grade 4, unit 1: living traditions - wikispaces4,+unit+1-+living... · grade 4, unit 1: living...

!

Level 1: Entering U

sing Key Words, ask students

questions about why M

r. Ponte w

ent to Gabon and w

hat happened w

hen he arrived. Encourage students to use Key W

ords in their answers. Tell

students to discuss the Big Q

uestion using illustrated word

banks in small groups.

See: R T5, T7, T13, T18–19 See: RfR T4, T6a, T20, T22–23

Level 2: Emerging

Have pairs reread each section of

the Anchor Selection to identify w

hat happened and why by using

information from

each section. Encourage students to use Key W

ords. Ask students to discuss the Big Q

uestion using word banks

with a partner.

See: R T5, T7, T13, T18–19 See: RfR T4, T6a, T20, T22–23

Level 3: Developing

Using graphic organizers and w

ord banks in sm

all groups, have pairs com

plete a Semantic W

eb on Mr.

Ponte with the headings, W

hat H

appened? and Why? H

ave students describe their w

ebs using Key W

ords. Discuss the Big

Question as a class.

See: R PD41, T5, T7, T13

See: RfR BP38, T4, T6a, T20

Level 4: Expanding H

ave pairs complete a Sem

antic W

eb about Gabon traditions that

they learned from the Anchor

Selection. Encourage students to use Key W

ords in their responses. H

ave pairs discuss the Big Q

uestion using realia and graphic support; have students detail the process.

See: R PD41, T5, T7, T13


Level 5: Bridging H

ave each student complete a

Semantic W

eb about the Anchor Selection that addresses the Big Q

uestion. H

ave students summ

arize the inform

ation and elaborate the steps w

ith a classmate based

on detailed oral discourse.

See: R PD41, T5, T7, T13


Reading Correlating Standards: Com

mon Core Standard RI.4.3: Explain events, procedures, ideas,

or concepts in a historical, scientific, or technical text, including w

hat happened and why, based on specific inform

ation in the text.

WID

A Standard 5: English language learners comm

unicate inform

ation, ideas and concepts necessary for academic success

in the content area of Social Studies.

Grade 4, U

nit 1: Living Traditions W

EEK 1. Anchor Selection: Josh Ponte: A M

usical Journey, R and RfR SE pp. 10–25

WEEK 2. Alternate Selection: M

artina the Beautiful Cockroach, R and RfR SE pp. 42–56

WEEK 3. Alternate Selection: N

ational Geographic Leveled Reader:

Tea with M

ilk


ational Geographic Kids O

nline Article:

Winter Celebrations

Throughout this unit: Reading Foundations: W

ords with Short /ă/;

Words w

ith Short /ŏ/; Words w

ith Short /ĭ/; W

ords with Short /ŭ/; D

igraphs ch, tch

Comm

on Core Standards: RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including w

hat happened and why, based on specific

information in the text.

W.4.2: W

rite informative/explanatory texts to exam

ine a topic and convey ideas and inform

ation clearly.

SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) w

ith diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their ow

n clearly.

L.4.1f: Dem

onstrate comm

and of the conventions of standard English gram

mar and usage w

hen writing or speaking.

f. Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.

WEEK 1: Josh Ponte: A M

usical Journey

Accessing the A

nchor Selection Correlating Standards: Com

mon Core Standard RI.4.10: By the end of the year, read and

comprehend inform

ational texts, including history/social studies, science, and technical texts, in the grades 4-5 text com

plexity band proficiently, w

ith scaffolding as needed at the high end of the range.

Level 1: Entering Conduct a picture w

alk through the Anchor Selection. Read aloud the Anchor Selection as students point to photographs. Call on students to identify the connection to the Big Q

uestion using realia and graphic support.

See: R T10, T12, T16–17 See: RfR T10, T11

Level 2: Emerging

Read aloud the Anchor Selection and have students identify key phrases. U

sing photos, illustrations, or videos w

ith a partner, have students connect the Anchor Selection to the Big Q

uestion. See: R T10, T12, T16–17 See: RfR T10, T11

Level 3: Developing

Read the Anchor Selection aloud as students w

hisper-read. Introduce the Big Q

uestion; using realia and graphic support, have students describe the Anchor Selection photographs and captions to talk about the Big Q

uestion.

See: R T10, T12, T16–17 See: RfR T10, T11

Level 4: Expanding Introduce the Big Q

uestion; using photographs or realia, have students use the Big Q

uestion as a purpose for reading the Anchor Selection. Ask pairs to take turns reading as the interview

er/interviewee.

Have students detail the

interviewing process.

See: R T12 See: RfR T11

Level 5: Bridging H

ave partners take turns reading a section of the Anchor Selection aloud. U

sing videos based on grade-level oral discourse, introduce the Big Q

uestion. Ask students to interpret how

the Anchor Selection connects to the Big Q

uestion. See: R T12 See: RfR T11

How

important

are traditions? CO

NTEN

T CON

NECTIO

N: Social Studies

!

Level 1: Entering U

sing illustrated word banks in

small groups, have students draw

pictures of a fam

ily tradition, identifying the connection to the Big Q

uestion. Use the W

IDA CAN

D

O D

escriptors to assess.


Level 2: Emerging

Based on simple oral descriptions

using illustrated word banks and

manipulatives, have students

describe a family tradition to answ

er the Big Q

uestion. Use the W

IDA CAN

D

O D

escriptors to assess. See: R T71 See: RfR T71

Level 3: Developing

Using photographs or realia and

following a m

odel, ask what new

tradition students could begin at the school. H

ave students describe the process of the tradition to answ

er the Big Q

uestion. Use the W

IDA CAN

D

O D


See: R Txxx–xxxx

Level 4: Expanding In sm

all groups, have students w

rite about a family tradition,

detailing the process of said tradition, to answ

er the Big Q

uestion. Use the W

IDA CAN

D

O D

escriptors to assess. See: R T70, T71 See: RfR T70, T71

See: R Txx–xx, Txx–xx

Level 5: Bridging In sm


rite about a Gabon tradition,

elaborating the steps of said tradition, to answ

er the Big Q

uestion. Use the W

IDA CAN

D

O D


See: R T70, T71 See: RfR T70, T71 See: R Txx–xx, Txx–xx See: RfR Txx, Txx–xx

Level 1: Entering Provide advertisem

ent sentence fram

es for students. Have

students illustrate and complete

a sentence frame as a version of

the ad Mr. Ponte answ

ered. Have

students identify connections to the Big Q


See: R T7a, T26a, T26, T35a, T36g See: RfR T24–25, T26, T34a

Level 2: Emerging

Ask students to form sm

all groups. H

ave groups write a version of the

ad Mr. Ponte answ

ered using com

plete sentences. Based on sim

ple oral descriptions using illustrated w

ord banks and m

anipulatives, ask each group to describe how

this relates to the Big Q

uestion.

See: R T7a, T26a, T26, T35a, T36g See: RfR T24–25, T26, T34a

Level 3: Developing

Have each student w

rite a version of the ad M

r. Ponte answ

ered. Have students

exchange ads and correct any fragm

ents or run-ons. Ask students to recount the Big Q

uestion using realia and graphic support. See: R T7a, T26a, T26, T35a, T36g See: RfR T24–25, T26, T34a


ave each student write a

version of the ad Mr. Ponte

answered. H

ave students com

pare ads and correct any fragm

ents or run-ons. In pairs, have students review

the Big Q

uestion using photos, illustrations, or videos. See: R T7a, T26a, T26, T35a, T36g See: RfR T24–25, T26, T34a

Level 5: Bridging H

ave each student write a

version of the ad Mr. Ponte

answered. Encourage students

to use Key Words. In sm

all groups, have students correct any fragm

ents or run-ons. Call on students to interpret the Big Q

uestion. See: R T7a, T26a, T26, T35a, T36g See: RfR T24–25, T26, T34a

Level 1: Entering H

ave students draw a picture of

a tradition from G

abon. Have

students use language frames

to write captions and labels for

their pictures. Ask students to identify connections to the Big Q

uestion using illustrated word

banks in small groups.

See: R T7a, T36g, R19 See: RfR T24–25, PM

1.6, PM

1.17

Level 2: Emerging

Call on students to produce com

plete sentences in a Concept M

ap that connects to the Anchor Selection. U

sing graphic organizers and illustrated w

ord banks in sm

all groups, have students describe how

the concepts connect to the Big Q

uestion.

See: R T3, T7a, T35a See: RfR T1l, T3, T24–25, T34a, PM

1.1

Level 3: Developing

Using phrase banks w

ith a partner, have students recount one aspect of M

r. Ponte’s work.

Have pairs cite textual evidence

to support their information.

Have students include one

sentence that connects their ideas to the Big Q

uestion. See: R T27, T35a, T35 See: RfR T27, T34a, T35

Level 4: Expanding U

sing graphic organizers with a

partner, have students com

pare interview questions

and identify questions they w

ould like to ask Mr. Ponte

about his work in G

abon. Encourage pairs to include Key W

ords in their questions. Have

pairs discuss the Big Question.

See: R T27 See: RfR T24–25, T27, T27a

Level 5: Bridging H

ave students follow the Pow

er W

riting Routine to write a

response to the Big Question.

Based on detailed oral discourse, instruct students to cite inform

ation from the

Anchor Selection in order to explain ideas. See: R PD

53 See: RfR BP47

Level 1: Entering H

ave students form sm

all groups. U

se the Team W

ord W

ebbing routine to discuss the Big Q

uestion. Ask students to tell and record their ideas on a Concept M

ap. Have students

share ideas using realia and graphic support. See: R PD

41, T3, T26c See: RfR BP38, T3, T26

Level 2: Emerging

Using graphic organizers and

illustrated word banks in sm

all groups, have students com

plete language frames to

describe their own fam

ily traditions. Call on students to relate their responses to the Big Q

uestion. See: R T6, T11, T27 See: RfR T5, T6, T25a

Level 3: Developing

Review the Key W

ords with

students. Using graphic

organizers and word banks in

small groups, have students

describe how each Key W

ord m

akes them feel and w

hy. Have

students relate their responses to the Big Q

uestion. See: R T4, T5, T7, T28a See: RfR T4, T6a, T7


sing word banks in sm

all groups, have students share how

the Key Words help them

understand the Anchor Selection. H

ave groups recount detailed exam

ples from the

text. Call on students to relate the Key W

ords to the Big Q

uestion. See: R T5, T7, T26 See: RfR T4, T6a, T26

Level 5: Bridging H

ave pairs use the Think, Pair, Share routine to discuss the Big Q

uestion. Encourage pairs to use Key W

ords in their responses. Based on detailed oral discourse, call on pairs to share their responses w

ith the class. See: R PD

59, T5, T7, T26, T36g See: RfR BP46, T4, T6a, T27o

Writing

Speaking and Listening Correlating Standards: Com

mon Core Standard SL.4.1: Engage effectively in a range

of collaborative discussions (one-on-one, in groups, and teacher-led) w

ith diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their ow

n clearly.

WID


unicate for Social and Instructional purposes w

ithin the school setting.

Correlating Standards: Com

mon Core Standard L.4.1f: D

emonstrate com

mand of the

conventions of standard English gramm

ar and usage when

writing or speaking.

f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-ons.

WID


unicate inform


in the content area of Language Arts.

Language


mon Core Standard W

.4.2: Write inform

ative/explanatory texts to exam

ine a topic and convey ideas and information

clearly.

WID


unicate inform





comprehend inform




WID


unicate inform

ation, ideas and concepts necessary for academic success in

the content area of Social Studies.

Assessm

ent

WEEK 1: Josh Ponte: A M

usical Journey

!

WEEK 2: M

artina the Beautiful Cockroach


mon Core Standard RL.4.3: D

escribe in depth a character, setting, or event in a story or dram

a, drawing on specific details in

the text (e.g., a character’s thoughts, words, or actions).

WID


unicate inform



Grade 4, U

nit 1: Living Traditions ! Com

mon Core Standards:

RL.4.3: Describe in depth a character, setting, or event in a story or dram

a, draw

ing on specific details in the text (e.g., a character’s thoughts, words,

or actions).

W.4.3: W

rite narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized m

anner, using appropriate facts and relevant, descriptive details to support m

ain ideas or themes; speak clearly at an understandable pace.

L.4.5b: Dem

onstrate understanding of figurative language, word

relationships, and nuances in word m

eanings. b. Recognize and explain the m

eaning of comm

on idioms, adages,

and proverbs.

Accessing the A

lternate Selection Correlating Standards: Com

mon Core Standard RL.4.10: By the end of the year, read and

comprehend literature, including stories, dram

as, and poetry, in the grades 4-5 text com

plexity band proficiently, with scaffolding

as needed at the high end of the range.

WEEK 1. Anchor Selection:

Josh Ponte: A Musical Journey,

R and RfR SE pp. 10–25





Tea with M

ilk



nline Article:

Winter Celebrations



Words w


ith Short /ĭ/; W


igraphs ch, tch

!Level 1: Entering Read aloud the Alternate Selection, define the idiom

s, and tell students to point to characters as each one speaks in the text. H

ave students discuss the Alternate Selection tradition and the Big Q


See: R T42, T52–53, T54–55, T60 See: RfR T42, T43, T44–45, T54–55, T59q, T60

Level 2: Emerging

Read the Alternate Selection aloud as students echo-read. Call on students to define the idiom

s in this text using realia and graphic support. Introduce the Big Q

uestion. Ask questions to describe traditions in the Alternate Selection.


Level 3: Developing

Call on students to describe idioms

using realia and graphic support. Read the Alternate Selection aloud as students w

hisper-read. Introduce the Big Q

uestion and call on students to connect this idea to the Alternate Selection. See: R T42, T52–53, T54–55, T60 See: RfR T42, T43, T44–45, T54–55, T59q, T60


ave students define idioms using

photographs or realia. Assign students to be the narrator and the characters in order to do a Reader’s Theater read of this text. H

ave students compare this text to

the Big Question.


Level 5: Bridging In pairs, have students define idiom

s using photographs or realia. H

ave pairs take turns finding idiom

s in the Alternate Selection. H

ave pairs use this text to interpret the Big Q

uestion and com

pare it to American m

arriage traditions.


Level 1: Entering H

ave students point to the main

character throughout the Alternate Selection. Tell students to locate an adjective that describes M

artina. Using


all groups, have students provide an initial answ

er to the Big Question.

See: R T42, T48–49, T50–51, T52–53 See: RfR T43, T48–49, T53

Level 2: Emerging

Have students com

plete a Portrait graphic organizer about the Alternate Selection m

ain character, w

riting phrases that describe M

artina. Have students discuss

character traits using graphic organizers and illustrated w

ord banks in sm

all groups, and relate it to the Big Q

uestion. See: R PD

40, T48–49 See: RfR BP37, T50–51

Level 3: Developing

Based on detailed oral descriptions using illustrated w

ord banks, have students com

plete a Portrait graphic organizer about an Alternate Selection character by w

riting in complete sentences. Call

on students to describe their com

pleted graphic organizers, and relate it to the Big Q

uestion. See: R PD

40, T48–49 See: RfR BP37, T50–51


ave students use dialogue and actions to portray one character from

the Alternate Selection in a W

ord Web. H

ave classm

ates distinguish the character that is being portrayed. Call on students to discuss the Big Q

uestion using w

ord banks in small groups.

See: R PD41, T48–49

See: RfR BP38, T50–51

Level 5: Bridging H

ave students summ

arize a character from

the Alternate Selection using a W

ord Web. Ask

students to write a riddle about

this character. Have students

read the riddles to the class for classm

ates to guess. Ask pairs to interpret the Big Q

uestion based on detailed oral discourse.

See: R PD41, T48–49

See: RfR BP38, T50–51

What are som

e exam

ples of traditions?

CON

TENT CO

NN

ECTION

: Social Studies

! Writing


mon Core Standard 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 support m

ain ideas or themes; speak clearly at an understandable pace.

WID





mon Core Standard L.4.5b: D

emonstrate understanding of

figurative language, word relationships, and nuances in w

ord m

eanings. b. Recognize and explain the m

eaning of comm

on idioms,

adages, and proverbs. W

IDA Standard 2: English language learners com

municate

information, ideas and concepts necessary for academ

ic success in the content area of Language Arts.

Language


mon Core Standard W

.4.3: Write narratives to develop real

or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

WID


unicate inform







plexity band proficiently, with scaffolding as

needed at the high end of the range.

WID


unicate inform



Assessm

ent

WEEK 2: M

artina the Beautiful Cockroach

Level 1: Entering

Have students com

plete a Story M

ap organizer by drawing

pictures that tell about a real or im

agined family tradition. Tell

students to label their pictures. H

ave groups discuss the Big Q

uestion using realia and graphic support. See: R T59, T66b See: RfR T57a, T58a, T59b, T59c

Level 2: Emerging

Have students produce a Story

Map organizer by com

pleting sentence fram

es, telling about a fam

ily tradition. Using w

ord banks w

ith a partner, have students describe traditions in relation to the Big Q

uestion. See: R T59, T66b See: RfR T57a, T58a, T59b, T59c

Level 3: Developing

Have students first com

plete a Story M

ap organizer to describe a fam

ily tradition. Ask students to use tim

e-order words to string

their sentences together into a paragraph. H

ave pairs describe the Big Q

uestion to each other using realia and graphic support. See: R T59, T66b See: RfR T57a, T58a, T59b, T59c


ave students use a Story Map

organizer to prewrite a funny story

about a family tradition. Ask

students to edit their drafts to include a silly situation. Call on students to interpret and discuss the Big Q

uestion based on detailed oral descriptions using visual supports.

See: R T59, T66b See: RfR T57a, T58a, T59b, T59c

Level 5: Bridging H

ave students write a funny

story about a family tradition.

Remind students to keep the Big

Question in m

ind while w

riting. H

ave students swap stories w

ith a partner to com

pare ideas, based on detailed oral discourse, for adding silly details. See: R T59, T66b See: RfR T57a, T58a, T59b, T59c

Level 1: Entering U

sing word banks w

ith a partner, have students com

plete a Concept M

ap, telling an answer to the Big

Question. U

se the WID

A CAN D

O

Descriptors for assessing.

See: R T70, T71 See: RfR T70, T71

Level 2: Emerging



all groups, have students describe a holiday tradition, answ

ering the Big Q

uestion. Use the W

IDA CAN

D

O D



Level 3: Developing

Using photos, illustrations, or videos

and graphic organizers with a

partner, have students teach a holiday song to the class to categorize an answ

er for the Big Q

uestion. Use the W

IDA CAN

DO

D



sing photos, illustrations, or videos, ask students w

hat they learned about traditions; have students com

pare responses to address the Big Q

uestion. Use the W

IDA CAN

DO

D



all groups, have students m

ake a time capsule of traditions,

elaborating the process to address the Big Q

uestion. Use the W

IDA

CAN D

O D


Level 1: Entering Teach students a holiday song or poem

using photos, illustrations, or videos w

ith a partner. H

ave students illustrate it and then sing the song or chant the poem

pointing to illustrations. Ask students to identify how


uestion. See: R T37, T66h See: RfR T37, T60a

Level 2: Emerging

Have students com

plete a Story M

ap organizer by drawing

pictures about a holiday tradition. H

ave students use the pictures to tell the story to a partner, describing the Big Q

uestion by using realia and graphic support. See: R T37, T66b, T66h See: RfR T37, T59b, T60a

Level 3: Developing

Have students use a Story M

ap organizer to outline a story about a holiday tradition. U

sing graphic organizers and w

ord banks in sm

all groups, have students use their outlines to w

rite the story. In sm

all groups, have students describe and discuss the connection to the Big Q

uestion. See: R T37, T66b, T66h See: RfR T37, T59b, T60a



partner, have students describe a holiday. Ask students to recount detailed traditions in chronological order. H

ave the listener m

ake a Story Map for

their partner’s story. Have pairs

discuss the Big Question.

See: R T37, T66b, T66h See: RfR T37, T59b, T60a

Level 5: Bridging Ask students to form

groups of three. H

ave one student begin a story about a holiday tradition. H

ave the second student tell the m

iddle, and a third tell the story ending. H

ave groups detail the process. H

ave each student explain the Big Q

uestion based on detailed oral discourse. See: R T37, T66h See: RfR T37, T60a

Level 1: Entering Read an idiom

from the Alternate

Selection. Ask students yes/no questions to aid students’ understanding of the m

eaning. U

sing illustrated word banks in


identify how this relates to the

Alternate Selection and the Big Q

uestion.

See: R T60, T65 See: RfR T44–45, T53, T54-55, T59q

Level 2: Emerging

Display com

mon idiom

s, located in the Alternate Selection, and their corresponding idiom

m

eanings in random order. H

ave students m

atch the idioms to their

meanings. H

ave students define the Big Q

uestion using photos, illustrations, or videos w

ith a partner.


Level 3: Developing

Read aloud a paragraph from

the Alternate Selection that contains an idiom

. With a

partner, have students recount the paragraph in their ow

n w

ords using phrase banks. Call on students to review

the Big Q

uestion. See: R T60, T65 See: RfR T44–45, T53, T54-55, T59q

Level 4: Expanding Assign student pairs one idiom

from

the Alternate Selection. Using

graphic organizers with a partner,

have students follow a Think, Pair,

Share routine to rephrase the idiom

in their own w

ords. Ask pairs to discuss the Big Q

uestion and detail the process. See: R T60, T65 See: RfR T44–45, T53, T54-55, T59q


all groups, have students identify idiom

s from the

Alternate Selection. Have

students practice using the idiom

s in a sentence of their ow

n. Call on students to com

pare their idiom sentences.

Review the Big Q

uestion.


!

Level 1: Entering

In a two-colum

n chart, have students draw

and label som

ething from M

asako’s life in Am

erica and something from

her life in Japan. U

sing word

banks with a partner, have

students discuss their charts and the Big Q

uestion. See: R T36e See: RfR SG

24, SG26

Level 2: Emerging

Together with students, m

ake a tim

e line of Masako’s life. Call

on students to identify and sort m

ajor parts of Masako’s life.

Using realia and graphic

support, have students discuss how

the Big Question relates to

events on the timeline.

See: R T36e See: RfR SG

24, SG26

Level 3: Developing

Using w

ord banks with a

partner, have students make a

timeline of events in M

asako’s life. H

ave pairs describe how

traditions shaped Masako. Call

on pairs to explain the Big Q

uestion in relation to the Leveled Reader. See: R T36e See: RfR SG

24, SG26

Level 4: Expanding

Together with students,

complete a Venn diagram

to com

pare and contrast Masako’s

life in America and in Japan.

Using photos, illustrations, or

videos, discuss how traditions

shaped Masako and how

this connects to the Big Q


24, SG26

Level 5: Bridging

Have each student com

plete a Venn diagram

that compares

and contrasts Masako’s life in

America and in Japan. In sm

all groups, have students discuss how

Masako w

ould answer the

Big Question.


24, SG26

Level 1: Entering

Read aloud Tea with M

ilk as students point to the illustrations. U

sing illustrated w

ord banks in small groups,

have students identify the main

character and act out the traditions she participated in. Introduce the Big Q


24, SG26

Level 2: Emerging

Have students echo-read Tea

with M

ilk as you read it aloud. U

sing realia and graphic support, pose the Big Q

uestion and have students describe the new

traditions Masako found in

Japan. See: R T36e See: RfR SG

24, SG26

Level 3: Developing

Have sm

all groups round-robin read Tea w

ith Milk aloud, one

page at a time. U


ord banks in sm

all groups, pose the Big Q

uestion and have students categorize their responses to com

plete a Word W

eb organizer. See: R PD

41, T36e See: RfR BP38, SG

24, SG26



partner, have students brainstorm

a list of answers for

the Big Question. After they

whisper-read Tea w

ith Milk in

pairs, have students add to their list of answ

ers. Have pairs share

with the class and detail the

process.


24, SG26

Level 5: Bridging H

ave each student list answers to

the Big Question. H

ave pairs choral-read Tea w

ith Milk. Call on

students to share their lists. Based on detailed oral discourse, have students interpret responses to the Big Q

uestion relating to the Leveled Reader. See: R T36e See: RfR SG

24, SG26

Reading


mon Core Standard RL.4.1: Refer to details and exam

ples in a text w

hen explaining what the text says explicitly and w

hen draw

ing inferences from the text.

WID


unicate inform



Grade 4, U

nit 1: Living Traditions Com

mon Core Standards:

RL.4.1: Refer to details and examples in a text w

hen explaining what the

text says explicitly and when draw

ing inferences from the text.

W.4.1: W

rite opinion pieces on topics or texts, supporting a point of view

with reasons and inform

ation.

SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.

L.4.4a: Determ

ine or clarify the meaning of unknow

n and m

ultiple-meaning w

ords and phrases based on grade 4 reading and content, choosing flexibly from

a range of strategies. a. Use context (e.g., definitions, exam

ples, or restatements in text)

as a clue to the meaning of a w

ord or phrase.

WEEK 3: Tea w

ith Milk

Accessing the A





plexity band proficiently, with scaffolding

as needed at the high end of the range.








Tea with M

ilk



nline Article:

Winter Celebrations



Words w


ith Short /ĭ/; W


igraphs ch, tch

!

How

can traditions shape

who w

e are? CO

NTEN

T CON

NECTIO

N: Social Studies

! Speaking and Listening Correlating Standards: Com

mon Core Standard SL.4.3: Identify the reasons and evidence

a speaker provides to support particular points.

WID





mon Core Standard L.4.4a: D

etermine or clarify the m

eaning of unknow

n and multiple-m

eaning words and phrases based on

grade 4 reading and content, choosing flexibly from a range of

strategies. a. Use context (e.g., definitions, exam

ples, or restatements

in text) as a clue to the meaning of a w

ord or phrase.

WID


unicate inform



Language


mon Core Standard W

.4.1: Write opinion pieces on topics or

texts, supporting a point of view w

ith reasons and information.

WID


unicate inform







plexity band proficiently, with scaffolding as

needed at the high end of the range.

WID


unicate inform



Assessm

ent

WEEK 3: Tea w

ith Milk

Writing

Level 1: Entering H

ave students draw a sm

iling or frow

ning face in response to the question, W

ould you tell a friend to read Tea w

ith Milk?

Have students identify parts of

the text to support their answ

ers. Call on students to review

the Big Question using

realia and graphic support. See: R T36e, T58 See: RfR T58, SG

24, SG26

Level 2: Emerging

Using w

ord banks with a

partner, have students identify and sort things they liked or didn’t like about Tea w

ith Milk.

Ask students to share their lists w

ith a friend and discuss the Big Q

uestion. See: R T36e, T58 See: RfR T58, SG

24, SG26

Level 3: Developing

Provide sentence frames for

students to complete a letter

telling a friend whether or not they

liked Tea with M

ilk. Have students

include at least one text example

to support their opinion. Call on students to recount the Big Q

uestion using photographs or realia and follow

ing a model.

See: R T36e, T58 See: RfR T58, SG

24, SG26


ave students use Key Words as

they complete sentence fram

es for a letter to a friend advising w

hether or not to read Tea with

Milk. M

ake sure students recount detailed evidence to support opinions. Call on students to review

the Big Question using

photographs or realia. See: R T36e, T58 See: RfR T58, SG

24, SG26

Level 5: Bridging H

ave students use Key Words

as they write a letter to a friend

advising whether or not to read

Tea with M

ilk. Have students

include text examples to

support their opinions. Call on students to interpret the Big Q

uestion using videos based on grade-level oral discourse. See: R T36e, T58 See: RfR T58, SG

24, SG26

Level 1: Entering U

sing illustrated word banks in sm

all groups, answ

er the Big Question by

singing a song that Masako m

ay have sung. H

ave students draw and

label illustrations depicting this. Use

the WID

A CAN D

O D

escriptors to assess. See: R T36e, T71 See: RfR T71, SG

24, SG26

Level 2: Emerging

Using phrase banks w

ith a partner, have students identify and sort answ

ers to add to a Concept Map,

answering the Big Q

uestion. Use

the WID

A CAN D

O D



24, SG26

Level 3: Developing

Using graphic organizers and w

ord banks in sm

all groups, have students describe a tradition from

Tea w

ith Milk to answ

er the Big Q

uestion. Use the W

IDA CAN

DO

D



24, SG26



all groups, have students distinguish betw

een M

asako would say and w

hat she thought and felt in relation to the Big Q

uestion. Use the W

IDA CAN

DO

D


See: R T36e, 71 See: RfR T71, SG

24, SG26

See: R Txx–xx, Txx–xx



rite to explain Masako’s w

ants to answ

er the Big Question. U

se the W

IDA CAN

DO

Descriptors

to assess.


24, SG26

Level 1: Entering H

ave students identify an im

age in Tea with M

ilk. Ask students questions about the em

otions shown in the picture.

Using w

ord banks with a

partner, have students talk about how

the image relates to

the Big Question.


24, SG26

Level 2: Emerging

Have students identify an

image in Tea w

ith Milk. H

ave students use picture details and text to explain w

hy it is an interesting im

age. Using

graphic organizers and illustrated w

ord banks in small

groups, have students relate the im

age to the Big Question.


24, SG26

Level 3: Developing

Have students describe a

favorite and a least favorite im

age in Tea with M

ilk. Have

students use picture details and text to explain their opinions. U


ord banks in small groups,

have students relate images to

the Big Question.


24, SG26



partner, have students work

together to identify their favorite part of Tea w

ith Milk.

Have pairs recount detailed

text evidence to support their opinions. H

ave pairs discuss the im

ages in relation to the Big Q


24, SG26


all groups, have students com

pare and contrast favorite and least favorite parts of Tea w

ith Milk. H

ave students state text evidence to support their opinions. H

ave students relate the im

ages to the Big Question.


24, SG26

Level 1: Entering H

ave students identify unfamiliar

words in the Leveled Reader. H

ave students read the w

ords in context. Ask students to com

plete a W

indow graphic organizer for

each unfamiliar w

ord. Using


all groups, call on students to explain the Big Q

uestion. See: R PD


24, SG26

Level 2: Emerging

Have students identify unfam

iliar w

ords in the Leveled Reader. Have

students read the words in

context. In pairs, ask students to use dictionaries in order to com

plete Fold-Up Tab graphic

organizers for each word. H

ave pairs discuss the Big Q

uestion using realia and graphic support. See: R PD


24, SG26

Level 3: Developing

Have students identify unfam

iliar w

ords in Tea with M

ilk. Help

students use context clues to determ

ine meanings of unfam

iliar w

ords. Have students use each

word in a new

sentence. Based on oral descriptions using illustrated w

ord banks, call on students to explain the Big Q

uestion and describe the process of a tradition. See: R T36e See: RfR SG

24, SG26


ave students review and read the

Leveled Reader Key Words. Rate

students as to how w

ell they know

these Key Words. H

ave students review

the dictionary definitions to w

rite a new sentence for each w

ord. As a class, discuss the Big Q

uestion based on detailed oral descriptions using visual supports. H

ave students describe the process of a tradition. See: R T36e See: RfR SG

24, SG26

Level 5: Bridging H

ave students review and read

the Leveled Reader Key Words.

Have students restate the Key

Words using context clues. In


interpret the dictionary definitions to w

rite a new

sentence for each word. H

ave groups discuss the Big Q


24, SG26

!

Level 1: Entering H

ave students select a winter

celebration; ask students to describe the w

inter celebration to a friend and tell one thing they w

ould do to celebrate it. U

sing word/phrase banks w

ith a partner, have students discuss the Big Q

uestion and the w

inter celebrations.

Level 2: Emerging

Assign students one celebration from

Winter

Celebrations. Using

word/phrase banks w

ith a partner, have students w

rite tw

o sentences to describe the celebration. Call on students to read their descriptions. D

iscuss the Big Q

uestion in relation to w

inter celebrations.

Level 3: Developing

Let students choose two w

inter celebrations to com

pare and contrast. U


ord banks in sm

all groups, ask students to describe the celebrations and share w

ith the class. As a class, identify the m

ain idea of Winter

Celebrations and discuss this in relation to the Big Q

uestion.



all groups, have students choose one celebration from

Winter

Celebrations to write a narrative

of them celebrating it. Call on

students to read their narratives aloud. Ask the audience to distinguish betw

een key details in students’ stories. Ask students how


uestion.

Level 5: Bridging H

ave each student choose one celebration from

Winter

Celebrations to summ

arize for the class. Rem

ind students to use key details from

the text in their sum

maries. Based on

detailed oral discourse, have students explain how

the w

inter celebration relates to the Big Q

uestion.

Level 1: Entering Read aloud the N

ational G

eographic Kids Online Article,

Winter Celebrations and display

the article’s pictures. Have

students raise their hands for any traditions they have participated in. H

ave students m

ime a w

inter celebration; ask students to identify the Big Q


Level 2: Emerging

Have students choral-read the

National G

eographic Kids Online

Article, Winter Celebrations. H

ave students identify the celebrations that they are fam

iliar with and describe one

thing they do during this familiar

winter celebration. Ask students

to become fam

iliar with the Big

Question using realia and

graphic support.

Level 3: Developing

Have students w

hisper-read the N

ational Geographic Kids

Online Article, W

inter Celebrations. Ask students to recount inform

ation about the w

inter celebrations they know.


word banks in sm

all groups, have students discuss how

the article addresses the Big Q

uestion.


ave students each read aloud a paragraph from

Winter

Celebrations. Call on students to distinguish betw

een familiar

winter celebrations based on

detailed oral descriptions using visual supports. H

ave students use the article to answ

er the Big Q

uestion.

Level 5: Bridging H

ave students read Winter

Celebrations in pairs. Have

students use the article to interpret the Big Q

uestion. U

sing photos, illustrations, or videos, have students think of other w

inter celebrations and traditions.

WEEK 4: W

inter Celebrations


mon Core Standard RI.4.2: D

etermine the m

ain idea of a text and explain how

it is supported by key details; summ

arize the text.

WID


unicate inform



Grade 4, U


mon Core Standards:

RI.4.2: Determ

ine the main idea of a text and explain how

it is supported by key details; sum

marize the text.

W.4.6: W

ith some guidance and support from

adults, use technology, including the Internet, to produce and publish w

riting as well as to interact and collaborate w

ith others; dem

onstrate sufficient comm

and of keyboarding skills to type a minim

um of

one page in a single sitting.

SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse

media and form

ats, including visually, quantitatively, and orally. L.4.4c: D


eaning of unknown and m

ultiple-meaning w

ords and phrases based on grade 4 reading and content, choosing flexibly from

a range of strategies.

c. 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 w

ords and phrases.

Accessing the A



comprehend inform











Tea with M

ilk



nline Article:

Winter Celebrations



Words w


ith Short /ĭ/; W


igraphs ch, tch

!

How

do traditions help

guide us? CO

NTEN

T CON

NECTIO

N: Social Studies

!

Level 1: Entering H

ave students complete a

National G

eographic Kids Snow

flakes Puzzler. Tell students to respond to the Big Q

uestion using illustrated w

ord banks in sm

all groups. Use the W

IDA CAN

D

O D


Level 2: Emerging

Have students com

plete a N

ational Geographic Kids

Snowflakes Puzzler. Ask students

to identify and sort answers to

the Big Question using realia and

graphic support with a partner.

Use the W

IDA CAN

DO

D


Level 3: Developing

Have pairs take N

ational G

eographic Kids Quiz Your

Noodle: W

inter Holidays to answ

er the Big Q

uestion. Using realia and

graphic support, have students describe the process of one w

inter celebration. U

se the WID

A CAN D

O

Descriptors to assess.


sing photographs or realia, have pairs take N

ational G

eographic Kids Quiz Your

Noodle: W

inter Holidays to

recount detailed answers for

the Big Question. U

se the WID

A CAN

DO

Descriptors to assess.

Level 5: Bridging U

sing realia, have students take N

ational Geographic Kids Q

uiz Your N

oodle: Winter H

olidays to interpret an answ

er for the Big Q

uestion. Use the W

IDA

CAN D

O D


Level 1: Entering Review

the multiple m

eanings of the w

ords gold and greens from

Winter Celebrations. H

ave students draw

pictures and label the m

eanings of each. Using


all groups, read aloud the sentences from

the article with these w

ords and have students m

atch the m

eanings. Ask how the w

ords relate to the Big Q

uestion.

Level 2: Emerging

Assign student pairs m

ultiple-meaning w

ords from

Winter Celebrations such as,

falls, dates, gold, greens, and root. U

sing word banks w

ith a partner, have students identify the m

eaning of the word based

on context clues in Winter

Celebrations. Ask pairs how the

words relate to the Big

Question.

Level 3: Developing

Assign student pairs m

ultiple-meaning w

ords from


falls, dates, gold, greens, and root. H

ave students find and copy m

eanings from a

dictionary. Using realia and

graphic support, call on students to describe how

these w

ords relate to the Big Q

uestion

Level 4: Expanding Assign student pairs m

ultiple-meaning w

ords from

Winter Celebrations such as, falls,

dates, gold, greens, and root. Have

students locate the meanings in

a dictionary. Have pairs use each

word in sentences that include

context clues as to the word’s

meaning. H

ave pairs review the

Big Question using photos,

illustrations, or videos and detail the process.

Level 5: Bridging Assign student pairs m

ultiple-meaning w

ords from


falls, dates, gold, greens, and root. H

ave students consult several dictionaries and then w

rite their own dictionary entry

for the word. In sm

all groups, have students interpret the Big Q

uestion.

Level 1: Entering Let students choose one photograph from

Winter

Celebrations. Using illustrated

word banks in sm

all groups, have students tell w

hat the photograph depicts and explain how

it relates to the Big Q

uestion.

Level 2: Emerging

Read aloud one paragraph of W

inter Celebrations to a pair. U

sing phrase banks with a

partner, have students work

together to paraphrase the inform

ation in the paragraph. H

ave pairs share paraphrased inform

ation with the class,

identifying how celebrations

relate to the Big Question.

Level 3: Developing

Read aloud one paragraph of W

inter Celebrations to a pair. H

ave pairs complete a m

ain idea and supporting details graphic organizer about the inform

ation. Pass around the graphic organizers for other pairs to view

. Based on oral descriptions using illustrated w

ord banks, have pairs describe how

celebrations relate to the Big Q

uestion.

Level 4: Expanding D

isplay one of the photographs from

Winter Celebrations and

read aloud the accompanying

paragraph. Using w

ord banks in sm

all groups, have students paraphrase the inform

ation and relate it to the Big Q

uestion. Ask students to depict a w

inter celebration in a draw

ing with a

caption and detailing the process of celebrating.

Level 5: Bridging H

ave pairs each select a section of W

inter Celebrations to read aloud to each other. H

ave the listener paraphrase the text and explain the relation to the Big Q

uestion based on detailed oral discourse. Ask pairs to take turns w

ith this exercise.

Level 1: Entering H

ave students draw a picture of

a winter celebration. H

elp students scan their draw

ings into a com

puter. Have students

label illustrations. Help

students send the drawing via

email to a friend or fam

ily m

ember. Call on students to

discuss the Big Question using

realia and graphic support.

Level 2: Emerging

Using w

ord banks with a

partner, have students write an

email to a classm

ate describing one thing they learned from

reading W

inter Celebrations. H

ave students write a reply to

their classmate’s em

ail. Ask students to explain the Big Q

uestion in their reply emails.

Level 3: Developing

Have students choose tw

o celebrations from

Winter

Celebrations to compare and

contrast in a digitized graphic organizer. H

ave students write a

summ

ary, describing the process of the com

parison, and send it to a classm

ate in an email. U

sing w

ord banks with a partner, have

students write one sentence in

response to the Big Question.

Level 4: Expanding Assign one celebration from

W

inter Celebrations to each student. H

elp students use an online search engine to find additional inform

ation on the topic using photos, illustrations, or videos. H

ave students w

rite an email to a

classmate that sum

marizes

what they learned in relation to

the Big Question.

Level 5: Bridging H

ave students choose one celebration from

Winter

Celebrations. Have students use

an online search engine to find reliable w

ebsites on the topic. H

ave students write a brief

report and post it on a school or classroom

blog. Call on students to explain the Big Q

uestion to the class using realia.

Writing


mon Core Standard SL.4.2: Paraphrase portions of a text

read aloud or information presented in diverse m

edia and form

ats, including visually, quantitatively, and orally.

WID





mon Core Standard L.4.4c: D


eaning of unknow

n and multiple-m

eaning words and phrases based on grade

4 reading and content, choosing flexibly from a range of strategies.

c. Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and determ

ine or clarify the precise meaning

of key words and phrases.

WID


unicate inform



Language


mon Core Standard W

.4.6: With som

e guidance and support from

adults, use technology, including the Internet, to produce and publish w

riting as well as to interact and collaborate w

ith others; dem

onstrate sufficient comm

and of keyboarding skills to type a m

inimum

of one page in a single sitting.

WID


unicate inform





comprehend inform




WID


unicate inform



Assessm

ent

WEEK 4: W

inter Celebrations

!

Reading Foundations

Grade 4, U


mon Core Standards:

RF.4.3: Know and apply grade-level phonics and w

ord analysis skills in decoding words.

RF.4.4: Read with sufficient accuracy and fluency to support com

prehension.

L.4.2: Dem

onstrate comm

and of the conventions of standard English capitalization, punctuation, and spelling when w

riting.

L.4.3: Use knowledge of language and its conventions w

hen writing, speaking, reading, or listening.

Words w

ith Short /ă/ !

Words w

ith Short /ŏ/

Words w

ith Short /ĭ/ !

Words w

ith Short /ŭ/

Digraphs ch, tch

Have students slide their fingers under

the letters as they decode and read touch, sw

itch, roach, watch, and m

atch. Have

students identify the spellings for /ch/. See: R T44 See: RfR T59k, T59l CC STA

ND

ARD

: RF.4.3

!Have students w

rite and sort the words

touch, switch, roach, w

atch, kitchen, match,

childhood, and challenge on a two-colum

n chart by digraph. See: R T44 See: RfR T59k, T59l CC STA

ND

ARD

: RF.4.3

!Write w

ords with the digraphs ch and tch

on cards and have students randomly

write them

on Bingo cards. Let students take turns being the Bingo caller and play. See: R T44 See: RfR T59k, T59l CC STA

ND

ARD

S: RF.4.3, L.4.2

!Have pairs list w

ords with /ch/. H

ave students w

rite four words w

ith a blank line in place of the digraphs ch and tch in each w

ord. Have pairs sw

ap to complete.

See: R T44 See: RfR T59k, T59l CC STA

ND

ARD

S: RF.4.3, L.4.2

!!

Display the w

ords husband, custom, m

ust, and cup from

the Alternate Selection. H

ave students echo-read each word and

point to the letter u in each. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3

!Display the w

ords husband, custom, argue,

strutted, Cuban, bugged, and under from

the Anchor Selection. Have student pairs

list and read words w

ith the short /ŭ/. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3

!Have groups of students identify w

ords in the Alternate Selection that have the short /ŭ/. H

ave students circle the spelling of the short /ŭ/ in each w

ord. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3

!! Have pairs find and list w

ords with short

/ŭ/ from the Alternate Selection. H

ave pairs use as m

any words as they can in a

sentence and illustrate the sentence. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

S: RF.4.3, L.4.2, L.4.3

!!

Display the w

ords gorillas, tradition, music,

villages, and mix from

the Anchor Selection. H

ave students echo-read each w

ord and point to the letter i in each. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3

!Display the w

ords written, stick, tim

e, different, tradition, night, lives, villages, and stick from

the Anchor Selection. Have

pairs list and read words w

ith the short /ĭ/. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3


ords in the Anchor Selection that have the short /ĭ/. H

ave students circle the spelling of the short /ĭ/ in each w

ord. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

: RF.4.3

!Have pairs find and list w

ords with the

short /ĭ/ from the Anchor Selection. H

ave pairs use as m

any words as they can in a

sentence and illustrate the sentence. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

S: RF.4.3, L.4.2, L.4.3

!

Display the w

ords cannot, not, pot, pottery, and lots from


students echo-read each word and point

to the letter o in each. See: R T12 See: RfR T27i, T27j CC STA

ND

ARD

: RF.4.3

!Display the w

ords cannot, not, pot, food, pottery, those, lots, and no from


ave student pairs list and read w

ords with the short /ŏ/.

See: R T12 See: RfR T27i, T27j CC STA

ND

ARD

: RF.4.3!

Have groups of students identify w

ords in the Anchor Selection that have the short /ŏ/. H

ave students circle the spelling of the short /ŏ/ in each w

ord. See: R T12 See: RfR T27i, T27j CC STA

ND

ARD

: RF.4.3

!Have pairs list w

ords with the short /ŏ/.

Have pairs w

rite four words w

ith a blank line in place of the o in each w

ord. Have

pairs exchange words and com

plete. See: R T12 See: RfR T27i, T27j CC STA

ND

ARD

S: RF.4.3, L.4.2

!

Display the w

ords ad, after, natural, dance, understand, and ask from


ave students echo-read each w

ord and point to the letter a in each. See: R T8 See: RfR T1j, T1k CC STA

ND

ARD

: RF.4.3

!Display the w

ords addition, cannot, create, natural, rare, dance, understand, nature, and trash from


pairs find and select the short /ă/ words.

See: R T8 See: RfR T1j, T1k CC STA

ND

ARD

: RF.4.3


ords in the Anchor Selection that have the short /ă/. H

ave students circle the spelling of the short /ă/ in each w

ord. See: R T8 See: RfR T1j, T1k CC STA

ND

ARD

: RF.4.3

!Have pairs list w

ords from the Anchor

Selection that have the short /ă/. Have

pairs sort them by the short /ă/ in the first

syllable, second syllable, etc. See: R T8 See: RfR T1j, T1k CC STA

ND

ARD

: RF.4.3

!

Level 1: Entering

Level 2: Em

erging

Write cockroach, w

atch, childhood, match,

and stretch on cards. Have one student

read a card and have a partner spell the w

ord and use it in a sentence. See: R T44 See: RfR T59k, T59l CC STA

ND

ARD

S: RF.4.3, RF.4.4, L.4.3

!

Have students find w

ords in the Anchor Selection that contain the short /ŭ/. Then have students sort them

into these categories: nouns/verbs/adjectives See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

S: RF.4.3, L.4.3

Have students find w

ords in the Anchor Selection that contain the short /ĭ/. Then have students take turns acting w

ords out for others to guess. See: R T40 See: RfR T35s, T35t CC STA

ND

ARD

S: RF.4.3, RF.4.4

!

Have pairs w

rite words w

ith the short /ŏ/ on nine cards. H

ave pairs take turns draw

ing cards and reading words for their

partners to spell. See: R T12 See: RfR T27i, T27j CC STA

ND

ARD

S: RF.4.3, L.4.2

!

Have students w

rite and perform skits

with m

any words that contain the short

/ă/. Have the audience raise their hands

when they hear the short /ă/ sound.

See: R T8 See: RfR T1k CC STA

ND

ARD

S: RF.4.3, L.4.3

!

Level 3: D

eveloping

Level 4: Expanding

Level 5: Bridging

grade 4, unit 1: living traditions - wikispaces4,+unit+1-+living... · grade 4, unit 1: living...

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