point of View” as a model to teach TEU1 p.T251 “Text to Text”

Weekly Tests 4.4-4.5 T270- T271 CLLG Writing About Reading Prompt p. 12 ***Rubric SUW Tool 10-11a

WORD STUDY CC4RF3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CC4RF4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary CC4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases CC4L4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARY & STRATEGIES STRATEGY: Prefixes non-,mis- WORD CARDS 31-40 ACADEMIC VOCAB: theme, analyze, evaluate, prefix

WSG pp. 108-109 Introduce Vocabulary TE pp. T230-T231 Teacher Read Aloud TE pp. T228-T229 Vocabulary Strategies T256-T257

Projectable 4.5

Weekly Tests 4.2-4.3 T270- T271

CC4L2d. Spell grade-appropriate words correctly, consulting references as

needed. SPELLING & DECODING VCV & VCCV Syllable Patterns, Short o & Long o

WSG pp. 46-47




W R I T I N G W O R K S H O P : W H O L E G R O U P L E S S O N S CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.

GRAMMAR Simple & Compound Sentences

Weekly Plan T266-T269 Projectable 4.6-4.8

Weekly Tests 4.8-4.9 T270-

T271

CC4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. CC4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information or explanation presented. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes, & audiences.

WRITING: Informational Focus: The Writing Process

SUW Lessons: 4-5 The Writing Process 4-6 Color Coding & the Five Elements of Information/ Expository Writing 4-7 Planning with an Informal Outline

SUW Tool 10-15a

“Information/

Expository

Paragraph

Scoring Guide”

SCIENCE STANDARDS (SEPTEMBER) FOCUS MATERIALS NOTEBOOK PROMPTS PS.5.4.1 Demonstrate multiple ways to classify objects PS.5.4.2 Demonstrate chemical changes in matter PS.5.4.3 Compare & contrast gases to solids & liquids NS.1.4.6 Estimate and measure length, mass,



How can matter be compared,

measured, classified or combined?

Vocabulary:

Estimate, matter, capacity, volume

Scott Foresman Leveled Readers:


Describe how particles are arranged in

solids, liquids & gases.

You are a scientist. Your apprentice accidentally dropped a box of unwrapped Alka-Seltzer into a sink full of water. Explain what changes, if any, occurred.



Unit: Building a Learning Community/Role of Social Scientist Essential Question(s) 1. What does a Social Studies classroom look like? 2. How do we learn about the United States and its regions? Guiding Question(s) 1. What information does a historian give us about the U.S. and what tools do they use to provide this information? 2. What is the difference between primary and secondary sources?

Social Studies SLE’s:

C.5.4.4 – Examine characteristics needed for active citizenship G.1.4.12---Explain the purpose of historical and political maps G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.6 Research ways in which the school and community can improve the physical environment by practicing conservation Historical Thinking Skills:

Historical Analysis and Interpretation

Chronological Thinking

Historical Comprehension

Social Studies Focus Social Studies Classroom Role of the Historian Bully Proofing Your School

Social Studies Content Getting a Sense of Time Lesson Datecards for Timeline Activity Getting at the Truth Lesson Primary and Secondary Sources—Harcourt TE and SE pp. 132-33 Reading Connections CLLG MINILESSON Theme A River Ran Wild what lesson did the character’s actions teach you? Writing Connections Identify 8-10 significant events in the history of the Nashua River from “A River Ran Wild” and use these events to write an informational account for a history magazine. State the theme of the book in your account. Assessment What information does a historian tell us about the United States and what tools do they use to provide this information? Timeline Activity.

Vocabulary

timeline primary sources secondary sources chronology artifacts history historian historical maps historical significance

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Getting+Sense+of+Time.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Datecards.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Getting+at+the+Truth.pdf




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details & examples in a text when explaining what the

text says explicitly & when drawing inferences from the text. CC4RL3 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). CC4RL9 Compare & contrast the treatment of similar themes & topics

(e.g., opposition of good & evil) & patterns of events (e.g., the quest) in

stories, myths, & traditional literature from different cultures.

CC4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Infer/Predict Compare/Contrast Genre: Plays/Folktales & Tall Tales

Suggested Weekly Focus CLLG p. 13

“Stormalong” CLLG p. 48 TE pp. 308-323 SB pp. 118-133 Understanding Character pp. T328-T329 Read to Connect TE pp. 334 Mighty Joe Magarac CLLG p. 49 To You SB p. 61 Hoderi the Fisherman CLLG p. 49

Whole Group Tab: Open Response Prompt

CC4L2d. Spell grade-appropriate words correctly, consulting references as needed. CC4L3a. Choose words & phrases to convey ideas precisely.* CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

VOCABULARY & STRATEGIES STRATEGY: Use a Dictionary

WORD CARDS: Cards 41-50

ACADEMIC VOCAB: relationships, infer, traits

WSG pp. 110-111 Introduce Vocabulary TE pp. T302-T303 Vocabulary Strategies TE pp. T332-T333 Projectable 5.5

Weekly Tests 5.2-5.4 T346-T347

CC4RF3a Use combined knowledge of all letter-sound

correspondences, syllabication patterns, & morphology (e.g., roots &

affixes) to read accurately unfamiliar multisyllabic words in context &

out of context.

SPELLING & DECODING Homophones

WSG pp. 48-49 EXT Unit 1 pp. C9, C14 “Commonly Confused Words”



Writing Workshop: Whole Group Lessons CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR Singular, plural, common, proper nouns (Review)

Weekly Plan T338-T341 Projectables 5.6-5.8

Weekly Test 5.9-5.10 T346-T347

CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC4W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4W1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CC4W1d Provide a concluding statement or section related to the opinion presented.

WRITING Opinion Focus: Elements of Paragraphs

SUW Lessons:

4-8 Accordion Paragraphs 4-9 Determining Key/Star Ideas with the Thinking Game 4-10 The Organization Game 4-11 Informational Outlines of Various Lengths 4-12 Planning Guides for Organizing an Accordion Paragraph (L5)

SUW Tool 10-15a “Information/ Expository Paragraph Scoring Guide” Tool 10-17a “Persuasive Writing Scoring Guide”

SCIENCE STANDARDS (SEPTEMBER) FOCUS MATERIALS NOTEBOOK PROMPTS PS.5.4.1 Demonstrate multiple ways to classify objects

PS.5.4.2 Demonstrate chemical changes in matter PS.5.4.3

Compare & contrast gases to solids & liquids

NS.1.4.6 Estimate & measure length, mass, temperature,

capacity/volume, & elapsed time using International System

of Units (SI)

• How can matter be compared, measured, classified or combined? Vocabulary: Estimate, matter, capacity, volume

Scott Foresman Leveled Readers: Properties of Matter (Below Level)

Matter’s Properties (On Level)

Lighter than Air (Advanced)

Describe how particles are arranged in solids, liquids &

gases. You’re a scientist. Your apprentice accidentally dropped a box of

unwrapped Alka-Seltzer into a sink of water. Explain

what changes, if any, occurred.




Unit: Building a Learning Community/Role of Social Scientist Essential Question(s) 1. What does a Social Studies classroom look like? 2. How do we learn about the United States and its regions? Guiding Question(s) 1. What information does an economist give us about the U.S. and what tools do they use to provide this information? Social Studies SLE’s: E.7.4.1---Evaluate the priority of economic wants and consequences of the opportunity cost E.8.4.1---Discuss productivity E.8.4.3-- Examine the impact of scarcity of natural resources on production decisions E.9.4.7---Discuss the effect of supply and demand in a community. G.1.4.14-Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps G.1.4.12---Explain the purpose of historical and political maps G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.6 Research ways in which the school and community can improve the physical environment by practicing conservation

Social Studies Focus Social Studies Classroom Role of the Economist Introduce Northeast Region Bully Proofing Your School

Social Studies Content Introduce the Role of an Economist and the tools they use. Reread “A River Ran Wild” and identify how the Native Americans used the river for their economic needs (food, clothing, shelter) and how others throughout its history benefited from it economically. Use economic terminology to discuss.

SUW 1-1thur 1-10 (Responding to the Text)

Use nonfiction reading selections on rivers depicting economic benefits of rivers. Suggestions: “River Town” by Bonnie and Arthur Geisert and “Letting Swift River Go” by Jane Yolen. Introduce the Northeast Region Reading Connections SUW 1-1 through 1-10 (Responding to text). Use nonfiction reading selections on rivers depicting economic benefits of rivers. Journeys pp T300- T301 Teacher Read Aloud—Mighty Joe Magarac and Stormalong TE 308-322 and SE pp 118-133. The settings for both stories are in the Northeast and can be related to the economy. Use social studies book to read about fishing, commerce and industries that can be explored from these selections. Harcourt TE/SE pp 113-114 and p 128. Writing Connections Progress comes with a cost. In the book “A River Ran Wild” jobs were created and people had resources they needed from the factories. In your opinion, do you think that there are times that we have to sacrifice for the price of progress? Support your opinion. Assessment Divide the students into groups and assign them the role of one of the social scientist studied the last few weeks. Use Chapter 1, pages 110-121 of textbook and have students identify what parts of the chapter apply to their assigned role and how.

Vocabulary

producers consumers scarcity opportunity cost goods services needs natural resources Note: Use the Assessment to review all social scientists and to introduce the Northeast region.

Optional Writing: (River Ran Wild by Lynn Cherry) What do you think would have happened if Marion Staddart and Oweana had not organized the Nashua River Clean Up Committee? Support your response with evidence from the text.





COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3 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). CC4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RL7 Make connections between the text of a story or drama & a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text. CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided.

COMPREHENSION/ FLUENCY Skill: Compare & Contrast Strategy: Infer/Predict Genre: Fairy Tale & Informational Text

Suggested Weekly Focus CLLG p. 14 “Once Upon A Cool Motorcycle Dude” CLLG p. 50 Deepen ComprehensionTE p. 37 Compare/Contrast TE pp. T38-T39 TE p. T18 Compare/Contrast Topics TE p. T119 Inferring Characters

Tim Wishes Twice CLLG p. 51

Invasion from Mars EXT Unit 2, p. C3 Student Magazine, p. RA18 EXT Unit 2 p. C4 “Connect Visuals with a Text”

TE pp.T56-T57 CLLG Writing About Reading Prompt p. 14 ***Rubric SUW Tool 10-11a

CC4Lb Form & use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CC4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARY SUFFIXES: -Y,-OUS WORD CARDS 51-60 ACADEMIC VOCAB: compare, contrast, action verb, helping verb, linking verb

WSG pp. 112-113 Introduce Vocabulary pp. T14-T15 Vocabulary Strategies TE pp. T42-T43 Projectable 6.5

Weekly Tests 6.2-6.3 pp. T56-T57

CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context appropriate rate, & expression on successive readings. CC4RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary.

SPELLING & DECODING Digraphs, Vowels u, yoo, & oo

WSG pp. 50-51 •

Weekly Tests 6.6-6.7



WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

GRAMMAR Verbs

Weekly Plan T48-T51

• Projectables 6.6 - 6.8

CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC4W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4W1c Link opinion & reasons using words & phrases (e.g., for instance, in order to, in addition). CC4W1d Provide a concluding statement or section related to the opinion presented. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences.

WRITING:

Opinion Focus: Compare & Contrast

SUW Lessons: Tool 4-11a, 4-11b 4-19 Topic Sentence Variety (esp. Occasion/Position, Comp 9-2 Supporting an Opinion with Facts 9-3 Writing to Compare or Contrast

Tool 10-17a “Persuasive Writing Scoring Guide”

STANDARDS (October) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS ESS.8.4.7 Describe the processes of the water

cycle:

Precipitation evaporation condensation

ESS.8.4.11 Construct & read instruments to

collect weather data:

Barometer weather vane anemometer ESS.8.4.8 Organize weather data into tables or

charts to identify trends & patterns PS.7.4.1

Interpret trends in temperature over time using

the Celsius scale

NS.1.4.6 Estimate and measure length, mass,

temperature, capacity/volume, and elapsed

time using International System of Units (SI)

How does water change states as it travels through the water cycle? Vocabulary: Construct, precipitation, evaporation, condensation


Water Cycle & Weather (Below Level) Water & Weather on Earth (On Level) Weather & Currents (Advanced)

Imagine that you are a drop of water. Write a narrative describing your journey through the water cycle. Think about how your form will change & what will cause the changes as you go through your journey. Using the Daily Weather Log graph the number of sunny days, cloudy days, rainy days, snowy days, etc. After 6 weeks or so, write some conclusions

or generalizations that can be made.




UNIT: Northeast Region Essential Question(s) 1. What is unique about the Northeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region? 2. What are the natural resources and products of this region? politics/government/civics: 3. Who are the leaders in this region and what are their responsibilities? Social Studies G.1.4.3: Locate each of the five regions of the United States and describe each region’s major physical features: Northeast, Southeast, Midwest, Southwest, West G.1.4.11: Explore weather changes in various regions. G.1.4.13: Utilize the map legend/key to interpret historical and political maps. G.1.4.15: Identify and label political map features: boundaries, capitals, cities G.1.4.11: Explore weather changes in various regions G.1.4.13: Utilize the map legend/key to interpret historical and political maps. G.1.4.15: Identify and label political map features: Boundaries, Capitols, Cities G.3.4.4: Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion). C.4.4.4 Describe how United States citizens apply fundamental principles of democracy. C.4.4.3 Identify the three branches of government. C.5.4.5 Analyze components of the election process.

Social Studies Focus Northeast Region Geography Climate Natural Resources Products Role of the Government in the Northeast Bully Proofing Your School

Social Studies Content NE Region—Geography & Natural Resources/Products: United States Region Chart The Role of the Political Scientist Lesson- How to Read and Create a Map Lesson (Regions of United States) Reading Connections CLLG Compare and Contrast p. 50 Book Pass on the Northeast Region Introduce Northeast by providing books from the library on the NE or states in the NE. Provide other printed related NE—brochures, advertisements, news articles, magazine articles, train schedules. Use one of the books to compare and contrast characters. Writing Connections New York is more important than Maine during the presidential election. Support this opinion with evidence from data collection. Assessment Chart of the Northeast- Geography/ Economics/ Political Scientist U.S. Map---Northeast Region States and Physical Features Data Chart—Political Scientist Chart the information that is provided by different types of maps in the textbook on the Northeast. Divide students into groups and assign one type of map. Have them prepare a presentation for the class on what information you can get from the map they have been assigned and when you might use the information.

Vocabulary

regions key legends physical geography climate environmental issues industries businesses current events harbor pollution population map physical map textile mill metropolitan population density natural resources

http://ssfourthgrade.wikispaces.com/file/view/United+States+Regions+Chart.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+6+The+Role+of+the+Political+Scientist.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+6+How+to+Read+and+Create+a+Map.pdf

http://ssfourthgrade.wikispaces.com/file/view/CONTENT+BOOK+PASS+NORTHEAST.pdf

GRADE 4 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 7



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. CC4RI3 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. CC4RI8 Explain how an author uses reasons and evidence to support particular points in a text. CC4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

COMPREHENSION/ FLUENCY Skill: Fact and Opinion Strategy: Summarize Genre: Informational Text

Suggested Weekly Focus p. 15

Coming Distractions: Question Movies CLLG p. 52 TE pp. T94-T105 pp. SB 176-187

TE p.T110 Analyze Fact/Opinion Steven Spielberg: A Filmaker’s Journey CLLG p. 53 The Wonder of Animation

Connect to Technology TE p. T106

Weekly Tests 7.4-7.5 pp. T128-129 Whole Group Tab-Open Response Prompt

CC4L5a. Explain the meaning of simple similes & metaphors (e.g., as pretty as a picture) in context. CC4L5c. Demonstrate understanding of words by relating them to their opposites (antonyms) & to words with similar but not identical meanings (synonyms). CC4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARY & STRATEGIES STRATEGY: Idioms WORD CARDS 61-70 ACADEMIC VOCAB: fact, opinion, verify, affix, root

WSG pp. 114-115 Introduce Vocabulary pp. TE T88-T89 Teacher Read Aloud T86-T87 Vocabulary Strategies TE pp. T114-T115; Projectable 7.5

Weekly Tests 7.2-7.3 T128-129

CC4RF3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING & DECODING Consonant Clusters Vowel Sounds /oo/

WSG pp. 52-53




WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

GRAMMAR Simple Verb Tense Helping Verbs

EXT Unit 2 pp. C8-C9 “Helping Verbs” Weekly Plan T120-T121 Projectables 7.6-7.8

Weekly Tests 7.8-7.9 TE pp. T128-T129

CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences.

WRITING Narrative Writing Focus: Personal Narrative

SUW Lessons: 3- 15 Playing with Language 3-16 Adding Quotations 6-14 Writing Dialogue 6-4 Prewriting with a Story Map, Tools 6-4a, 6-7f 6-6 Six Steps for Planning & Writing a story/Narrative 6-7 Quick Sketch and Quick Note Planning

“Story/Narrative Scoring Guide” Tool 10-18a

CONTENT AREAS: STANDARDS & LESSONS

ESS.8.4.7 Describe the processes of the water cycle: Precipitation, evaporation, condensation ESS.8.4.11 Construct & read instruments to collect weather data: barometer, weather vane, anemometer ESS.8.4.8 Organize weather data into tables or charts to identify trends and patterns PS.7.4.1 Interpret trends in temperature over time using the Celsius scale NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI)



Water Cycle & Weather (Below Level) Water & Weather on Earth (On Level) Weather & Currents (Advanced)

Imagine that you are a drop of water. Write a narrative describing your journey through the water cycle. Think about how your form will change and what will cause the changes as you go through your journey.

Using the Daily Weather Log graph the number of sunny days, cloudy days, rainy days, snowy days, etc. After 6 weeks or so, write some conclusions or generalizations that can be made.



Social Studies Focus/Vocabulary Materials/Links to Lessons UNIT: Northeast Region

Essential Question(s) 1. What is unique about the Northeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. What is the economist of the Northeast region? 2. What impact did immigration have on the region? Social Studies SLE’s E.7.4.1 Evaluate the priority of economic wants and consequences of the opportunity cost E.8.4.1 Discuss productivity E.8.4.3 Examine the impact of scarcity of natural resources on production decisions E.9.4.7 Discuss the effect of supply and demand in a community. G.1.4.14 Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps G.2.4.1 Research elements of culture in a community, state, or nation(e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion) G.1.4.12 Explain the purpose of historical and political maps

Social Studies Focus Analyzing Economic Impact Immigration

Bully Proofing Your School

Social Studies Content United States Region Chart—Complete Major Industries/ Businesses/Major Cities

Resource map (TE/SE: p.113 & other

resources) to identify resources, major

industries and businesses of the Northeast.

With a partner identify human resources/capital resources/ natural resources associated with the Heinz Stadium. You are a member of the city government in Pittsburg. Write a letter to the NFL asking them to consider adding 4000 seats to the stadium. Use information you have learned to support why you feel they should approve it. Be sure to include at least three facts and two opinions in your letter. Reading Connections CLLG Fact and Opinion p. 52 Use a book (s) Writing Connections Imagine that you are an immigrant and entering the U.S. through Ellis Island. Describe your experience. -or- Write a personal experience about going someplace new and how you felt. Assessment

Push/Pull Factors Activity---Identify push/pull factors for why immigrants came to America.

Vocabulary

goods services economic wants, consume human resources, capital resources, natural resources entrepreneur profit income

price supply demand industries/businessescurrent event immigration Ellis Island economic economic impact, push/pull factors





COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. CC4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text.

COMPREHENSION/ FLUENCY Skill: Understanding Characters Strategy: Visualize Author’s Craft: Point of View Genre: Realistic Fiction/ Reader’s Theatre

Suggested Weekly Focus CLLG p. 16 Me & Uncle Romie, CLLG p. 54 Analyze Character Traits pp. T184-T184 Jazzy Jasmine CLLG p. 55 Sidewalk Artists CLLG p. 55 TE pp. 180-183 Use Lesson EXTG4U1 pp. C12-C13 “Compare & Contrast Theme & Point of View” as a model to teach TE U2 p.T183 “Text to Text”

Weekly Tests 8.8-8.9 T202-T203 CLLG Writing About Reading Prompt pg.16 ***Rubric SUW Tool 10-11a

CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L5b Recognize & explain the meaning of common idioms, adages, & proverbs. CC4L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

VOCABULARY & STRATEGIES STRATEGY: Figurative Language WORD CARDS 71-80 ACADEMIC VOCABULARY: Motivation, relationships, visualize, analyze, traits ACADEMIC VOCAB: Motivation, relationship, analyze & traits

WSG pp. 117-118 Introduce Vocabulary pp. T160-T161 Vocabulary Strategies

T188-T189 Projectable 8.5


CC4RF3a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. CC4RF4c. Use context to confirm or self-correct word recognition & understanding, rereading as necessary

SPELLING & DECODING Stressed, Unstressed Syllables Vowel Sound /ou/, /o/

WSG pp. 54-55 Spelling Test T193 Day 5



WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.* CC4L2c Use a comma before a coordinating conjunction in a compound sentence.

GRAMMAR Conjunctions

Weekly Plan TE pp. T194-T197 SB pp. 218-219 Projectables 8.6-8.8


CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W3e Provide a conclusion that follows from the narrated experiences or events.

WRITING Narrative

SUW: 6-9 Creating & Developing Characters, pp.265-266 Tool 6-9a 6-12 Ways to Begin a Story, pp. 272-273 Tools 6-7a & 6-7d, 6-12c & 6-12d p. 274 #1-6 Tool 6-12c & 6-12d SUW 6-17 Options for Writing the End of a Story, pp. 279-280 #1-3 Tools 6-17a; & Looking at More Endings #1 Tool 6-17c

Story/Narrative Scoring Guide” Tool 10-18a Tool 6-10a, Tool 6-12d, or Tool 6-17c

CONTENT AREAS: STANDARDS & LESSONS ESS.8.4.7 Describe the processes of the water cycle:

Precipitation, evaporation, condensation ESS.8.4.11 Construct & read instruments to collect weather data:

barometer, weather vane, anemometer ESS.8.4.8 Organize weather data into tables or charts to identify trends and patterns PS.7.4.1 Interpret trends in temperature over time using the Celsius scale NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI)


Scott Foresman Leveled Readers: Water Cycle and Weather (Below Level) Water and Weather on Earth (On Level) Weather & Currents (Advanced)

Imagine that you are a drop of water. Write a narrative describing your journey through the water cycle. Think about how your form will change and what will cause the changes as you go through your journey. Using the Daily Weather Log graph the number of sunny days, cloudy days, rainy days, snowy days, etc. After 6 weeks or so, write some conclusions or generalizations that can be made.



Social Studies Focus/Vocabulary Materials/Links to Lessons UNIT: Northeast Region Essential Question(s) 1. What is unique about the Northeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region?

Social Studies: G.1.4.3: Locate each of the five regions of the United States

and describe each region’s major physical features: Northeast,

Southeast, Midwest, Southwest, West

G.2.4.3: Discuss the advantages and disadvantages of life in a

suburban area.

G.2.4.1: Research elements of culture in a community, state,

or nation (e.g., food, clothing, housing, language,

sports/recreation, customs, traditions, art, music, religion)...

G.3.4.2: Discuss the reasons for human settlement patterns

(e.g., jobs, climate, family).

G.3.4.3: Explain how communities share ideas and information

with each other.

Social Studies Focus

Northeast Today Impact of Geography Climate and Natural Resources on Northeast Region Urban/Rural/Suburban Bully Proofing Your School

Social Studies Content Geography and Role of Geographer in the NE Region: (Focus on TE/SE pp. 110-114, Geography of the Northeast.) United States Region Chart Resource—Add major cities Harcourt TE/SE pp 147-149 (Major Cities) pp 150-151 (Places to Visit) Lesson: The Little House

The Little House by Virginia Lee Burton (Need a copy of book)

Little House PowerPoint

T-Chart Reading Connections Harcourt SS text pp 104-107 Excerpt “A River Ran Wild”. What were the Native Americans like?----Clue/What We Learn About the Character Abuela by Arthur Dorros (Visualization) Discuss life in a big city I see, hear, feel, smell and taste Writing Connections Writing Prompt: Imagine you are visiting family in New York. How are things different from your hometown? Give at least 3 ways and explain. Harcourt Text pp 147-149 Assessment

How is the countryside different from the big city? Compare and contrast urban vs. rural environments. In the writing assignment you could include information about the weather and a description of what large city life is like. i.e. pollution and skyscrapers

Vocabulary

visualization point of view urban rural suburban pollution commute population density


http://ssfourthgrade.wikispaces.com/file/view/Lesson+8The+Little+House+LessonPlan.pdf

http://ssfourthgrade.wikispaces.com/file/view/The+Little+House+Powerpoint.ppsx

http://ssfourthgrade.wikispaces.com/file/view/Little+House+Triplet-chart.pdf




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC4RL1 Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3 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) CC4RI1. Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI3 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. CC4RI5 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. CC4RI7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears. CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text.

COMPREHENSION/ FLUENCY Skill: Conclusions & Generalizations Strategy: Question Genre: Realistic Fiction

& Informational Text

Suggested Weekly Focus p. 17 Dear Mr. Winston CLLG p. 56 Conclusions & Generalizations TE pp. T256-T257 Is Sasquatch Out There? CLLG p. 57

“Field Guide to the Snakes of the Southwest” CLLG p. 57 Develop Comprehension TE pp. T254-T256

Weekly Tests 9.4-9.5 T274-T275 CLLG Writing

About Reading

Prompt pg.17

***Rubric SUW

Tool 10-11a

CC4L5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

VOCABULARY STRATEGY: Antonyms WORD CARDS 81-90 ACADEMIC VOCAB: Conclusion & generalization Antonyms & analogy

WSG pp. 118-119 Other Resources: Introduce Vocabulary TE pp. T234-T235 Teacher Read Aloud TE pp. T232 Vocabulary Strategies TE pp. T260-T261

Weekly Tests 9.2-9.3 T274-T275 Spelling Test T265

Day 5

CC4RF3a. 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 & out of context.

SPELLING & DECODING Common, Beginning Syllables Vowel t r in Multi-Syllable Words

WSG pp. 56-57



WRITING WORKSHOP: WHOLE GROUP LESSONS

CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC4L2b Use commas & quotation marks to mark direct speech & quotations from a text. CC4L2c Use a comma before a coordinating conjunction in a compound sentence.

GRAMMAR Commas

Weekly Plan T266-T267 Practice Book p. 103-105

Projectables 9.6 – 9.8


CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W3e Provide a conclusion that follows from the narrated experiences or events. CC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing..

WRITING Narrative Focus: Personal Narrative

SUW Lessons: 6-19 9 Tips for Writing a First Draft 6-20 Working on the Good Qualities of a Story 6-22 Writing Drafts and Revising 6-23 Ten Tips for Revising 6-24 Editing & Proofreading (CUPS)

Tool 10-18a “Stories & Narratvies Scoring Guide”

STANDARDS Week (November) FOCUS Scott Foresman Leveled Readers NOTEBOOK PROMPT ESS.9.4.1 Analyze changes to Earth’s surface: Erosion, glaciations, weathering, earthquakes, volcanic activity ESS.8.4.10 Describe weather-related natural disasters ESS.8.4.9 Demonstrate safety procedures related to severe weather Suggested ~ Science Fair Week Nov. 7-11

How the Earth’s surface is continually shaped & reshaped?

Which combinations of factors cause different kinds of natural disasters?

Vocabulary: Analyze, erosion, weathering

Changes to the Earth’s Surface (Below Level) The Changing Surface of the Earth (on Level) Ice! (Advanced)

Hurricanes & Tornadoes (Below Level) Severe Storms (On Level) Hurricanes (Advanced)

List four causes of weathering & describe each cause.

Pretend you are in severe weather conditions. Write about the weather, the safety procedures you use, and the results of the weather.



Social Studies Focus/Vocabulary Materials/Links to Lessons UNIT: Northeast Region

Essential Question(s) 1. What is unique about the Northeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How does the past affect this region and the U.S.? Social Studies

C.5.4.1: Identify and explain the role of the Founding

Fathers in writing the founding documents: Benjamin

Franklin, John Hancock, Thomas Jefferson, James

Madison, George Washington

C.5.4.2: Identify and explain the purpose of the founding

documents: Declaration of Independence, Articles of

Confederation, United States Constitution

H.6.4.4: Name the major cause of the America

Revolutionary War: Taxation, Distance, Lack of

communication

H.6.4.8: Discuss how differences between people lead

to conflict (e.g., social, political, economic).

G.2.4.4: Compare and contrast the human

characteristics of early settlements and contemporary

communities in the five regions of the United States.

Social Studies Focus History of the Northeast Creating a Timeline—Sequencing Events Bully Proofing Your School

Social Studies Content United States Region Chart—Complete Significant Historical Events Lesson: Mini Lesson (Personal Timeline & Northeast Timeline) Timeline Graphic Organizer Reading Connections

CLLG MINI LESSON p. 56 Conclusions Use the pictures and accounts of different people associated with the Boston Massacre to gather clues and draw conclusions about what really happened. Lesson: Boston Massacre (See resources on Social Studies

Curriculum Map) Writing Connections Choose one of the events from your personal timeline and write about it. Think of an event in your life that is significant to you. Draw your own representation of the event so that others can understand this experience from your point of view. What happened during the event? How did you feel at the time? Do you think other people who were at the event that you are drawing might have a different opinion than you about what happened? Why or why not? Assessment

Historical Timeline Writing Prompt: Was the creator of the picture a supporter of the Colonists? Give evidence from the picture to support your answer. Present the prompt using one out of the two pictures. Then present the other picture. Boston Massacre in Images

Vocabulary

Northeast Regions Words: harbor colony colonist port Revolutionary War timeline taxation primary source Declaration of Independence

events revolution independence historical secondary source decade Boston Massacre


http://ssfourthgrade.wikispaces.com/file/view/Lesson+9+History+Northeast+Timeline.pdf

http://ssfourthgrade.wikispaces.com/file/view/Timeline+Graphic+Organizer.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+9+Boston+Massacre.pdf

http://www.bostonhistory.org/pdf/Boston%20MassacreImages.pdf

grade 4 curriculum map: literacy & integrated content grade quarter 1 2014.pdf · unit 1 lesson...

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