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4th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition LRSD Elementary Literacy Department 4th Grade Curriculum: Literacy & Integrated Content Revised 2016

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 5 Lesson 25

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others. 4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text.

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Question

Anchor Lesson Author's Purpose CLLG p. 88 The Fun They Had from Isaac Asimov, Read aloud from HMH Student Book, Lesson 25 CLLG p. 88, Author’s Purpose Use the following book, Down the Colorado: John Wesley Powell, The One-Armed Explorer

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 E.4.4.1 Compare examples of scarcity from different regions in the state & nation D2.Eco.1.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5

The Southwest Unit Essential Question: • What is unique about the Southwest

region? • What characteristics make this a

region? Guiding Question(s): • How do geography, climate, and

natural resources affect the way people live and work in this region?

• How does the past affect this region and the U.S.?

• What are the economics of this region?

Down the Colorado: John Wesley Powell, the One-Armed Explorer Lesson (Complete Session One and Two on page 3) John Wesley Powell Traveling Trunk Lesson Plan Use Lesson 3 to examine Major Powell’s Journal • Use Lesson 5 to explore the men on the expedition. Choose

to do the Role Play Debate on merits of continuing down the river or hiking out or to do a Journal Entry from the perspective of one of the men on the expedition.

• John Wesley Powell’s Journal Entries Additional Resources/Activities http://www.readworks.org/passages/john-wesley-powell-maps-grand-canyon Make a Time Line of John Wesley Powell’s life. For additional information can use the leveled reader that accompanies the SS textbook on John Wesley Powell.

Track the journey of John Wesley Powell on a map while reading the book: Down the Colorado Create a timeline of events. Timeline Templates



2 H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5 H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5 H.12.4.5 Reference historic places and national parks to guide inquiry about history (e.g., What do the Toltec Mounds tell us about the people who lived there?) H.13.4.1 Describe ways people’s perspectives shaped the historical Sources they created D2.His.6.3-5 H.14.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3-5 H.13.4.3 Develop claims in response to compelling questions about Arkansas & US history using evidence from a variety of primary & secondary sources D1.2, 5.3-5 H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the US to guide inquiry D1.2.3 D2.His.12.3-5

Timeline Templates Chaco Canyon—Virtual Field Trip that can be found on the textbook’s website. See the Chaco Canyon –Harcourt SS textbook pp 324-325 Pueblo Native American PowerPoint Powell Expedition 1872 Photos http://www.flickr.com/photos/grand_canyon_nps/sets/72157624241906928/ John Wesley Powell Background Information http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1008&context=wws Grand Canyon Lesson Plan—Provides additional activity and excerpts related to John Wesley Powell’s Journals. Adaptations needed for 4th grade level.

SCIENCE STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

4-LS1-1 Construct an argument that plants & animals have internal & external structures that function to support survival, growth, behavior & reproduction. 4-LS1-2 Use a model to describe that animals receive different types of info. through their senses, process the information

Unit 3 Lesson 1 Essential Question: What are some plant structures? Teacher Background: TE Unit 3 pp. TR1-TR4, Planning Guide pp. 46, 48, 59-61

Unit 3 Lesson 1 ***Students will need to set up Lesson 3 Inquiry How Can we Observe a Plant's Life Cycle. Steps 1-5 only. Will refer to in Lesson 3. Allow 1 Day. Notebook Prompt: List three plant structures and explain the function of each structure. Lab: Flipchart p. 12 What Pulls that Water Up?

Pre/Post Test-Unit 3 Review pages 167-169 **A copy will need to be made prior to completion for post test. Unit 3 Lesson 1 Assessment: Apply



3 in their brain & respond to the info. in different ways.

Strategies and Resources: Science Fusion Textbook pp. 103-112, Digital Lesson 1, Science Saurus pp. 76-81 &102-103, 107

Concepts p. 114, Assessment Guide p. 25

WORD STUDY Unit 5, Lesson 25 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

VOCABULARY 4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult references, both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

STRATEGY: Greek & Latin Word Parts ACADEMIC: infer, question, apostrophe, contraction SOCIAL STUDIES: Grand Canyon, canyon, expedition, explorer, national park, portage, whitewater SCIENCE: root, stem, leaf, photosynthesis, chlorophyll TARGETED CATEGORIES: communication, features of things, natural environment, action/movement, places/events

TE pp. T332-333, T364-T365, T366

4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING: Final Syllable Patterns

WSG pp. 90-91

WRITING WORSHOP STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR 4L1d Order adjectives within sentences according to conventional patterns 4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.*

SKILL Proper Mechanics

TE pp. T339-T341

25.8-25.10

PROCESS WRITING 4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience.

WRITING TYPE Focus: Narrative: Imaginative Prewrite

SUW LESSONS & TOOLS 6-6 6 Steps for Writing a Story (Continued) 6-15 Function & Variety of Story Transitions 6-17 Options for Writing the End of a Story

Social Studies Prompt: Write a journal entry describing the most



4

4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.

6-19 6 Tips for Writing First Draft exciting part of John Wesley Powell's journey. Step Up to Writing: Tool 10-18a, Story Writing Scoring Guide



5 Unit 6 Lesson 26

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when S drawing inferences from the text. 4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. 4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others. 4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Visualize

Anchor Lesson Story Structure CLLG p. 90 The Girl Who Loved Spiders Introduce West by providing other books from the library on the West or states in the West.

• Fill in chart West Content Book Pass • Book Pass—Use anchor chart to identify

fiction/nonfiction books.

Tell students that they will be exploring the following topics on the West and choosing one to complete a research project:

• Gold Rush • Pony Express • Transcontinental Railroad • Migrant Workers • Environmental Issues of the West

This week students will be reading about the Gold Rush. Use books from the classroom library on the West to reinforce this week’s skill lesson Readers Theatre Cassie’s Journey---Create a story map using the content of the story. Written Conversation—Cassie’s Journey (See Day One Detailed Lessons) CLLG LESSON Informational Text p. 91—Use Adventures in Law and History: Unit III Authority Gold Flats Gazette to teach or reinforce using photographs to help the reader understand text.



6 Postcard—Day in Life of Prospector (See Day Two Detailed Lessons) (Relate to the Economics of the West)

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS G.9.4.3 Analyze ways environmental characteristics affect population distribution in the United States D2.4.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5 E.5.4.1 Explain effects of supply, demand, competition on prices D2 Eco 5.3.5 H.12.4.1 Create historical narratives using chronological sequences of related events in the United States H.12.4.4 Analyze the impact of individuals and events on the past, present, and future

Unit: The West Essential Question: • What is unique about the West region? • How can I use all that I know about

nonfiction reading and research to learn about the West?

Guiding Question(s): • How do geography, climate, and natural

resources affect the way people live and work in this region?


• What are the economics of this region? • What inspires people to explore new

territories? • What effect did Westward expansion

have on different groups of people? • What were the effects of the Gold Rush

on daily life, settlements, politics, and physical environment?

Postcard—Day Two of Lesson Ask the students to write a postcard home to their friends or family telling them all about their adventure. Instruct them to write down at least two ideas about what life is like and two ideas about being frustrated in finding no gold OR excitement over finding gold. Once students have their ideas written down in note form, students can use this interactive tool or it can be printed out. readwritethink postcard creator Gold Miners Primary Sources Social Studies’ Textbook pp. 388-389.

SCIENCE STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 4-LS1-2 Use a model to describe that animals receive different types of

Unit 3 Lesson 2 s Essential Question: How do Plants Reproduce? Teacher Background: TE Unit 3 pp. TR1-TR4, Planning guide pp. 46, 48, 59-

Unit 3 Lesson 2 Notebook Prompt: Describe how plants reproduce. Lab: Flipchart p. 14 Finding Out About Flowers Strategies and Resources: Science Fusion Textbook pp. 117-128, Digital Lesson 2, Sciencesaurus pp. 86-87

Unit 3 Lesson 2 Assessment: Sum It Up p. 128, Assessment Guide p. 26 Unit 3 Lesson 3



7 information through their senses, process the information in their brain and respond to the information in different ways.

61 Unit 3 Lesson 3 Essential Question: How can we observe a plant's life cycle? Teacher Background: TE Unit 3 pg TR1-TR4, Planning guide pg 46, 48, 59-61

Unit 3 Lesson 3 Notebook Prompt: Draw the seeds in a plant's life cycle. Lab: Flipchart p. 15 How Can We Observe a Plant's Life Cycle Strategies and Resources: Science Fusion Textbook pp. 133-134, Digital lesson 3, Sciencesaurus pp. 86-87

Assessment: Assessment Guide p. 27

WORD STUDY STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Greek & Latin Root ACADEMIC: SOCIAL STUDIES: wagon train, forty niner, boomtown, telegraph, prospector, John Sutter, Gold Rush, claim, Gold Fever SCIENCE: germination, maturity, fertilization, pollination, spore TARGETED CLUSTERS/CATEGORIES: natural environment, machines, places/events, characters

WSG pp. 152-153

4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately Unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING: Final Schwa + /r/ sound Common Final Syllables

WSG pp. 90-91

WRITING WORKSHOP STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 4L3a Choose words and phrases to convey ideas precisely. 4L3c Differentiate between contexts that call for formal English (e.g., presenting

SKILL Making Comparisons



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ideas) & situations where informal discourse is appropriate (e.g., small-group discussion) PROCESS WRITING 4W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or 2) for a range of specific tasks, purposes & audiences. 4W3d Use concrete words & phrases & sensory details to convey experiences & events

WRITING TYPE Informational Writing: Research

SUW LESSONS & TOOLS Use any of these to initiate research/report writing, SUW: 9-3 Writing to Compare or Contrast 9-12 Writing Reports on Science Experiments 9-16 Writing about the News

Social Studies Prompt: Students will choose a topic on the West or teachers will choose one for them to focus their research for the next few weeks and lessons from SUW will be used to teach the process and skills for completing a research project. Step Up to Writing: SUW 4-10 Organization Game---Have students think of words related to their study of the Gold Rush for this activity.



9 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 6 Lesson 27 STANDARDS FOCUS TASK/RESOUCES/MATERIALS ASSESSMENTS

4RI1 Refer to details & examples questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others. 4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text 4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. 4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others.

COMPREHENSION/FLUENCY Skill: Main Idea & Details Strategy: Question

Anchor Lesson Main Idea and Details CLLG p. 92 Amphibian Alert!, Read aloud from HMH Student Book, Lesson 27

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location. G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the

Unit: The West Essential Question: • What is unique about the West Region? • What characteristics make this a

region? • In what ways has the West changed

over time? • How can I used all that I know about



10 United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show

nonfiction reading and research to learn more about the West?

Guiding Question(s): • How do geography, climate, and natural



• How does the expanding territory impact communication and transportation?



11 relationships among people, events, & movements at the local, state, regional, or national level D2.His.1.3-5 H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5 H.12.4.4 Analyze the impact of individuals & events on the past, present, & future D2.His.3.3-5


4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain and respond to the information in different ways.

Unit 3 Lesson 4 Essential Question: How do animals reproduce? Teacher Background: Teacher Edition Unit 3 pp. TR1-TR4, Planning Guide pp. 46, 48, 59-61 Unit 3 Lesson 5 Essential Question: How are living things adapted to their environment? Teacher Background: Teacher Edition Unit 3 pp. TR1-TR4, Planning Guide pp. 46, 48, 59-61

Unit 3 Lesson 4 Notebook Prompt: Identify some animals that lay eggs and some that have young that are born alive. Strategies and Resources: Science Fusion Textbook pp. 135-145 Unit 3 Lesson 5& 6 Notebook Prompt: Describe differences between physical and behavioral adaptations, and give an example of each adaptation. Lab: Flipchart p. 17 Cold as Ice Flipchart p. 18 Why Do Bird Beaks Differ? Strategies and Resources: Science Fusion Textbook pp. 151-161

Unit 3 Lesson 4 Assessment: Assessment Guide p. 28 Unit 3 Lesson 5 Assessment: Assessment Guide p. 29, Sum It Up p. 162 Unit 3 Test- Assessment Guide pp. AG 31-35

WORD STUDY STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

VOCABULARY STRATEGY: ACADEMIC: SOCIAL STUDIES: steamship, air mail, Pony Express, mail pouch SCIENCE: complete metamorphosis,

WSG pp. 154-155



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and determine or clarify the precise meaning of key words and phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

incomplete metamorphosis, nymph, environment adaptation, behavioral adaptation, physical adaptation, instinct TARGETED CLUSTERS/CATEGORIES: action & motion, natural environment, features of things, social systems, communication, machines

4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING: Final schwa + /l/ sound

WSG pp. 92-93

WRITING WORKSHOP STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 4L3a Choose words and phrases to convey ideas precisely. 4L3c Differentiate between contexts that call for formal English & situations where informal discourse is appropriate.

SKILL More Comparisons

PROCESS WRITING 4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of specific tasks, purposes & audiences. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely.

WRITING TYPE Informational Writing (Research)

SUW LESSONS & TOOLS 1-17 Easy Two Column Notes 1-23 Three-Column Notes with Summaries 1-24 Collecting & Organizing Facts 4-12 Planning Guides for Organizing a Paragraph 4-19 Topic Sentence Variety

Social Studies Prompt: Step Up to Writing: 10-16 Information/ Expository Reports & Essays Scoring Guide, Tool 10-16a SUW 10-10 Quick Check for Sentences & Topic Sentences (optional)

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING



13 Unit 6 Lesson 28

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. 4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4RI7 Interpret information presented visually, orally, or quantitatively (in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears.

COMPREHENSION/FLUENCY Skill: Fact & Opinion Strategy: Monitor/Clarify

Anchor Lesson Fact and Opinion CLLG p. 94 Museums: Worlds of Wonder, Read aloud from HMH Student Book, Lesson 28 Fact and Opinion CLLG p. 95 Making Most from Trash Read aloud from HMH Student Book, Lesson 28

SOCIAL STUDIES STANDARDS G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams,

SOCIAL STUDIES FOCUS Unit: The West Essential Question: • What is unique about the West region? • What characteristics make this a region? Guiding Question(s): • What means of transportation might

people have used when traveling West? What were the advantages and disadvantages of each?

ADDITIONAL CONTENT LESSONS ASSESSMENTS



14 pollution) D2.Geo5.3-5 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5 G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5 H.12.4.4 Analyze the impact of individuals

• What inspires people to create new things?

• How was the economy and geography of the West forever altered?

• Who contributed to the building of the Transcontinental Railroad?

• What effect did the Transcontinental Railroad have on different groups of people?

• How did the geography of the region affect the building of the Transcontinental Railroad?



15 and events on the past, present, and future D2.His.3.3-5 H.13.4.3 Develop claims in response to compelling questions about AR & US history using evidence from a variety of primary and secondary sources D1.2, 5.3-5 H.13.4.4 Discuss why historians use a variety of primary & secondary sources D3.2.3-5 H.13.4.6 Examine current or historical events in Arkansas, United States, or the world in terms of cause & effect D2.His.14.K-2 E.5.4.1 Examine ways human capital impacts productivity and future incomes D2.Eco.6.3-5



Unit 4 Lesson 1 Essential Question: What are Populations, Habitats, and Niches? Teacher Background: TE Unit pp. TR1-TR2 & Planning Guide pp. 48, 51, 58, 59, 60, 61 Unit 4 Lesson 2 Essential Question: What are Food Chains? Teacher Background: TE Unit pp. TR1-TR2 & Planning Guide pp. 48, 51, 58, 59, 60, 61

Unit 4 Lesson 1 Notebook Prompt: Explain how populations and communities are related. Lab: Direct Inquiry- Flipchart p.19 Bottle Ecosystems, Make Connections p. 188A Ecosystems Around the World Strategies and Resources: Science Fusion Textbook pp. 173-183, Digital Lesson 1, ScienceSaurus- pp. 126-136 & 318-353 Unit 4 Lesson 2 Notebook Prompt: Give an example of a food chain in our local area. Lab: Independent Inquiry- Flipchart p.20 Model a Food Web Make Connection- Paper Food Chains p. 204A Strategies and Resources: Science Fusion Textbook pg. 189-199, Digital

Pre/Post Test- Science Fusion p. 242 * tear out from book, but make a copy for post test* Unit 4 Lesson 1 Assessment: Assessment Guide p. 38, Sum it Up pp. 184, Apply Concepts p. 186 Unit 4 Lesson 2 Assessment: Assessment Guide p. 39, Sum It Up pg. 200, Apply Concepts pp. 202 and 204



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WORD STUDY STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

CC4L4a Use context as a clue to the meaning of a word or phrase. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

STRATEGY: Prefixes con- com- in- im- ACADEMIC: SOCIAL STUDIES: transcontinental, Homestead Act, Central Pacific, Chinese Immigrant, Angel Island, Pacific Railroad Act, Union Pacific SCIENCE: ecosystem, community, population, habitat, niche, producer, consumer, decomposer, food chain, carnivore, food web, herbivore, omnivore TARGETED CLUSTERS/CATEGORIES: natural environment, features of things, places/events, action & motion

WSG pp. 156-157

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

SPELLING/ENCODING: Three Syllable Words

WSG pp. 94-95

WRITING WORKSHOP GRAMMAR CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1a Use relative pronouns (who, whose, whom, which, that) & relative adverbs (where, when, why)

SKILL Possessive Pronouns

TASK/RESOURCES/MATERIALS See Weekly Plan TE T125- T127

ASSESSMENTS

PROCESS WRITING 4W2a Introduce a topic clearly and group

WRITING TYPE Informational Writing (research)

SUW LESSONS & TOOLS 4-20 getting Caught in the Things trap

Social Studies Prompt: Write an interpretation of one of

Lesson 2, ScienceSaurus- pg. 137-138 & 318-353



17 related information in paragraphs & sections; include formatting, illustrations, & multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic, 4W2e Provide a concluding statement or section related to the information or explanation presented. 4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. C4W8 Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

4-23 Adding a Lead- the Blues- to a Paragraph 4-24 Definitions & Functions of Transitions 4-30 Transitions in Reports and Essays 4-31 Paragraph Elaboration

the poems from the Angel Island Poetry Lesson. Use the pre-writing activity to plan writing. Step Up to Writing: 10-16 Information/ Expository Reports & Essays Scoring Guide, Tool 10- 16a



18

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 6 Lesson 29

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between 1st & 3rd person narrations. CC4RL7 Make connections between the text of a story or drama & a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text. 4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Infer/Predict

Anchor Lesson Understanding Characters CLLG p. 96 Save Timber Woods!, Read aloud from HMH Student Book, Lesson 29

SOCIAL STUDIES STANDARDS G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location. G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

SOCIAL STUDIES FOCUS Unit: The West Essential Question: • What is unique about the West region? • What characteristics make this a region? Guiding Question(s): • How do geography, climate, and natural


• How does the past affect this region and

ADDITIONAL CONTENT LESSONS ASSESSMENTS Photo Analysis Cesar Chavez Script Story Map



19 region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5

the U.S.? • What inspires people to move to new

areas? • How do people bring about change? • What roles does government play in

change?



20 H.14.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3-5 H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary sources D1.2, 5.3-5 H.13.4.4 Discuss why historians use a variety of primary and secondary sources D3.2.3-5 H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United States to guide inquiry D1.2.3-5 D2.His.12.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 E.5.4.1 Examine ways human capital impacts productivity and future incomes D2.Eco.6.3-5

SCIENCE STANDARDS 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain and respond to the information in different ways.

SCIENCE FOCUS Unit 4 Lesson 3 Essential Question: How can we model a food web? Teacher Background: TE Unit pp. TR1-TR2 & Planning Guide pp. 48, 51, 58, 59, 60, 61 Unit 4 Lesson 4 Essential Question: What are natural resources? Teacher Background: Teacher Edition

ADDITIONAL CONTENT LESSONS Unit 4 Lesson 3 Notebook Prompt: Explain Connections among organisms in a food web. Lab: Independent Inquiry- Flipchart p. 21 How Can We Model a Food Web? Strategies and Resources: Science Fusion Textbook pp. 205-206, ScienceSaurus- pp. 318-353 Unit 4 Lesson 4 Notebook Prompt: Name a natural resource and tell why it is important.

ASSESSMENTS Unit 4 Lesson 3 Assessment: Science Fusion pg. 205-206, Assessment Guide pg 40 Unit 4 Lesson 4 Assessment: Assessment Guide p. 41, Science Fusion p. 220



21 Unit pp. TR1-TR2 & Planning Guide pp. 48, 51, 58, 59, 60, 61

Lab: Direct Inquiry- Flipchart p.22 Recycle Resources Yourself Independent Inquiry- Make Connections Recycled Art p. 220A/Differentiated Inquiry p. 234A Make Recycled Art Strategies and Resources: Science Fusion Textbook pp. 207-218 , Digital Lesson 4 , ScienceSaurus- pp. 318-353

WORD STUDY STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4L4.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 words and phrases. 4L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Word Origins ACADEMIC: SOCIAL STUDIES: strike, boycott, union, negotiate, pesticide, fast, migrant, agriculture, diversity SCIENCE: purpose, hypothesis, procedure, data, conclusion, analyze, natural resources, renewable resources, nonrenewable resources TARGETED CATEGORIES: natural environment, features of things, action/motions

WSG pp. 158-159 Vocab. in Context Cards 159, 160, 163, 166, 175, 179,186, 190, 191, 193


SPELLING/ENCODING Silent Consonants

WSG pp. 96-97

WRITING WORKSHOP GRAMMAR 4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Correct Pronouns

TASK/RESOURCES/MATERIALS See Weekly Plan pp. T170-T173

ASSESSMENTS

PROCESS WRITING WRITING TYPE SUW LESSONS & TOOLS Social Studies Prompt:



22 4W2a Introduce a topic clearly and group related information in paragraphs & sections; include formatting, illustrations, & multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). 4W2d Use precise language & domain-specific VOCABULARY to inform about or explain the topics. 4W2e Provide a concluding statement or section related to the information or explanation presented. 4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising & editing. 4W8 Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

Informational Writing (Research)

4-32 Learning More about Elaboration 4-33 Comparing Paragraph & Report Elaboration 4-35 Connecting a Conclusion to a Topic Sentence 4-36 Keys to Writing a Conclusion

Week Four Research Detailed Research Outline Depending on whether you are researching a person or group related to the West or an event(s), you will be using the SUW lessons in the research outline for writing lessons this week. If you have chosen to use Choose Your Own Adventure or readwritethink for your research project you should also reference one or the other this week. SUW: 10-16 Information/ Expository Reports & Essays Scoring Guide, Tool 10- 16a



23 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 6 Lesson 30 STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. 4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4RI7 Interpret info. presented visually, orally, or quantitatively (in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the info. contributes to understanding the text in which it appears.

COMPREHENSION/FLUENCY Skill: Conclusions & Generalizations Strategy: Summarize

Lesson Overview: CLLG p. 38 Conclusions and Generalizations CLLG p. 98 Mysteries at Reed's Pond, Read aloud from Student Book, lesson 30

Open Response: front of Whole Group Tab, Lesson 30

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 H.12.4.3 Compare specific regions of the

Unit: The West Essential Question: • What is unique about the West region? • What characteristics make this a region? Guiding Question(s): • How do geography, climate, and natural


• How does the past affect this region and



24

WORD STUDY

United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 E.4.4.2 Apply economic decision-making models when making decisions (e.g., PACED Decision Making Model) D2.Eco.2.3-5 H.6.2.6: Determine how photos and documents are used to gather information about the past H.6.2.8: Describe the ways in which communities have changed over time

the U.S.? • What are the economics of this region? • Who are the leaders and what are their

responsibilities? Politics/government/civics?



Unit 4 Lesson 5 Essential Question: How Do People Impact Ecosystems? Teacher Background: TE Unit pp. TR1-TR2 & Planning Guide pp. 48, 51, 58, 59, 60, 61

Unit 4 Lesson 5 Notebook Prompt: Describe how one human activity affects an ecosystem. Lab: Direct Inquiry- Flipchart p.23 How Does Water Pollution Affect Plants? Make Connection- Natural Plant Dyes p. 232A Strategies and Resources: Science Fusion Textbook pg. 221-229, Digital Lesson 5, ScienceSaurus- pp. 318-353

Unit 4 Lesson 5 Assessment: Assessment Guide p. 42, Sum It Up p. 230, Apply Concepts p. 232 Unit 4 Test-Assessment Guide pp. 44-48



25 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

VOCABULARY 4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

STRATEGY: Suffixes –er, -or, -ist ACADEMIC: SOCIAL STUDIES: silt, watershed, spawn, petition SCIENCE: pollution, conservation, endangered species TARGETED CATEGORIES: natural environment, places/events, social systems

WSG pp. 160-161


SPELLING/ENCODING Unusual Spellings

WSG pp. 98-99

WRITING WORKSHOP GRAMMAR 4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Pronouns

TASK/RESOURCES/MATERIALS See Weekly Plan TE T218- T219

ASSESSMENTS

PROCESS WRITING 4W2a Introduce a topic clearly and group related information in paragraphs & sections; include formatting, illustrations, & multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic.

WRITING TYPE Informational Writing (Research)

SUW LESSONS & TOOLS 8-13 Focus on Your Audience 8-15 Planning Longer Presentations, Tool 8-13a

Social Studies Prompt: Comic demonstrating importance of protecting water resources. Complete research and research project Step Up to Writing: Week Five Research



26 4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). 4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. 4W2e Provide a concluding statement or section related to the information or explanation presented. 4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. (Grade-specific expectations for writing types are defined in standards 1–3). 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 4W8 Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

Depending on whether you are researching a person or group related to the West or an event, you will be using the SUW lessons in the research outline for writing lessons this week. If you have chosen to use Choose Your Own Adventure or readwritethink you’re your research project you will need to reference one or the other this week.

social studies standards focus … grade 4th quarter 16 17... · 1008&context=wws" grand...

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