groton public schools curriculum map · groton public schools curriculum map ... and view to build...

Groton Public Schools

Curriculum Map

INTRODUCTION

Curriculum Area and Grade: Language Arts Grade 4

Course Purpose:

To meet the demands of the 21st century, Groton Schools’ Grade four students will be able to read, write, speak, view and listen at grade level and

meet district and state standards for Language Arts. Our goal is instill a love of learning by providing students a world class education which

develops life-long readers and writers.

Major Learning Goals and Understandings:

Students will:

read, write, speak, listen, and view to build an understanding of written, visual, and oral text.

experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.

apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of

purposes and audiences.

create works using visual, written, oral, performance, and technological formats.

employ the language arts for life-long learning, work, and enjoyment.

21st Century Learning Expectation(s): (see attached: P21 Framework http://www.p21.org/

All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem

solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,

including; the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation of

embedded literacy across the content areas, and the strengthening of personal responsibility.

http://www.p21.org/

Themes/Theme/Concept and # of Weeks

1. My Heritage

( Placement week + 5 weeks of Instruction)

2. Living in a “Green” World

(5 weeks of Instruction)

3. Life Along the Atlantic


4. Patterns in the Sky


5. Test Prep Week

(2 weeks)

6. America’s Heartland


7. Living Things Need Each Other


8. The Wide-Open West

(5 weeks of Instruction + Benchmark Week) OR

Goals, Challenges, and Rewards

(5 weeks of Instruction + Benchmark Week)

Mappers/Authors: Nancy Berube, Donna Duley, Donna Pombrio, Amy Murphy, Ben Moon, Chris Gatti

Date Approved: 6/12/2012

Theme 1: My Heritage

Part 1 - Theme 1: My Heritage

Grade: 4

Subject:

Language Arts Course:

Length of Theme:

5 Weeks

Common Core State Standards

Determine the main idea of a text and explain how it is supported by details (RI 2)

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

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

(W3)

Read and Comprehend literature, in the grades 4 – 5 text complexity band proficiently. (RL10)

Read and Comprehend informational texts, in the grades 4 – 5 text complexity band proficiently. (RL10)

Supporting Standards

RL1, RL3, RL4, RL5, RL6,

RI2, RI4, RI5, RI7, RI9,

RF3, RF3a, RF4, RF4a, RF4c,

W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,

SL1, SL1b, SL3, SL4, SL6,

L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a

Connecticut State Standards

Part 2 – Standards

Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels

Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering

The students will know:

Speaking and Listening

Listening skills

Appropriate voice levels for

different activities

Phonics/Spelling:

Adjective suffixes:-al, -ful, -ible,

-able, -ous, -ish

Greek and Latin roots:meter,

man, ped, loc

Short and long vowel sounds: a,

e, i, and o

Homophones

Comprehension:

Main Idea

Supporting details

Use details from the text to

draw inferences

Authors write for a variety of

purposes (to inform, to entertain,

to persuade, to describe)

The students will be able to:


Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on

grade four topics and texts, building on others’ ideas and

expressing their own clearly. (SL1)

Phonics/Spelling:

Know and apply grade-level phonics and word analysis skills in

decoding words (RF 3)

Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (L 4b)

Use knowledge of letter-sound correspondences (RF3a)

Correctly use frequently confused words. (L 1g)

Comprehension:

Determine the main idea of a text and explain how it is

supported by details (RI 2)

Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from

the text. (RL 1)

Determine author’s purpose


Evaluate

Phonics/Spelling:

Remember, Understand

Analyze

Remember, Apply

Apply, Analyze

Comprehension:

Evaluate

Analyze

Analyze

Remember

Fluency:

phrasing, pacing, and

expression

Vocabulary:

Synonyms

Metaphors

Context clues

Alliteration and onomatopoeia

Writing:

Writing traits: ideas,

organization, word choice,

voice, sentence fluency,

conventions, presentation

Writing process

Personal Narrative

a. Sequence

b. Transition words

Language Usage:

Four types of sentences: declarative,

interrogatory, exclamatory,

imperative; Simple and compound

sentences

Fluency:

Read with sufficient accuracy and fluency to support

comprehension (RF 4)

Vocabulary:

Demonstrate understanding of words by relating them to words

with similar but not identical meanings. (L 5c)

Explain the meaning of simple metaphors (L 5a)

Use context as a clue to the meaning of a word or phrase (L 4a)

Determine the meaning of words and phrases as they are used in

a text (RL 4)

Writing:

Produce clear and coherent writing in which the development

and organization are appropriate to task, purpose, and audience.

(W 4)

With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, and editing.

(W 5

Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear

event sequences. (W3)

a. Orient the reader by establishing the situation and

introducing a narrator and/or characters; organizes an

event sequence that unfolds naturally. (W3.a)

b. Use a variety of transitional words and phrases to

manage the sequence of events. (W3.c)

Language Usage:

Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons. (L 1f)

Fluency:

Analyze

Vocabulary:

Apply

Apply

Understand and apply


Writing:


Understand, analyze,

apply

Apply, analyze, evaluate,

create

Language Usage:

Understand, analyze,

create

Big Idea and Essential Questions

Theme

Big Idea

Beliefs, values and customs make up our heritage.

Learning about our heritage helps us to understand ourselves and each other.

Essential Questions

What is heritage?

What can we learn from knowing our heritage?

Language Arts

Big Idea

Information has different levels of importance.

Authors write for different reasons.

Essential Questions

How do readers make decisions about the information in text?

How and why do authors write?

Part 3 – Common Theme Assessments

Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,

viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be

common to teachers of this Theme.

Placement Test

Differentiated Unit Assessment

Writing Sample-Narrative- rubric

Spelling Assessments

Reading Progress Assessment (As needed for determining movement in differentiated reading levels)

Part 4 – Common/Assured Learning Experiences

Small group reading instruction at an appropriate reading level

Set up and maintain Writer’s Notebook

Demonstrate ability to choose “good fit” independent level books and complete three books (Teacher should consider a reader’s log, reader

response notebook, or other method to chart progress and monitor comprehension.)

Acquire and use theme vocabulary

Collaborative discussions

Presentations

Cross text discussions

PIE Strategy for Author’s Purpose

T-BEAR Strategy for written response

A minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not limited to:

Access to online literature including Theme Reader and Differentiated Texts

Discovery Ed, Brain Pop, Scholastic

Complete one of the following activities:

Complete and illustrate a family tree

Family Traditions and Potluck Lunch ( Suggested Lesson PlanRead - Write - Think:

http://www.readwritethink.org/classroom-resources/lesson-plans/family-traditions-class-book-941.html?tab=1#tabs )

Research and report on a Family Tradition

*Any recommendations for other resources can be given to GPS Curriculum Office for review.

http://www.readwritethink.org/classroom-resources/lesson-plans/family-traditions-class-book-941.html?tab=1#tabs

Part 5-Teacher Notes

Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.

There is no required inquiry project for this unit although teachers are encouraged to introduce the inquiry process

and associated vocabulary.

When selecting resources, teachers should consider:

Check alignment to the Theme

Vary selections according to age, skill level, readiness and learning styles of learners

Include varied readability levels

Include varied culturally relevant resources that have been reviewed for bias

Include appropriate technologies

Explain purposeful use of resources

Collaborate with the library/media specialist regarding Internet sources and information

LEAD21 Personal narrative lesson and materials are located in Unit 2 Teacher’s guide

Supplementary Online Resources:

http://www.brainpop.com/english/writing/mainidea/

http://www.brainpop.com/english/studyandreadingskills/readingskills/

www.epals.com/projects/info.aspx?DivID=index

Additional Resources:

Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles

That’s a Great Answer, Nancy N. Boyles

Additional CMT correlation questions:

A1- Main idea and theme

A2- Characters, problem-solution, setting

D2- Extending the text- Examining the content and structure of the text

T-Bear - Strategy for Written Response Answers

PIE – Strategy for Author’s Purpose


http://www.brainpop.com/english/writing/mainidea/

http://www.brainpop.com/english/studyandreadingskills/readingskills/

http://www.epals.com/projects/info.aspx?DivID=index

Theme 2: Living in a Green World

Part 1: Theme 2: Living in a Green World

Grade: 4

Subject:


Length of Theme:

5 Weeks


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL1)

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

(W3)




RL2, RL5, RI2,RI4, RF3, RF4, W1a






Remembering


Comprehension:

Predictions, conclusions,

retellings

Strategies to Monitor to

comprehension

Figurative Language:

simile, metaphor,

personification

Features of Realistic


Comprehension:

Refer to details and examples in a text when explaining what the

text says explicitly and when drawing inferences from the text.

(RL1)

Use context to confirm or self-correct word recognition and

understanding, rereading as necessary. (RF4)

Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology

(e.g. Herculean) (RL4)

Comprehension:

Understanding

Evaluating

Analyzing

Analyzing

Fiction

Spelling/ Phonics

Spelling patterns (oo, oo,

ou, aw, ir, ar, air,

homophones)

Noun suffixes, prefixes

that mean “not”

Vocabulary:

Key words, antonyms,

idioms add to

understanding

Difference between

dictionary and glossary

Fluency:

Fluency strategies:


expression

Writing:

steps of the writing

process and writing traits

characteristics of realistic

fiction

Explain major differences between poems, drama, and prose when

writing or speaking about a text. (RL5)

Spelling Phonics

Know and apply grade level phonics and word analysis skills in

decoding words. (RF3)

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. (RF3)

Vocabulary:

Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies. (L4)

Determine the meaning of general academic and domain-specific

words or phrases in a text relevant to a grade four topic or subject area.

(RI4)

Fluency:

Read with sufficient accuracy and fluency to support comprehension.

(RF4)

Writing:


strengthen writing as needed by planning, revising, and editing. (W5)

Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event

sequences. (W3)

a. Use dialogue and description to develop experiences and

events or show the responses of characters to situations.

(W3.b)

Spelling/Phonics

Remembering

Remembering

Vocabulary:

Understanding

Understanding

Fluency:

Applying

Writing:

Creating

Creating

Language:

Simple and compound

sentences, singular and

plural nouns, possessive

nouns, common and

proper nouns, articles

Speaking and Listening:

Effective strategies for

collaboration (i.e.use voice

effectively)

b. Use concrete words and phrases and sensory details to convey

experiences and events precisely. (W3.d)

c. Provide a conclusion that follows from the narrated

experiences or events. (W3.e)

Language:

Demonstrate command of conventions of standard English

capitalization, punctuation, and spelling when writing. (L2)


Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade four topics

and texts, building on others’ ideas and expressing their own clearly.

(SL1)

Language:

Remembering


Evaluating


Theme

Big Idea

We need to protect our earth.

We need to use our natural resources wisely.

Essential Questions

How can we protect our earth?

How can we conserve our natural resources

Language Arts

Big Idea

Readers use details to help understand the meaning of a text.

Authors use realistic story elements to entertain and convey important themes.

Essential Questions

How do readers use details to understand the meaning of a text?

How do author’s use realistic story elements to entertain and convey important themes?


Includes description of what students must produce/perform as indicators of mastery of this Theme. Either literacy (reading, writing, listening,

speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific

technologies and technology applications. Assessments must be common to teachers of this Theme.


Writing Sample-Realistic Fiction- rubric



Inquiry Project- rubric




Independent reading – three books

Writer’s Notebook


Pretentions




Complete and publish at least one piece of realistic fiction

Inquiry Project:

In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.

Keep in mind:

These are heterogeneous group projects.

Student groups are responsible for generating their own research question related to the theme with teacher guidance.

Each student group will be responsible for presenting their results both orally and with a project.

Projects may include:

*A visual representation

*A performance representation

*A written representation

*A speaking representation

(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion)

Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher may

provide these choices to the individual groups.



Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.

Inquiry groups should be heterogeneous groups including each reading level.

The teacher will provide minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not

limited to:

Supplementary Online Resources:

http://www.epals.com/projects/info.aspx?DivID=GlobalWarming_overview

Environmental Kids Club:

http://www.epa.gov/students/index.html

PBS kids Environmental Games:

http://pbskids.org/games/environment.html

Discovery Education (Search Environment)



A4- Predictions

B2- Draw conclusions

B3- Use evidence to support a conclusion

D2- Extend the text

http://www.epals.com/projects/info.aspx?DivID=GlobalWarming_overview

http://www.epa.gov/students/index.html

http://pbskids.org/games/environment.html

Theme 3 – Life Along the Atlantic

Part 1: Theme 3 – Life Along the Atlantic

Grade: 4

Subject:

Language Arts

Course:

Length of Theme: 5 weeks


Determine the theme of a text or poem from details in the text , summarize the text (RL4)(fiction)

Describe in depth a character, setting, or event in a story or drama drawing on specific details in the text. (RL4.3)

Write routinely over extended time frames or shorter time frames for a range of disciple specific tasks, purposes, and audiences. (W 4.10)




L1b, L6, SL2, RF 3a, RF 4a, RI2, RI10, W6, W2e, L4a






Remembering



Vocabulary:

key words, context clues,

homophones


Collaboration Strategy:

use voice effectively

Rules for discussions

Phonics/spelling:

sound letter combinations

or, ur, oo, r controlled

vowels, prefixes, endings,

suffixes, compound words

Fluency:


expression

Comprehension:

Summary

Theme

Main idea, important

details

text features (maps and

Vocabulary:

Acquire and use accurately grade appropriate general academic and

domain specific words (L6)


Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade four

topics and texts, building on others’ ideas and expressing their own

clearly. (SL1)

Paraphrase portions of text read aloud or information presented in

diverse media and formats visually and orally. (SL2)

Follow agreed upon rules for discussions and carry out assigned roles

(SL1b)

Phonics/spelling:




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

accurately unfamiliar multisyllabic words in context and out of context.

(RF3)

Fluency:


(RF4)

Comprehension:

Determine the theme of a text or poem from details in the text ,

summarize the text (RL4)(fiction)

Determine the main idea of a text and explain how it is supported by

key details; summarize the text (RI4) (nonfiction)

Interpret information presented visually, orally, quantitatively and

explain how the information contributes to the understanding of the text

Vocabulary:

Apply


Understand, create

Apply

Phonics/spelling:

Remembering

Apply

Fluency:

Applying

Comprehension:

Apply, evaluate, analyze

Apply, evaluate ,analyze

subheadings)

Story elements

Text Structure: problem

/solution

Writing:

Different poetic styles

(limerick, free verse,

rhyme, syllables, stanza)

Language Usage:

action and linking verbs,

main verb and helping

verb,

Idioms: Simile, metaphor

Progressive Verb Tenses

in which it appears.

Describe in depth a character, setting, or event in a story or drama

drawing on specific details in the text. (RL4.3)

Writing:

Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

Produce, identify, and understand the difference in format of poetry.

Language Usage:

Demonstrate command of the conventions of standard English grammar

usage when writing or speaking. (L4.1)

Explain the meaning of simple similes and metaphors in context.

(L4.5a)

Demonstrate command of progressive verb tenses. (L1b)

Writing:

Evaluating, creating

Language Usage:

Remembering

Understand and analyze

Remembering and

understanding


Theme

Big Idea

The Middle Atlantic states are a rich and diverse region connected by their geography, economy, history, and culture.

The South Atlantic states are a rich and diverse region connected by their geography, economy, history, and culture.

Essential Questions

How does the geography of a place affect the way people live and work?

Language Arts

Big Idea

Readers summarize to communicate their understanding of big ideas.

Poetry provides a new way of looking at the ordinary.

Writers try to include details in their writing that will allow readers to make reasonable generalizations.

Essential Questions

Why do we read informational text?

How can an author use poetry to express their thoughts and emotions?


Includes description of what students must produce/perform as indicators of mastery of this Theme. Either literacy (reading, writing, listening,

speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific

technologies and technology applications. Assessments must be common to teachers of this Theme.




Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment




author’s chair

Performance Assessment – create one poem free verse for publication, one limerick for publication

Student Self-Assessment – fluency chart, T-BEAR strategy

Writing Portfolio – poetry

Technology Applications – publish student work



Brain Pop

Discovery Ed

Scholastic



When selecting resources, teachers should consider:









A4- Predictions

B2- Draw conclusions

B3- Use evidence to support a conclusion

D2- Extend the text


http://www.readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html

Poetry: Powerful Thoughts in Tiny Packages Lucy Calkins and Stephanie Harvey

Naming the World A Year of Poems and Lessons Nancie Atwell


http://www.readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html

Theme 4 - Space: Past, Present, and Future

Part 1 - Theme 4 - Space: Past, Present, and Future

Grade:

4

Subject:

Language Arts Course: Theme 4

Length of Theme: 5 Weeks


Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI4.5)

Write opinion pieces on topics or texts supporting a point of view with reasons and information. (W4.1)




RI4.4, L4.5, L4.1, SL4.2, RF4.3, RF4.4, RL4.4, SL4.1, RL4.1, RI4.5, W4.5, W4.4






Remembering


Vocabulary:

Synonyms

Analogies


Vocabulary:


words or phrases in a text relevant to a grade for topic or subject area.

(RI4.4)

Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical

Vocabulary:

Evaluating

Understanding


Paraphrasing

Spelling/Phonics:

Spelling patterns (inflected

endings _ed, -ing; final long

sound, changing final y to i)

Fluency:

Strategies for reading

fluently

Comprehension:

Types of connections

Questioning strategies

Difference between facts

and opinions

Text Structures – problem

solution; sequence of events

Plot structure diagram

meaning (synonyms). (L4.5c)


Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (L4.1)

Paraphrase portions of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and

orally. (SL4.2)

Spelling/Phonics:


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

read accurately unfamiliar multi-syllabic words in context and out of

context. (RF4.3a)


decoding words. (RF4.3)

Fluency:


(RF4.4)

Comprehension:

Make connections to text: text-to-text, text-to-self, text-to-world. (RL

4.7)

Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link

to the remarks of others. (SL4.1b)

Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text. (RL4.1)

Describe the overall structure of events, ideas, concepts, or

information in a text or part of a text. (RI4.5)


Analyzing

Analyzing

Spelling/Phonics:

Analyzing

Analyzing

Fluency:

Remembering, Applying

Comprehension:

Evaluate

Analyze

Remembering, applying


Analyze

Writing:

Writing process and writing

traits

Purpose and format of the

persuasive essay

Language:

Subject , object , and

possessive pronouns

Contractions

Regular/Irregular Verbs

Writing:

With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (W4.5)

Write opinion pieces on topics or texts supporting a point of view with

reasons and information. (W4.1)

Language:

Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking (L4.1)

Writing:

Creating

Creating

Language:

Remembering and

applying


Theme:

Big Idea

Patterns and cycles allow us to make predictions.

Studying space improves our life on earth.

Essential Questions

Why do scientists look for patterns and cycles?

Why do people study space?

Language Arts

Big Ideas

Identifying the structure of a text helps support readers’ understanding of the text.

Making connections to a text, between texts, and between a text and the world, allow us to compare ideas

Supporting opinions with reasons and information can change other people’s thinking.

Essential Questions

Why do readers notice the structure of a text?

How can readers compare ideas?

How do writers change other people’s thinking?


Differentiated Unit Assessment 4

Writing - Persuasive Essay - rubric


Reading progress assessment as needed for movement between groups

Inquiry Project




Independent reading – three books

Writer’s Notebook


Presentations



21st century learning skills

Internet Safety

Internet Search Engines – Destiny, Google, LEAD21 - Inquiry Online

Evaluate Internet Sources

Inquiry Project:

This is one of the units where the students are required to complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to

guide you through the process.

Keep in mind:





*A photo or picture essay (detail included on Lead 21)

*A play

*A magazine article with pictures

*A panel discussion with accompanying visuals.

Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher may

provide these choices to the individual groups.



The teacher will provide a minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not

limited to:

Nasa Kids Club:

http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Kids Astronomy:

http://kidsastronomy.com/

European Space Agency:

http://www.esa.int/esaKIDSen/

Discovery Education:

The Language of Science “Earth and Space 3-5”

Teachers should:












C-1

B-1


http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

http://kidsastronomy.com/

http://www.esa.int/esaKIDSen/

Theme: Test Prep

Part 1 - Theme: Test Prep

Grade: 4

Subject:


Length of Theme:

2 Weeks


Read and comprehend complex literary and informational texts independently and proficiently (R.CCR.10)

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


RL1, RL3, RL4, RL5, RL6,

RI2, RI4, RI5, RI7, RI9,

RF3, RF3a, RF4, RF4a, RF4c,

W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,

SL1, SL1b, SL3, SL4, SL6,

L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a




Creating, Evaluating,

Analyzing, Applying,

Understanding and

Remembering


Narrative (Story) Structures:

Good readers have multiple strategies to

read and understand

Realistic Fiction


Narrative Predictable Questions:

What is the main problem or struggle in the story?

What character trait would you use to describe the character?

What was the cause of the event?

Narrative (Story) Structures

Remembering

Understanding

Applying

Historical Fiction

Folktales

Book Excerpts/Literary Works

Narrative Nonfiction (biography

and autobiography)

Non-Narrative/Expository Structures:


read and understand

Reports

Information Pieces

How-to Pieces

Interviews

Question and Answers

News Report

Poetry:


read, understand and interpret

Free Verse

Limericks

What is the same about these two characters? What is different?

Why do you think the character took the action that she did?

Why do you think the author puts this minor character in the story?

Which of the following is a detail from the story that explains how

the character solves the problem?

Which of the following details is not important to the plot?

What point of view is this story told in?

Briefly summarize this story

Predictable Questions on Non-Narrative Passages:

What is the main idea of this passage?

What is this article mostly about?

What is the purpose of this article?

Why is the author giving this information?

Which details supports the main idea that_______?

Which of the following is a fact from the article?

Which of the following is an opinion from the article?

Predict what we will learn from this article.

Predictable Questions on Poetry:

Read these lines from the poem_______. What do these lines most

likely mean?

Which line best describes how _________ expresses ________?

What point of view do____ and _____ share?

Give an example of alliteration from the poem.

What feeling is the speaker expressing in the poem?

What is the rhyme scheme in the first stanza of this poem?

How does the main character feel about_____?

Who is talking in this poem?

Give an example of personification in this poem.

Analyzing

Evaluating

Non-Narrative/Expository:

Remember

Understand

Applying

Analyzing

Evaluating

Poetry:

Remember

Understand

Applying

Analyzing

Evaluating

Forms of questions:

Good test-takers use multiple strategies

to answer test questions

Forms of questions:

Multiple-choice questions

Main Idea questions

Detail questions

Inference questions

Wrong Answer types

Whole text questions

Forms of questions:

Analyze

Evaluating


Big Idea

Good readers set a purpose for reading.

Good readers combine strategies to make meaning.

Good writers use the writing process and writing traits in all situations.

Essential Questions

How can good reading strategies help you in a testing situation?

Are the strategies you use in everyday reading different from the strategies you use when taking an assessment?

Why is it important to remember and apply good writing strategies while taking an assessment?


Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,

viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be

common to teachers of this Theme.

Quarterly Benchmark 2 for instruction

Quarterly Benchmark 3 for assessment



Whole class instruction

Partner work

Independent practice

Collaborative discussion



There is no required inquiry project for this unit.




LEAD21

A Curricular Plan for the Reading Workshop Lucy Calkins

Rally CMT prep

Writing to the Prompt Janet Angelillo


Theme 5 - What’s It Like in the Middle? Exploring the Central Region of the U.S

Part 1 - Theme 5 - What’s It Like in the Middle? Exploring the Central Region of the U.S

Grade: 4

Subject:




Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL1)

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI5)

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. (RI5)




RL2, RL3, RI2, RI4, RI5, RF3, RF4,

L2, L4,

W3, W5,

SL1






Remembering



Comprehension:

Monitoring of

comprehension

Good readers make

predictions

main idea and specific

details are important

information

Visualizing

Cause and effect structure

Text Features ( Charts,

Chapter Titles)

Vocabulary:

Key words, antonyms

Similes

Thesaurus

Greek and Latin roots,

prefixes (phon, photo, spec,

vid, sign, graph)

Comprehension:

Use context to confirm or self-correct word recognition and understanding,

rereading as necessary. (RF4)

Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text. (RL1)

Determine a theme of a story, drama, or poem from details in the text;

summarize the text. (RL2) Determine the main idea of the text and

explain how it is supported by key details; summarize the text. (RI2)

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). (RL3)


information in a text or part of a text. (RI5)


information in a text or part of a text. (RI5)

Vocabulary:

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies. (L4)

Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

Determine the meaning of general academic and domain-specific words

or phrases in a text relevant to a grade four topic or subject area. (RI4)



Comprehension:

Evaluating

Understanding

Understanding

Analyzing

Analyzing

Understanding

Vocabulary:

Understanding

Understanding

Remembering

Analyzing

Spelling/phonics:

Spelling patterns (k, ng, kw,

final j and s, prefixes un-,

dis-, mis-, suffixes –ful, -

less, -ness, -ment)

Fluency:

Strategies of phrasing,

pacing, and expression

Writing:

writing process

writing traits

Characteristics of a

descriptive essay

Language Usage:

Descriptive adjectives,

adjectives that compare,

commas in a series


Rules for effective

collaboration

Styles of effective use of

voice


(RF3)

Spelling/Phonics:



Fluency:


(RF4)

Writing:


strengthen writing as needed by planning, revising, and editing. (W5)

Write to develop real experiences or events using effective technique,

descriptive details, and clear event sequences. (W3)

Language Usage:


capitalization, punctuation, and spelling when writing. (L2)





(SL1)

Spelling/Phonics:

.Remembering

Fluency:

Applying

Writing:

Creating

Creating

Language Usage:

Remembering


Evaluating


Theme

Big Idea

The Midwest is a diverse region of the United States with its own geography, economy, and culture.

The South Central is a diverse region of the United States has its own geography, economy, and culture.

Essential Questions

What is life like in the Midwest region of the United States?

What is life like in the South Central region of the United States?

Language Arts

Big Idea

Not all information in a text is equally important. Determining the main ideas and details of a text is essential for comprehension.

Readers use multiple comprehension and vocabulary strategies to monitor their comprehension.

Essential Questions

How does determining main idea and details in a text help comprehension?

How does understanding the structure of a text help us as readers?





Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment,

author’s chair

Performance Assessment – Write a descriptive essay

Student Self-Assessment – fluency chart, T-BEAR strategy

Writing Portfolio – Descriptive Essay





Acquire and use theme vocabulary through the use of word walls

Writer’s Notebook

Reading Log or Reader’s Response Journal

Cross text discussion

Author’s Chair

Collaborative Discussions



Descriptive Essay Lesson Plan:

http://www.readwritethink.org/classroom-resources/lesson-plans/cosmic-oranges-observation-inquiry-60.html

Thesaurus-

http://www.brainpop.com/english/studyandreadingskills/dictionaryandthesaurus/preview.weml


http://www.readwritethink.org/classroom-resources/lesson-plans/cosmic-oranges-observation-inquiry-60.html

http://www.brainpop.com/english/studyandreadingskills/dictionaryandthesaurus/preview.weml

Theme 6 - Living Things Need Each Other

Part 1 - Theme 6 - Living Things Need Each Other

Grade: 4

Subject:




Take notes and categorize information. (W.CCR.8)

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the

quest) in stories, myths, and traditional literature from different cultures. (RL4.9)

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W4.2)




RL4.1, RL4.2, RI4.2, RI4.4, RF4.3, RF4.4, RL 4.1

L4.1,

W4.5, W4.8,

SL4.1






Remembering


Comprehension:

Inferencing Strategies

Summary format

Types of connections

Questioning strategy

Difference between

categories and

classification

Text Structures:

comparison and contrast

Vocabulary:

Key words, idioms,

connotations, denotations

Common Greek and Latin

roots

Difference between

comparatives and

superlatives


Comprehension:

Refer to details and examples in a text when explaining what the text

says explicitly and when drawing inferences from the text. (RL4.1)


summarize the text. (RL4.2)

Determine the main idea of the text and explain how it is supported by

key details; summarize the text. (RI4.2)

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

(RL4.7)

Ask and answer questions about text. (SL 4.1)

Take notes and categorize information. (W.CCR.8)

Compare and contrast the treatment of similar themes and topics

(e.g., opposition of good and evil) and patterns of events (e.g., the

quest) in stories, myths, and traditional literature from different

cultures. (RL4.9)

Vocabulary:



(RI4.4)




(RF4.3)

Comprehension:

Understanding

Understanding

Analyzing

Analyzing, creating

Analyzing

Analyzing

Vocabulary:

Understanding


Spelling/phonics:

Spelling patterns (VCCV,

VCV, VCCCV)

Fluency:


fluently

Writing:

Steps of the writing

process, writing traits

Format and content of a

science report

Format of

compare/contrast essay

Language:

Adverbs


Effective gestures and

importance of body language

Spelling/Phonics:



Fluency:


comprehension. (RF4.4)

Writing:



(W4.5)

Write informative/explanatory texts to examine a topic and convey

ideas and information clearly. (W4.2)

Language:


grammar and usage when writing or speaking. (L4.1)


Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade

four topics and texts, building on others’ ideas and expressing

their own clearly. (SL4.1)

Spelling/Phonics:


Fluency:

Applying

Writing:

Creating

Creating

Language:

Remembering, Apply


Apply


Theme

Big Idea

Living things need each other to survive in their ecosystems.

Essential Questions

How do plants, animals, and people depend upon each other?

Language Arts

Big Idea

Information can be categorized and classified based on similarities and differences.

Comparing and contrasting information/ideas can enhance our understanding of the information/ideas.

Essential Questions

Why is it important to compare and contrast?

How do readers categorize information?




Demonstrate ability to choose “good fit” independent level books and complete three books



Pretentions





Complete and publish at least one Science Fiction piece

Writer’s Notebook



Author’s Chair


http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

Inquiry Project:

In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.

Keep in mind:





*A visual representation

*A performance representation

*A written representation

http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

*A speaking representation

(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion)

Teacher’s may choose 1 of these presentation formats for each group to work on in order to explore that genre in depth or the teacher

may provide these choices to the individual groups.



Theme 7 - The Wide-Open West

Part 1 - Theme 7 - The Wide-Open West

Grade: 4

Subject:







RL1, RL2, RL3, RI2, RI4, RF3, RF4, L1, L4, W3, W5






Remembering


Comprehension:

Review Comprehension strategies:

Monitoring of

comprehension

Predictions

Important information

Visualizing

Generalizations

Cause and effect

Sequence of events


Comprehension:

Use context to confirm or self-correct word recognition and

understanding, rereading as necessary. (RF4.4c)




summarize the text. (RL4.2)

Determine the main idea of the text and explain how it is supported by

key details; summarize the text. (RL4.2)

Describe in depth a character, setting or event in a story or drama,

Comprehension:

Evaluating

Understanding

Understanding

Analyzing

Understanding

Analyzing

Understanding

Analyzing

Recall/ retell

Text Features (Captions)

Vocabulary:

Importance of identifying

and learning the meaning of

Key words

Synonyms are degrees of

meaning

Context clues help identify

unknown words

Descriptive language paints

a picture in your mind

Spelling/phonics:

Spelling patterns

o VV

o final e + l sound

o three-syllable

words

o silent consonants

o

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

words, or actions). (RL4.3)



Describe the overall structure of events, ideas, concepts, or events,

ideas, concepts, or information in a t006information in a text or

part of a text. (RI4.5)

Interpret information presented visually, orally, or quantitatively

and explain how the information contributes to an understanding

of the text in which it appears. (RI4.7)

Vocabulary:



(RI4.4)

Demonstrate understanding of words by relating them to their

opposites (antonyms) and to words with similar but not identical

meanings (synonyms)



flexibly from a range of strategies. (L4.4)

Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings (L4.5)

Spelling/phonics:



accurately unfamiliar multisyllabic words in context and out of

context. (RF4.3)

Vocabulary:


Remembering

Understanding

Applying

Spelling/phonics:

Remembering

Fluency:

Fluent readers decode

unknown words rapidly.

Fluent readers read

accurately.

Fluent readers visualize

when reading.

Writing:

writing process

writing traits

Science Fiction links

fantasy with reality

Language Usage:

Adverbs: comparison

Double negatives should

not be used in writing or

Fluency:



Read with sufficient accuracy and fluency to support comprehension

(RF4.4)

Spelling /Phonics:




Fluency:


decoding words (RF 4.3)

Read with sufficient accuracy and fluency to support comprehension

(RF 4.4)

Writing:



(W4.5)



sequences. (W4.3)

Language Usage:

Demonstrate command of conventions of standard English grammar

and usage when writing or speaking. (L4.1)

Fluency:

Evaluating

Spelling / Phonics:

Remembering

Fluency:

Evaluating

Writing:

Applying

Evaluating

Creating

Language Usage:

Remembering

Understanding

speaking

Prepositions begin

prepositional phrases


Collaborative

conversations require

listening as well as

speaking

effective voice use

convinces the audience

to listen

Form and use prepositional phrases (L4.1e)





(SL1)

Applying


Applying


Theme

Big Idea

The Mountain States are a diverse region of the United States with its own geography, economy, and culture.

The Pacific States are a diverse region of the United States has its own geography, economy, and culture.

Essential Questions

What is life like in the Mountain States?

What is life like in the Pacific States?

Language Arts

Big Idea

Understanding structures of text, such as sequence of events, supports our understanding of the text.

Writers use a variety of elements to craft their stories.

Essential Questions

How does understanding the structure of a text help us as readers?

What elements are necessary to craft a science fiction story?





Fluency Presentation- presentation to class, rubric for teacher evaluation, peer assessment, self-assessment, author’s chair

Performance Assessment – Write a Science Fiction piece - rubric

Student Self-Assessment – fluency chart, five finger strategy

Writing Portfolio – Science Fiction Piece






Complete and publish at least one Science Fiction piece

Writer’s Notebook



Author’s Chair




The teacher will provide a minimum of 3 technology/multimedia experiences related to the theme, concept or genre which may include, but are not

limited to:


Theme 8 - Goals, Challenges, and Rewards

Part 1 - Theme/Theme/Concept

Theme 8 - Goals, Challenges, and Rewards

Grade: 4

Subject:







RL1, RL2, RL5, RI2, RI4, RI5, RF3, RF4,

W2, W3, W5,

L1f, L2,L3.1.f,

SL1C,

SL4






Remembering


Comprehension:

Inference strategies

Good readers identify key

information to drawing

accurate conclusions

Identifying text structure helps


Comprehension:


says explicitly and when drawing inferences from the text. (RL)

Describe the overall structure of events, ideas, concepts, or information

in a text or part of a text. (RI5)


Comprehension:

Understanding

Understanding

Analyzing

Understanding

readers make meaning

There is a difference between

a summary and a theme

Good readers ask questions

and locate answers in text

Good readers make

connections

Good readers find

comparisons and make

contrasts

Paraphrasing is different than

citing the author’s words

Vocabulary:

Key words

Adverb suffixes

Contractions

Spelling/phonics:

Spelling patterns (suffixes

–tion, -ture, -ure; words

summarize the text. (RL2) Determine the main idea of the text and

explain how it is supported by key details; summarize the text. (RI2)

Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and

link to the remarks of others. (SL1c)

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

Explain major differences between poems, drama, and prose, and refer

to the structural elements of poems (e.g., verse, rhythm, meter) and

drama (e.g., casts of characters, settings, descriptions, dialogue, stage

directions) when writing or speaking about a text. (RL5)

Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize

information, and provide a list of sources. (W8) Paraphrase portions of

a text read aloud or information presented in diverse media and

formats, including visually, quantitatively and orally. (SL2)



(RI4)

Vocabulary:



flexibly from a range of strategies. (L4)




(RF3)



Spelling/phonics:


Understanding

Evaluating

Evaluating

Remembering, creating

Vocabulary:

Analyzing

Remembering,

understanding,

applying

Remembering,

Applying

Spelling/phonics:


from other languages,

words with unusual

spellings.)

Fluency:


fluently

Writing:

Steps of the writing

process, writing traits

Format of a news report

Good writers combine

craft in narrative,

expository, and persuasive

writing

Language:

Sentence structure,

complex sentences,

participial phrases,

appositives


Audience determines style

of language (formal or

informal, depth of

vocabulary, content)

comprehension. (RF4)

Fluency:



(W5)

Writing:

Write informative/explanatory texts to examine a topic and convey

ideas and information clearly. (W2)



sequences. (W3)

Language:

Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons. (L1f) Demonstrate

command of the conventions of standard English capitalization,

punctuation, and spelling when writing. (L2) Ensure subject-verb

and pronoun-antecedent agreement. (L3.1.f)


Report on a topic or text, tell a story, or recount an experience in

an organized manner, using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak clearly

at an understandable pace. (SL4)

Fluency:


Writing:

Creating

Creating

Language:

Remembering,

applying, creating


Apply


Theme

Big Idea

Individuals face and overcome challenges in difficult situations.

Setting goals provides a measure of achievement.

Essential Questions

How do people face and overcome challenges to reach their goal?

Are goals worth the effort it takes to achieve them?

Language Arts

Big Idea

Reader’s use different strategies depending on the demands of the text.

Writer’s answer questions to report on important real life events.

Essential Questions

How do readers use multiple strategies to gain meaning?

How can writers communicate real life events accurately?


Differentiated Unit Assessment 8

Writing - News Report - rubric


Reading progress assessment as needed for movement between groups

Informational Reading and Informational Writing Performance Task

Benchmark Assessment – Quarterly 4



Discovery Education

Brain Pop

Scholastic


Demonstrate ability to choose “good fit” independent level books and complete three books



Pretentions


Writer’s Notebook

Reading Log or Reader’s Response Notebook






A curriculum Plan for the Writer’s Workshop Lucy Calkins

A Curriculum Plan for the Reader’s Workshop Lucy Calkins

LEAD21

Critical Thinking for Life: Common Core Standards and Strategies Flip Chart Mentoring Minds



groton public schools curriculum map · groton public schools curriculum map ... and view to build...

Documents