the library provides teachers with effective, research ...uses a known root word as a clue to the...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Grade 4

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map

Shelby County Schools2016/2017

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and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills or concepts, which often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Guide to planning interactive read alouds.

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.

http://www.readingrockets.org/strategies The library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.

Using the Curriculum Maps, Grades 3-5


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http://www.readingrockets.org/strategies





Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students.

Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

o CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

o CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your

students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. For further support on foundational skills instructional practices see the following

links:o http://www.readingrockets.org/article/phonics-watch-learn o https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html


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https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

http://www.readingrockets.org/article/phonics-watch-learn



Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

Extended Texts Weeks

In further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. Sentence frames aligned with the related Reading standard are also provided in the Speaking and Listening domain. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036



Key Terms:

• Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working- knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

• Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

• Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

• Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.

Skills Based and Meaning Based Competencies


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In early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


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Gradual Release of ResponsibilityOur comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.


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Week 1- Lesson 15Reading Selection: Ecology for Kids (Lexile Level 770) Wonderful Weather (NP; paired selection)

Instructional Resources for Building KnowledgeRelated Texts Break It Down (Donyall Dickey, Complex Text, RI.4.4) The Ecosystem of the Forest (Lexile Level 1000) http://www.readworks.org/passages/ecosystem-forest#sub-tab-

250526 Coral Reef Goes Digital (Lexile Level 930) http://www.readworks.org/passages/coral-reef-goes-digital#sub-tab-

227359 Climate Zones (Lexile Level 800) http://www.readworks.org/passages/climates-climate-zones Reefs at Risk (Lexile Level 780) http://www.readworks.org/passages/reefs-risk#sub-tab-276231 Climates- An Introduction of Climates (Lexile Level 770) http://www.readworks.org/passages/climates-introduction-

climatesNon Print Texts Rainforest IMAX Video (7 min, 28 sec) http://viewpure.com/YUuA-C_I3DE?ref=bkmk Family of Orca Whales Get Stuck Under Ice and Make Dramatic Escape (2 min, 5 sec)

http://abcnews.go.com/video/embed?id=18185370

Essential Question: How can human actions affect our planet’s ecological balance?TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI .4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI .4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in text.

Related WIDA StandardsRI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Provides a statement of the main idea of a text. Provides an explanation of how the main idea is

supported by key details. Provides a summary of the text. Provides a description of the overall structure (e.g.,

chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.

Provides an explanation of how an author uses reasons to support particular points in a text.

Provides an explanation of how an author uses evidence to support particular points in a text.

Sample Objectives (I Can…): Determine the main ideas the author makes in Ecology for

Kids. Locate detailed facts or examples to support points in

Ecology for Kids. Describe the structure of each subtopic text piece (e.g.,

chronology, comparison, cause/effect, problem/solution) in

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 15 Journeys Reader’s Notebook, Lesson 15 Written summary of a “cold read” text or texts,

drawing on specific details from the text Teacher-made or district common assessments in

testing format Anecdotal evidence from classroom discussions

Option for Reteaching Main Idea and Details T380

Scaffold Close Reading T322(Teacher-led Small Group or Whole Group) First Read- Think Through the Text Second Read- Analyze the Text Independent Reading

Text Dependent Questions Why is it important to preserve the rain forest?

Cite evidence from the text. (general


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http://abcnews.go.com/video/embed?id=18185370

http://viewpure.com/YUuA-C_I3DE?ref=bkmk

http://www.readworks.org/passages/climates-introduction-climates

http://www.readworks.org/passages/climates-introduction-climates

http://www.readworks.org/passages/reefs-risk#sub-tab-276231

http://www.readworks.org/passages/climates-climate-zones

http://www.readworks.org/passages/coral-reef-goes-digital#sub-tab-227359

http://www.readworks.org/passages/coral-reef-goes-digital#sub-tab-227359

http://www.readworks.org/passages/ecosystem-forest#sub-tab-250526

http://www.readworks.org/passages/ecosystem-forest#sub-tab-250526



Ecology for Kids. Explain how the author uses reasons and evidence to

support protecting the environment in Ecology for Kids.

understanding) What is the central message of text sub-heading

titled, Destruction of the Forests ? (key details, inference)

Why is the ozone layer important for living things on Earth? (key details)

One page 444, what does it mean to have something directly affect you? Use evidence from the text to support your answer. (vocabulary)

In what order does the author present ideas in the text Ecology for Kids? (text structure)

What reasons and evidence does the author use to support his message about the sun? (author’s purpose)

In Ecology for Kids, how is the author’s message about the sun similar to his message about the forest and oceans? (author’s purpose)

According to the text, Ecology for Kids, what are the main things people can do to protect the environment? (general understanding)

Leveled Readers Advanced: The Princess and the Manatee

(710L)- Intervention On-level: Dad’s Garden (630L)-

Intervention Struggling Readers: The Seal Who Wanted

to Live (410L)- Intervention Vocabulary Reader: Squash in the

Schoolyard (700L)- Intervention English Language Support: The Father’s

Garden (600L)- Intervention

Literacy Station Activities Comprehension Station –use a graphic organizer

to web the main idea and supporting details of Ecology for Kids. Use projectable 15.2. Write a summary of event, compare and contrast information from two texts, Journeys flip charts (add rigor.

Link to practice main idea: http://www.roomrecess.com/pages/MainIdea.html

Link to practice main ideaShelby County Schools

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http://www.roomrecess.com/pages/MainIdea.html



http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildemainidea

Link to comprehending ecosystemshttp://www.scholastic.com/teachers/activity/ecosystems-11-studyjams-interactive-science-activities

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingExplain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high frequency, single words or answer yes/no or either/or questions.

Explain the main idea and key details by summarizing the text using L1 and/or using Pictures and Photographs, and key vocabulary in phrases and short sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in a series of simple, related sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in expanded and some complex sentences.

Explain the main idea and key details by summarizing the text using precise vocabulary in multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives

TDOE Curriculum Standards Evidence Statements Content & Tasks

Writing/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose.W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented.

Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.

Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.

Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

Sample Objectives (I Can…): Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support

my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding

statement

Performance Task- Culminating At the end of the selection (on page 451), the

author states, “Instead of getting mad, teach them!” Write a “plan of action” essay detailing the two most important ecological ideas readers should be taught and why. Use evidence from the text to support your response.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf


http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf


http://www.scholastic.com/teachers/activity/ecosystems-11-studyjams-interactive-science-activities







sentence. Writing my paragraphs with a clear concluding statement.

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 4.5- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Reports on a topic or text, tell a story, or recount an experience in an organized manner.

Uses appropriate facts and relevant, descriptive details to support main ideas.

Uses appropriate facts and relevant, descriptive details to support themes.

Speaks clearly at understandable pace. Provides audio recordings in presentations when

appropriate to enhance development of main ideas or themes.

Provides visual displays in presentations when appropriate to enhance development of main ideas or themes.

Sample Objectives (I Can…): Paraphrase information from a text about ecology. Prepare and present my research findings. Summarize Ecology for Kids.

Performance Assessments Teacher observations Participating in and conducting discussions, read

alouds, and question/answer sessions. Oral presentations (group or individual) Using formal English in appropriate situations

Sentence Frames to Support Reading StandardsRI.4.2 The main idea is _______________________. The most important details are

______________________, ______________________ and ________________.

The details that support the main idea are _____________, _____________ and ____________.

A detail that supports the main idea is _____________________.

Summary Paragraph Frame: The text is about ______________________.

The main idea is that _____________________. One detail that supports this main idea is ________________________________ . Another detail is ____________________________. The last detail that supports this main idea is ______________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1-Demonstate command of the conventions of standard English grammar usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Uses standard English grammar when writing or speaking.

Determines the meaning of words and phrases, using context (e.g., definitions, examples, or restatements in text).

Demonstrates the ability to use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Vocabulary Using context

Vocabulary for Explicit Instruction Traces, affect, ecology, destruction, context http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-

do-i-teach-and-how-detail-pg (Supplemental


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf




Sample Objectives (I Can…): Review the qualities of regular and irregular verbs. Identify both regular and irregular verbs while reading. Write using both regular and irregular verbs correctly. Edit writing for capitalization errors and spelling errors. Recognize and use grade appropriate vocabulary within

context. Use context clues to comprehend grade level vocabulary. Determine the meaning of unfamiliar words using context

clues, dictionaries, and glossaries.

Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station- Use projectable 15.3 and

read “An Unfriendly Ecosystem”. Link to context clues practice

http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1

Link to irregular verb practice http://www.perfect-english-grammar.com/irregular-verbs-exercise-1.html

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Vocabulary Part 3, V.020-Word Clues

Language Arts Irregular verbs

Performance Assessments Edit pre-assessment draft for weekly grammar

skill Edit for grade-level capitalization and punctuation

errors

Option for Reteaching Using Context T380

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF 4.3a- Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Uses 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.

Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Sample Objectives (I Can…): Read with fluency from a variety of texts (poetry, drama,

current events, novels). Read poetry with expression.

Phonics and fluency: Three syllable wordsPerformance assessments Recognize and use three syllable words Use of learned phonics patterns to decode

unfamiliar words Oral reading fluency checks/running recordsOption for Reteaching Three-Syllable Words T381

Literacy Station Activities Decoding/Word Study (Sample Teacher-led Small

Group or Partner Activity)- Count the syllables in each line of the poem, Wonderful Weather. Identify all words with three syllables. After identifying all the three syllable words, segment


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http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


http://www.perfect-english-grammar.com/irregular-verbs-exercise-1.html







each word, say the chunks, blend them together and say the result. Make corrections as necessary. Now add writing: Cover the word and have the reader write it from memory after reading it. The reader should say each chunk out loud while writing it. Do not say separate sounds while writing a chunk, but instead, slowly say the entire chunk.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Advanced Phonics Part 2: AP.008-Syllable Game, AP.009-Syllable Score, AP.010-Syllable Sort

Fluency station (optional)-timed reading to practice pace and expression, performance reading.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Fluency Part 2, F.011-Reading Chunks

Weeks 2- Lesson 16Reading Selections: Riding Freedom (Lexile Level 640) Spindletop (Lexile Level 750, paired selection)

Instructional Resources for Building KnowledgeRelated Texts Time Machine (1869): Completion of the Great Transcontinental Railroad (Lexile Level 920)

https://newsela.com/articles/historic-news-transcontinental-railroad/id/16477/ Chinese-Americans spread the story of ancestors who built big U.S. railroad (Lexile Level 860)

https://newsela.com/articles/railroad-chineseworkers/id/10930/ The Pony Express (Lexile Level 830) http://www.readworks.com/passages/westward-expansion-pony-express Time Machine (1845): The Oregon Trail (Lexile Level 820)

https://newsela.com/articles/historic-news-oregon-trail/id/19753/Non Print Texts Spindletop Video from the History Channel (2 min, 41 sec)

http://www.history.com/topics/oil-industry/videos/black-goldEssential Question (Target): How are obstacles connected to successes?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the textRL.4.9- 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.RI.4.5- Describe the overall structure (e.g., chronology,

Provides a statement of a theme of a text. Summarizes the text. Compares and contrasts the treatment of similar themes

and/or topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different cultures.

Compares and contrasts of the treatment of similar





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http://www.history.com/topics/oil-industry/videos/black-gold

https://newsela.com/articles/historic-news-oregon-trail/id/19753/

http://www.readworks.com/passages/westward-expansion-pony-express

https://newsela.com/articles/railroad-chineseworkers/id/10930/

https://newsela.com/articles/historic-news-transcontinental-railroad/id/16477/







comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.

Related WIDA StandardsRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Describes the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.

Explains how an author uses reasons to support particular points in a text.

Explains how an author uses evidence to support particular points in a text.

Sample Objectives (I Can…): Determine the theme in Riding Freedom. Compare and contrast the two main characters Charlotte

and James in the text Riding Freedom. Describe and analyze the text structure of in Riding

Freedom. Explain how the author uses reasons and evidence to

support the theme in Riding Freedom.

Option for Reteaching Compare and Contrast T72


Text Dependent Questions Why do you think Charlotte was able to calm the

horses as she waits for the lightning? (general understanding)

The author uses the phrase, “moans of the wood”. What does this mean? Use contextual evidence to support your answer. (vocabulary/text structure)

On page 479, do you agree or disagree with the decision Charlotte made to not let the man stay in the coach? Why? Use evidence from the text to support your answer. (opinion)

What is the theme of Riding Freedom? Cite evidence from the text to show how Charlotte’s (the main character) actions support this theme. (key details)

How are the actions of Charlotte and the passengers alike (different)? Cite evidence from the text when responding. (opinion)

Although the text does not say, what could be the possible end result of the conversation between the passengers and James at the end of page 483? (inference)

Cite evidence from pages 478 and 479 to support Charlotte’s decision to not allow the passengers to stay on the stagecoach. (opinion)

Leveled Readers Advanced: Come to Nicodemus (940L) On-level: Perilous Passage (800L) Struggling Readers: Elizabeth’s Stormy Ride

(310L)- Intervention Vocabulary Reader: Stagecoach Travel (680L)-


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Building Knowledge and Intervention English Language Support: A Dangerous Trip

(640L)- Building Knowledge and Intervention

Literacy Station Activities Comprehension Station-Use projectable 16.2 to

compare and contrast characters in Riding Freedom. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigor)http://www.fcrr.org/curriculum/studentCenterActivities45.shtm-Comprehension Part 2, C.010-Side-by-Side Stories

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Identify the theme of the story in grade level texts in L1 and /or answer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

Identify theme in grade-level texts in L1 and/or answer wh- questions about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.

Identify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.

Identify theme of story in texts within grades 3-4-complexity level by producing complex sentences with varying grammatical structures and content-based vocabulary.

Identify theme of story in grade level texts by producing multiple, complex sentences of varying grammatical structures with precise, content-based vocabulary.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).



Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Performance Task- Culminating“And by the way they were talking and James was nodding his head, Charlotte knew there wouldn’t


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http://www.livebinders.com/play/play?id=1089921





d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

transitional words, and/or domain- specific vocabulary effectively to clarify ideas.


Sample Objectives (I Can…): Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


be a question about her driving a stage again.”1. Using the obstacles that Charlotte faced, write a response letter from James to Charlotte stating why she should continue driving the stagecoaches.2. James is going to write a letter to Charlotte recommending she continue driving stagecoaches. What did James see or hear to get him to this decision? Using evidence and details from the story, write James’s response letter (from James’s point of view) to Charlotte. Use scoring rubric from TDOE:

https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.

Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion.

Follows agreed-upon rules for discussions. Paraphrases information read aloud. Paraphrases information presented in diverse media and

formats.

Sample Objectives (I Can…): Compare and contrast story settings, drawing on details

and other evidence in the text. Participate in a collaborative discussion, drawing on

preparation and carrying out assigned roles. Make contributions to the discussion, review key ideas

expressed and draw conclusions.

Performance Assessments Participating in and conducting discussions, read-

alouds, and q/a sessions Accountable talk sessions Think, pair, share Prepare material for class/group discussion Teacher observations

Sentence Frames to Support Reading StandardsRL.4.2 I read ___________________________. The

theme of the text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________. Another detail about the theme is ____________________________. These details all support the theme ____________________.

The main idea is _______________________. The most important details are

______________________, ______________________ and ________________.

Summary Paragraph Frame: The text is about ______________________.


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The theme is _____________________. One detail that supports this theme is ________________________________. Another detail is ____________________________. The last detail that supports this theme is ______________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.

Determines the meaning of words and phrases, using context (e.g., definitions, examples, or restatements in text).

Uses common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Explains the meaning of common idioms, adages, and proverbs.

Sample Objectives (I Can…): Identify adjectives in sentences. Identify and explain personification. Explain the meaning of metaphors.

Vocabulary Figurative Language

Vocabulary for Explicit Instruction Escorted, situation, personification, describe,

stagecoach http://achievethecore.org/content/upload/


do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station- Read Hired by The Pony

Express. Have students use projectable 16.3 to figure out boldfaced examples of figurative language.

Link to figurative language practicehttp://www.timeforkids.com/homework-helper/study-helper/figurative-language

Links to adjective practicehttp://www.turtlediary.com/grade-4-games/ela-games/degrees-of-adjectives.html and http://www.turtlediary.com/grade-4-games/ela-games/burst-adjective.html

Language Arts Adjectives


skill. Edit for grade-level capitalization and punctuation

errors.


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http://www.turtlediary.com/grade-4-games/ela-games/burst-adjective.html

http://www.turtlediary.com/grade-4-games/ela-games/burst-adjective.html

http://www.turtlediary.com/grade-4-games/ela-games/degrees-of-adjectives.html

http://www.turtlediary.com/grade-4-games/ela-games/degrees-of-adjectives.html

http://www.timeforkids.com/homework-helper/study-helper/figurative-language








Option for Reteaching Figurative Language T72

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.



Sample Objectives (I Can…): Read aloud with accuracy, appropriate rate, and

expression. Use tone, volume, and pace to read with expression. Use text cues to adjust intonation.

Decoding and fluency: Sound/Spelling Changes

Performance assessments Suffixes –able and –ible Three-syllable words Read grade level text with fluency, accuracy,

expression, and comprehension. Read orally with accuracy, appropriate rate, and

expression. Use of learned phonics patterns to decode

unfamiliar words. Oral reading fluency checks/running records.

Option for Reteaching Sound/Spelling Changes T73

Literacy Station Activities Decoding/Word Study- Students work in pairs

with suffix cards that end with the suffixes –able, -ible. Sort spelling words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration.

Link to suffix activities http://www.internet4classrooms.com/

skill_builders/suffixes_language_arts_fourth_4th_grade.htm


http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm-

Fluency Part 1, F.002, Affix WizWeek 3- Lesson 18Reading Selections: Hercules’ Quest (Lexile Level 770)

Instructional Resources for Building KnowledgeRelated Texts The Seven Wonders of the World (Lexile Level 830) http://www.readworks.org/passages/pre-history-seven-

wonders-world In Crete, An Ancient City is Uncovered (Lexile Level 830) https://newsela.com/articles/crete-discovery/id/4728/


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https://newsela.com/articles/crete-discovery/id/4728/

http://www.readworks.org/passages/pre-history-seven-wonders-world

http://www.readworks.org/passages/pre-history-seven-wonders-world

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm-

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm-

http://www.internet4classrooms.com/skill_builders/suffixes_language_arts_fourth_4th_grade.htm





The Renaissance-Introduction to the Renaissance (Lexile Level 790) http://www.readworks.org/passages/renaissance-introduction-renaissance

Myths and Legends: The trials of Hercules (Lexile Level 910) https://newsela.com/articles/myths-hercules/id/22845/ Mitos y leyendas: las pruebas de Hércules (Lexile Level 920)

https://newsela.com/articles/myths-hercules-spanish/id/23069/Non Print Texts Seven Wonders of the Ancient World (Duration: 3:14) http://kids.britannica.com/elementary/art-193467/The-seven-

wonders-of-the-ancient-world-were-all-located Seven Wonders of the Ancient World (Pictures with descriptions)

http://kids.nationalgeographic.com/explore/history/seven-wonders/#Pyramids-at-Giza.png

Essential Question: How can particular traits help individuals accomplish goals?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.4- 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).RL.4.9- 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.

Related WIDA StandardRL.4.9- 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.

Provides a statement of a theme of a text. Summarizes the text. 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).

Compares and contrasts the treatment of similar themes and/or topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different cultures.

Compares and contrasts the treatment of similar patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Sample Objectives (I Can…): Use details in a text to determine the theme of

Hercules’s Quest. Compare and contrast the theme of Hercules’s Quest

and Zomo’s Friends. Summarize Hercules’s Quest by using details from the

text.




Option for Reteaching Story Structure T224Scaffold Close Reading T166(Teacher-led Small Group or Whole Group) First Read- Think Through the Text Second Read- Analyze the Text Independent Reading

Text-Dependent Questions What is so special about Hercules? Use evidence

from the text to support your answer. (general understanding)

Both Zeus and Hera want Hercules to face dangerous challenges, but their reasons are different. What were the different reasons? Use evidence from the text to support your answer. (general understanding, inferences)

Why does Hera drop snakes on baby Hercules? Cite evidence from the text. (key details)


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http://kids.nationalgeographic.com/explore/history/seven-wonders/#Pyramids-at-Giza.png

http://kids.britannica.com/elementary/art-193467/The-seven-wonders-of-the-ancient-world-were-all-located

http://kids.britannica.com/elementary/art-193467/The-seven-wonders-of-the-ancient-world-were-all-located

https://newsela.com/articles/myths-hercules-spanish/id/23069/

https://newsela.com/articles/myths-hercules/id/22845/

http://www.readworks.org/passages/renaissance-introduction-renaissance



On page 532, the author states, “Hercules beamed with pride as the lion lay dead at his feet. What does beamed mean? Use context clues to determine your answer from the text. (vocabulary)

How is Hercules’s way of dealing with the dragon different from his earlier encounters? Use text evidence to support your answer. (text structure)

Do you think Hera and Zeus made good use of their powers? Why or why not? Use evidence from the text to support your answer. (opinion)

Leveled Readers Advanced: The Story of Icarus (760L) On-level: The Adventures of Perseus (660L)-

Building Knowledge and Intervention Struggling Readers: King Midas and the Golden

Touch (550L)- Intervention Vocabulary Reader: Long Ago in Greece (930L) English Language Support: The Story of

Perseus (540L)- Build Knowledge and Intervention

Literacy Station Activities Comprehension Station- Use projectable 18.2 to

map Hercules’ Quest. Story structure graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigor

Comprehension Part 1, C.004-The Main Eventshttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.9- 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.



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English Language Arts 3rd Nine Weeks Grade 4Re

adin

g

Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English use single words, to complete Venn Diagram; or answer yes/no and either/or questions.

Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English using phrases to answer questions and match to images and Pictures and Photographs.

Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in a series of simple, related sentences.

Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in expanded and some complex sentences.

Compare and contrast patterns of events in stories, myths, and traditional literature from different cultures using precise vocabulary in multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml- Click on grade level and unit, then ELL Scaffolded Student Learning Objectives

TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.





Sample Objectives (I Can…): Write a narrative about an imaginary hero who faces

challenges similar to Hercules. Write using a clear sequence of events.

Routine Writing Writing to explain or inform Using linking wordsIncluding topic sentence and concluding statement

Performance Task- Culminating Hercules experienced some obstacles as his quest

to succeed was challenged. Using text evidence and details, write a narrative about an imaginary hero who faces challenges that are similar to Hercules and how character traits that were possessed help him/her to be successful.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_narrative.pdf

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL 4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.



Follows agreed-upon rules for discussions.

Performance Assessments Participating in and conducting discussions, read-

alouds, and q/a sessions Accountable talk sessions Think, pair, share Prepare material for class/group discussion Teacher observations


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_narrative.pdf

https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_narrative.pdf





SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL 4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Paraphrases information read aloud. Paraphrases information presented in diverse media and

formats. Determines when formal English is appropriate to task

and situation by choosing to use formal English. Determines when informal discourse is appropriate to

task and situation by choosing to use informal English.

Sample Objectives (I Can…): Come to discussions prepared/explicitly draw on

preparation and other information about the topic. Pose and respond to questions, make comments that

contribute to the discussion. Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion,

sequencing ideas logically. Infer meanings of general academic and domain-specific

vocabulary words and phrases from within the text.

Sentence Frames to Support Reading StandardsRL.4.9 The themes in the two texts are similar because

both… The themes in the two texts are different because

the theme of the first text is _________________________, but the theme of the second text is _______________.

The pattern of the text is __________________________________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.



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

Sample Objectives (I Can…): Recognize and explain the role of prepositional phrases

in sentences. Use prepositional phrases correctly when speaking and

writing. Edit writing for capitalization errors and spelling. Determine the meaning of unfamiliar words using context

clues, dictionaries, and glossaries.

Vocabulary Adages and Proverbs

Vocabulary for Explicit Instruction Resourceful, beamed, allusion, quest, analyze,

Greek http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station- Using a piece of text, have

students underline prepositions and highlight phrases.

Use projectable 18.3 to chart adages and proverbs.

Choose a famous adage or proverb. Explain and illustrate what they are really saying.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm

Link to adages and proverbs exercises Shelby County Schools

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http://www.k12reader.com/subject/vocabulary/proverbs-adages/

Link to prepositions and prepositional phrases practice http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9

Language Arts Prepositions and Prepositional Phrases


skill. Edit for grade-level capitalization and punctuation

errors.

Option for Reteaching Adages and Proverbs T224

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




current events, novels). Read grade-level text with fluency, accuracy, expression,

and comprehension. Apply phonics and word analysis skills effectively when

reading.

Decoding and fluency: Prefixes re-, un-, dis-

Performance assessments Use of learned phonics patterns to decode

unfamiliar words Oral reading fluency checks/running records

Option for Reteaching Recognizing Prefixes re-, un-, dis- T225

Literacy Station Activities Decoding/Word Study-- With a partner, scan the

text, Hercules’ Quest. Find words that begin with the prefixes re-, un-, dis. Sort spelling words based on their prefixes. Create a chart using prefix words, prefix meanings, prefixes used in a sentence, and prefix illustration.

Link to prefix practice http://www.internet4classrooms.com/skill_builders/prefixes_language_arts_fourth_4th_grade.htm

Fluency station (optional)-timed reading to practice pace and expression, performance reading


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http://www.internet4classrooms.com/skill_builders/prefixes_language_arts_fourth_4th_grade.htm

http://www.internet4classrooms.com/skill_builders/prefixes_language_arts_fourth_4th_grade.htm

http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9







http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 2, F.016-Reading Results

Weeks 4 & 5- Lesson 19 *TWAG (Lesson Supplement- http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036)Reading Selections (for the next two weeks): Harvesting Hope (Lexile Level 850)

Instructional Resources for Building KnowledgeRelated TextsActivist and Labor Organizer: Cesar Chavez (Lexile Level 950) https://newsela.com/articles/bio-activist-organizer-cesar-chavez/id/23271/ Childhood During the Great Depression (Lexile Level 790): http://www.rialto.k12.ca.us/rhs/planetwhited/AP%20PDF

%20Docs/Unit%2011/Depression/Chavez4.pdfNon Print Texts Cesar Chavez: Embrace the Legacy (5 min, 21 sec) http://viewpure.com/e7GCCBIgFaQ?ref=bkmk White Angel Bread Line from Dorthea Lange book (Photos): http://www.archives.gov/historical-docs/todays-doc/?

dod-date=1029 Migrant Workers (Photos)

o http://docsteach.org/documents/543858/detail? menu=closed&mode=search&sortBy=relevance&q=migrant&commit=Go

o http://docsteach.org/documents/543849/detail? menu=closed&mode=search&sortBy=relevance&q=migrant&commit=Go

Essential Question (Target): How did Cesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI .4.6- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.RI.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Related WIDA StandardRI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Explains how the main idea is supported by key details. Summarizes the text. Explains how events in a historical, scientific, or technical

text, including what happened and why, based on specific information in the text.

Explains how procedures in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (2)

Describes the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.

Compares and contrasts the focus and information in a firsthand and secondhand account of the same event or topic.

Integrates information from two texts on the same topic.


drawing on specific details from the text Teacher-made or district common assessments

in testing format Anecdotal evidence from classroom discussions

Option for Reteaching Conclusions and Generalizations T298


Text Dependent QuestionsShelby County Schools

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http://docsteach.org/documents/543849/detail?menu=closed&mode=search&sortBy=relevance&q=migrant&commit=Go




http://www.archives.gov/historical-docs/todays-doc/?dod-date=1029


http://viewpure.com/e7GCCBIgFaQ?ref=bkmk

http://www.rialto.k12.ca.us/rhs/planetwhited/AP%20PDF%20Docs/Unit%2011/Depression/Chavez4.pdf


https://newsela.com/articles/bio-activist-organizer-cesar-chavez/id/23271/

https://newsela.com/articles/bio-activist-organizer-cesar-chavez/id/23271/






Related Science StandardGLE 0407.3.1 Demonstrate that plants require light energy to grow and survive.

Sample Objectives (I Can…): Use evidence from the text Harvesting Hope to explain

how migrant workers were treated. Use key details from Harvesting Hope to determine the

main idea. Describe the problems that the migrant workers faced

and determine the solution in the text.

On page 562, the author uses the word “drought”. What does drought mean? How might a drought affect the foods you eat? Use evidence from the text to support your answers. (vocabulary/general understanding)

Why do you think the author uses words such as “battered” and “filthy” to describe the place where Cesar’s family lived in California? (vocabulary/text structure)

Using text details, what can you conclude about how the migrant workers’ treatment affected them? (inference)

How does the author want readers to feel about La Causa? Use evidence from the text to support your response. (inference)

Cesar made the contract announcement from the capitol building steps. Why do you think he choose this location? Do you think he made the right decision to make this announcement on the capitol building steps? Why or why not? (inference/opinion)

*See TWAG


map conclusions and generalizations using Harvesting Hope. Draw conclusions using text, write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehensionhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 2, C.022-Text Structure Sort

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text



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Rea

ding

Read and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or match word and phrase citations to the overall structure of a text.

Read and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or identify overall structure using phrases and short sentences.

Read and analyze how the overall structure contributes to the development of ideas from an adapted informational text using key vocabulary in simple, related sentences.

Read to analyze how the overall structure contributes to the development of ideas from informational text within grades 3-4-complexity level using key vocabulary in expanded sentences with emerging complexity.

Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise vocabulary in multiple, complex sentences.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.





Sample Objectives (I Can…): Write to explain or inform. Give 4 to 5 details from the text that supports my main

idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic


Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding

statement

Performance Tasks- Culminating *See TWAG

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied

Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on

Performance Assessments Journeys Grab-and-Go Fluency Tests


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required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

others’ ideas and expressing own ideas clearly. Demonstrates readiness for discussions by drawing on

the required reading and other information known about the topic to explore ideas under discussion.

Follows agreed-upon rules for discussions. Demonstrates ability to paraphrase information read

aloud. Demonstrates ability to paraphrase information presented

in diverse media and formats. Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and

situation.






Oral reports Cold Reads Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read

alouds, and q/sessions Teacher observation

Sentence Frames to Support Reading StandardsRI.4.5 The structure of the text is…I know this

because… The structure of the text is… The clue I used to

help me was…

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Uses standard English conventions of grammar when writing or speaking.

Uses standard English conventions for capitalization, punctuation, and spelling when writing.

Sample Objectives (I Can…): Identify and use relative pronouns properly. Identify adverbs and the verbs that they describe while

reading. Use adverbs correctly to enhance writing and speaking. Identify and adjust incorrect verb tense. Use reference materials to find pronunciations and word

meanings.

Vocabulary Reference Materials

Vocabulary for Explicit Instruction Conflicts, capitol, idioms, harvesting, edible http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station- Using reference materials

have students locate and organize information on a topic.

http://www.fcrr.org/curriculum/ Shelby County Schools

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studentCenterActivities45.shtm Link to Reference Materials

http://eduscapes.com/tap/topic9.htm Link to pronoun practice

http://www.chompchomp.com/hotpotatoes/procase01.htm

Link to adverb practice http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

Language Arts Relative Pronouns Adverbs


skill.

Option for Reteaching Reference Materials T298

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.





current events, novels). Use knowledge of syllable patterns to decode unfamiliar

words. Read grade-level text with fluency, accuracy, expression,


reading.

Decoding and fluency: More Common suffixes Read orally with accuracy, appropriate rate, and

expression Recognize common suffixes Decode words with common suffixes

Performance assessments Use of learned phonics patterns to decode

unfamiliar words Oral reading fluency checks/running records

Option for Reteaching More Common Suffixes –ful, -less, -ness, -ment

T299

Literacy Station Activities Decoding/Word Study-Choose a passage and

have students work in pairs to decode words with suffixes. Identify and chart different words with suffixes –ful, -less, -ness, -ment. Draw (or use) a


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http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs



http://eduscapes.com/tap/topic9.htm




four-column chart with headings –ful, -less, -ness, -ment. Then write the words in the correct columns of the chart and have students copy it into their notes. Have students add words on display on chart, then write suffixword meanings, suffix word used in a sentence, and suffix word illustration.

Link to suffix practice http://www.vocabulary.co.il/suffixes/#intermediate

Fluency station (optional)-timed reading to practice pace and expression, performance reading

Week 6- Lesson 20Reading Selection: Sacagawea (Lexile Level 830) Native American Nature Poetry (Lexile Level-NP; paired

selection)

Instructional Resources for Building KnowledgeRelated Texts Native Americans (Lexile Level 870) http://www.readworks.com/passages/native-americans Westward Expansion-Westward Expansion Timeline (NP) http://www.readworks.org/passages/westward-

expansion-westward-expansion-timeline Primary Sources: Jefferson's Message on the Lewis & Clark Expedition (Lexile Level 890)

https://newsela.com/articles/primary-source-jefferson-expansion/id/18285/Non Print Texts Sacagawea - Guide and Friend (2 min, 15 sec) http://viewpure.com/Lb7qr4spTx4?ref=bkmk Lewis & Clark: Great Journey West Trailer- National Geographic (1 min, 50 sec)

http://viewpure.com/Aro0FqHGk_g?ref=bkmk

Essential Question (Target): What challenges did pioneers and Native Americans face during the Westward Expansion?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.3-Explain events, procedures, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in text.RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Provides a statement of a theme of a text. Summarizes the text. Explains how the main idea is supported by key details. Explains events, procedures, ideas or concepts in a

historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Interprets information presented visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages).

Interprets information presented orally (e.g., animations or interactive elements on Web pages).

Interprets information presented quantitatively (e.g., in charts, graphs, diagrams, or interactive elements on Web




Option for Reteaching Main Idea and Details T380

Scaffold Close Reading T318(Teacher-led Small Group or Whole Group)


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http://viewpure.com/Aro0FqHGk_g?ref=bkmk

http://viewpure.com/Lb7qr4spTx4?ref=bkmk

https://newsela.com/articles/primary-source-jefferson-expansion/id/18285/

http://www.readworks.org/passages/westward-expansion-westward-expansion-timeline

http://www.readworks.org/passages/westward-expansion-westward-expansion-timeline

http://www.readworks.com/passages/native-americans

http://www.vocabulary.co.il/suffixes/#intermediate



Related WIDA StandardRI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Related Social Studies Standard4.47 Detail the events, struggles, success and main people of the exploration of the Louisiana Purchase and map the routes across the continent, including the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Fremont.

pages). Explains how the information presented visually, orally, or

quantitatively contributes to an understanding of the text in which it appears.

Sample Objectives (I Can…): Use details from the text Sacagawea to determine the

theme. Closely read Sacagawea and summarize the text.

First Read- Think Through the Text Second Read- Analyze the Text Independent Reading

Text Dependent Questions If you were Lewis and Clark, would you have

hired Sacagawea and Charbonneau? Cite evidence from the text to support your response.(general understanding)

How do you think Sacagawea felt when she arrived at the Shoshone camp? (key details)

On page 591, the author writes, “The wily Charbonneau proposed that they hire him as a guide and an interpreter.” What do the words proposed and interpreter mean? Use contextual evidence to support your answer.(vocabulary)

What would have happened if Sacagawea had not joined them? Would they have made it? (inference)

If you were born 200 years ago, would you have wanted to be part of the Lewis and Clark expedition? Why or why not? Use evidence from the text to support your opinion. (opinion)

Leveled Readers Advanced: Chief Washakie (1090L) On-level: Writer from the Prairie (830L) Struggling Readers: John Wesley Powell (830L) Vocabulary Reader: Lewis and Clark’s Packing

List (810L) English Language Support: Laura Ingalls Wilder

(640L)- Building Knowledge and Intervention


web the main idea and details of Sacagawea. Write a summary of an event, compare and contrast information from two texts, Journeys flip chartshttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 2, C.107 Main Idea Mania


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WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Read

ing

Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or match single words to Pictures and Photographs; use single words to complete Venn Diagram; or answer yes/ or either/or questions.

Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or use short phrases to answer questions; match to images and Pictures and Photographs; or complete Venn Diagram.

Use key vocabulary in simple, related sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text.

Use key vocabulary in expanded and some complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text.

Use precise vocabulary in multiple, complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.





Sample Objectives (I Can…): Explain how Sacagawea’s skills helped the pioneers

during their travels. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


Routine Writing Informative/explanatory writing Citing evidence to support writing Using linking words Including topic sentence and concluding statement

Performance Tasks- Culminating Sacagawea is a biography of a young Shoshone Indian

named Sacagawea who helped captains Lewis and Clark explore the West. Use details from the text to show how Sacagawea’s qualities or skills helped the pioneers with traveling west during the early 1800s.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf


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TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.



• Follows agreed-upon rules for discussions.• Demonstrates ability to paraphrase information read

aloud.• Demonstrates ability to paraphrase information presented

in diverse media and formats.• Adapts speech to a variety of contexts and tasks.• Uses formal English when appropriate to task and

situation.






Performance Assessments Participating in and conducting discussions, read alouds,

and q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations Teacher observations

Sentence Frames to Support Reading StandardsRI.4.7 The __________ (chart, graph, diagram, etc.) helps me

understand the overall message because ___________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L4.5 -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Uses standard English conventions. Determines the meaning of words and phrases, using

sentence-level context as a clue to the meaning of a word or phrase.

Uses a known root word as a clue to the meaning of an unknown word with the same root.



Relates words to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Vocabulary Shades of Meaning

Vocabulary for Explicit Instruction Duty, territory, route, culture, abbreviate, expedition http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station-Shades of meaning (using words to


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Sample Objectives (I Can…): Identify abbreviations while reading Use correct abbreviations when I am writing Use context as a clue to the meaning of a word. Recognize and use word parts to comprehend the

meaning of unfamiliar words.

describe the small, subtle differences in meaning between similar words or phrases);

Vocabulary Station- identify abbreviated words; practice writing abbreviations to replace regular words.

Link to Shades of Meaning http://www.k12reader.com/subject/vocabulary/shades-of-

meaning/ http://www.softschools.com/quizzes/language_arts/

common_abbreviations/quiz3694.html

Language Arts Abbreviations

Performance Assessments Use of abbreviations in writing Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Teacher observation

Option for Reteaching Shades of Meaning T380

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.





current events, novels). Use knowledge of syllable patterns to decode unfamiliar

words. Read grade-level text with fluency, accuracy, expression,


reading.

Decoding and fluency: VCCV Pattern and Word Parts Read orally with accuracy, appropriate rate, and expression. Recognize common suffixes -ion, -ation, -ition. (Lesson 17 &

20) Decode words with common suffixes. Recognize words with VCCV syllabication patterns. Use the VCCV pattern to decode longer words. Decode words with the VCV syllable pattern. Use word parts to decode longer words.

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Option for Reteaching VCCV Pattern and Word Parts T381

Literacy Station Activities Decoding/Word Study-Sort VCCV words using the pattern.

Underline the vowels once and the consonants twice. Create words with VCCV syllable patterns on two different


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http://www.softschools.com/quizzes/language_arts/common_abbreviations/quiz3694.html

http://www.softschools.com/quizzes/language_arts/common_abbreviations/quiz3694.html

http://www.k12reader.com/subject/vocabulary/shades-of-meaning/

http://www.k12reader.com/subject/vocabulary/shades-of-meaning/



shaped cards (e.g., shamrock and a pot of gold), cut out and laminate. Use these VCCV pattern cards in a variety of station activities. For example: Students work in pairs placing all cards face down. They flip over one shamrock and one pot of gold at a time. If they do not match, they are placed down again. Continue until all matches are found. (shamrock-zip/pot of gold-per= zipper)

Link to pattern practice http://www.kubbu.com/student/?i=1&a=59356_sort_12_syllable


Week 7 –Extended Text (Novel Study) Week 1 of 3; Prologue and Chapters 1-8

Reading Selection: Tuck Everlasting by Natalie Babbitt (Lexile 770)

Instructional Resources for Building KnowledgeRelated Texts The Ecosystem of a Forest (Lexile Level 1000) http://www.readworks.org/passages/ecosystem-forestNon Print Texts Forest Habitat (2 min, 12 sec) https://www.youtube.com/watch?v=6oSUkCaGV18

Essential Questions (Target): Why would a person be conflicted during a quest to potentially live forever?

TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RL.4.4- 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).

Related WIDA Standard RL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Refers to details and/or examples in a text when explaining what the text says explicitly and/or when explaining inferences drawn from the text.

Describes a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Describes a setting in a story or drama, drawing on specific details in the text.

Describes an event in a story or drama, drawing on specific details in the text.

Determines 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).

Sample Objectives (I Can…): Draw inferences based on details presented in Tuck

Everlasting. Describe the characteristics of Winnie that are prevalent

in the first 8 chapters in Tuck Everlasting. Describe and analyze the events in Chapters 1-8 in Tuck

Performance Assessments Written summary of assigned chapter(s). Respond to a series of text dependent questions. Written summary of a “fresh read” text or texts drawing

on specific details from the text. Book reports (oral and written). Graphic organizers for character trait analysis. Teacher observation.

Performance Task Throughout the reading of this text, keep track of the

development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each


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https://www.youtube.com/watch?v=6oSUkCaGV18

http://www.readworks.org/passages/ecosystem-forest

http://www.kubbu.com/student/?i=1&a=59356_sort_12_syllable

http://www.kubbu.com/student/?i=1&a=59356_sort_12_syllable



Everlasting. Recognize cause and effect relationships in Tuck

Everlasting. Determine the meaning of unfamiliar words by using

context clues and reference sources in Tuck Everlasting.

character contribute to the sequence of events. (RL.4.3)

Text-Dependent Questions

How does the author’s use of language help you understand the setting? (vocabulary & text structure)

What does Mr. Tuck dream? What does the dream suggest about Mr. Tuck’s attitude toward his life? Use evidence from the text to support your answer. (key details)

Why do you think Mae Tuck doesn’t care about her appearance anymore? Use text evidence to justify your answer. (key details and inference)

Why does Winnie tell the toad she wants to run away? (inference)

Where do you think the music that Winnie’s grandmother hears is coming from? (inference)

Why did Jesse try to prevent Winnie from drinking the spring water? (inference)

Why do the Tuck’s kidnap Winnie? (inference) Why does Winnie begin to feel happy about being with

the Tucks? (inference) Who overhears the Tuck’s secret? How do the actions of

this character create suspense, or tension, in the plot? (inferences)

Literacy Station Activities Comprehension Station- Use a character map to web

each of the characters’ qualities in Tuck Everlasting. Write a summary of an event, compare and contrast two characters from the story

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 1, C002-Character Connections

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.



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ding

Explain answers to questions about what is explicitly stated in grade-level texts in L1 and/or answer questions about what is explicitly stated by producing single word answers, pointing to Pictures and Photographs or answering yes/no.

Explain answers to questions about what is explicitly stated in grade-level texts in L1 and/or explain answers to wh- questions using Pictures and Photographs and key vocabulary in phrases and short sentences.

Explain answers to questions about what is explicitly stated in adapted grade-level texts using key vocabulary in a series of simple, related sentences.

Explain answers to questions about what is explicitly stated in texts within grades 3-4-complexity band using key vocabulary in expanded and some complex sentences.

Explain answers to questions about what is explicitly stated in grade level texts using precise vocabulary in multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml -Click on grade level and unit, then ELL Scaffolded Student Learning Objectives

TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and create and organizational structure in which related ideas are grouped to support the writer’s purpose.W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented.





Sample Objectives (I Can…): Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Performance Task- Cumulative Mae Tuck says that the spring is “a big, dangerous

secret.” Do you agree? Write an opinion piece. Be sure to address: what happened if the secret was revealed to the public? How would people’s lives be changed for better or worse? How would society be affected? How might the planet be affected?

Use scoring rubric from TDOE: https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.


Demonstrates readiness for discussions by drawing on the required reading and other information known about


and q/a sessions Oral reports Adding audio and visual information


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SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.

the topic to explore ideas under discussion. Follows agreed-upon rules for discussions.

Sample Objectives (I Can…) Use accountable talk procedures to show active listening

skills while working in a group. Use accountable talk procedures to engage effectively in

a discussion about literature and informational text. Identify behaviors that are appropriate for group activities.

Using formal English in appropriate situations

Sentence Frames to Support Reading StandardsRL.4.1 The author said _______________, therefore; I can infer

________________. I infer ____________________ because of the detail in

the text that says ______________________________. _____________________ and _________________

are details that support my inference that _____________________.

A detail in the story is ___________________. So, I infer _______________________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Uses standard English conventions. Determines meaning of simple similes and metaphors

(e.g., as pretty as a picture) in context. Explains the meaning of common idioms, adages, and

proverbs. Demonstrates understanding of words by relating them to

their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Sample Objectives (I Can…): Explain what both a compound and complex sentences

are. Describe the qualities of a compound and complex

sentence. Identify compound and complex sentences while reading. Explain what both coordination and subordinating

conjunctions are. Identify a dependent clause in a complex sentence. Distinguish between similes and metaphors. Identify and analyze metaphors and similes in grade level

texts.


Vocabulary for Explicit Instruction Pickle, rave, teeming, immense, fragrant, similes,

metaphors http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-

i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station-Scan the novel, Tuck Everlasting, for

figurative language phrases. Record and label each phrase. Share with your group.

Link to Activities-figurative language practicehttp://www.timeforkids.com/homework-helper/study-helper/figurative-language

Link to complex sentences practicehttp://www.eduplace.com/cgi-bin/hme-quiz-directions6-8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences

Link to conjunction practice http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html

Link to clauses practice http://www.harcourtschool.com/activity/sentence_speedway/index_pre.htm


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http://www.harcourtschool.com/activity/sentence_speedway/index_pre.htm


http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html


http://www.eduplace.com/cgi-bin/hme-quiz-directions6-8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences










Language Arts Compound Sentences Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating Conjunctions

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




Sample Objectives (I Can…) Read with fluency from a variety of texts (poetry, drama,

current events, novels). Read grade-level text with fluency, accuracy, expression,


reading.

Decoding and fluency: Review stressed and unstressed syllables

Performance assessments Use of learned phonics patterns to decode unfamiliar

words Oral reading fluency checks/running records Oral reading from novel in small groups

Literacy Station Activities Decoding/Word Study-Using nursery rhymes, write the

stressed (/) and unstressed symbols (^) above the words from each line. Common nursery rhymes:Little Miss Muffet, Mary Mary, Mary quite contrary, Patty cake, patty cake, and Humpty Dumpty sat on the wall.

Fluency station (optional)-timed reading to practice pace and expression, performance readinghttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 1, F.006-Give Me Five; Fluency Part 2-Chunk It Up

Week 8 – Extended Text (Novel Study) Week 2 of 3; Chapters 9-20


Instructional Resources for Building KnowledgeRelated Texts Juan Ponce de León article (Lexile Level1010) http://www.kidspast.com/world-history/0317-Juan-Ponce-De-Leon.phpNon Print Texts Angus takes Winnie to explain the wheel of life (2 min, 31 sec) https://www.youtube.com/watch?v=W8v1S2NcAiY Ponce de León, Juan: fountain of youth (painting) http://kids.britannica.com/elementary/art-181089/A-painting-shows-

members-of-an-expedition-led-by-Juan


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http://kids.britannica.com/elementary/art-181089/A-painting-shows-members-of-an-expedition-led-by-Juan

http://kids.britannica.com/elementary/art-181089/A-painting-shows-members-of-an-expedition-led-by-Juan

https://www.youtube.com/watch?v=W8v1S2NcAiY

http://www.kidspast.com/world-history/0317-Juan-Ponce-De-Leon.php





Essential Question: Why would a person be conflicted during a quest to potentially live forever?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting,or event in a story or drama, drawing onspecific details in the text (e.g., a character’sthoughts, words, or actions).RL.4.4- 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).

Related WIDA StandardsRL.4.4- 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).




Describes an event in a story or drama, drawing on specific details in the text.

Determines 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).

Sample Objectives (I Can…): Use details and examples as I draw inferences to explain

the thoughts, words and actions of characters in Tuck Everlasting.

Determine the major themes in Tuck Everlasting. Compare and contrast the Tuck and Foster’s home using

details from the text found in Tuck Everlasting. Describe and analyze major characters (e.g. Winnie

Foster, Angus Tuck, the man in the yellow suit) in Tuck Everlasting.

Explain how the author uses reasons and evidence to support the themes in Tuck Everlasting.

Determine the meaning of key phrases significant to Angus Tuck in Tuck Everlasting.

Performance Assessments Written summary of assigned chapter(s) Respond to a series of text dependent questions Written summary of a “fresh read” text or texts drawing

on specific details from the text Book reports (oral and written) Graphic organizers for character trait analysis Teacher observation

Performance Task Throughout the reading of this text, keep track of the

development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each character contribute to the sequence of events.

Read Aloud and Group Discussion Sample

Chapter 12 can be used as a read-along exercise (an expert reader reads aloud as students follow along with an individual copy of the text) and then analyzed through group discussion. Ask questions (samples below) that focus on recounting events of the chapters, describing and analyzing characters and how their actions affect the sequence of events, and determining lessons learned from the text and how those lessons connect to the unit focus, requiring students to refer to details from the texts in their oral or written answers.

Figurative Language (L.4.5a) – In the first paragraph, the author uses the phrase, “like color spilled from a paintbox.” What is the meaning of this phrase as used in the passage?

Key Details/Inference (RL.4.1, RL.4.3) – What personality trait would you use to describe Winnie? What evidence from the text supports this trait?

Central Ideas (RL.4.1) – Reread the last paragraph.


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How does Tuck feel about life? Use evidence from the passage to support your answer.

Reasoning/Evaluation and Figurative Language (RL.4.3, L.4.5) – Describe the setting. What role does the setting play in the story? How does it connect to Tuck’s feelings about life?

Additional sample activities are located at http://ctcorestandards.org/wp-content/uploads/2014/07/CTDT_Tuck_Everlasting.pdf

Text-Dependent Questions

Upon seeing Winnie, Tuck smiled. Why was this unusual? (general understanding)

What surprised Winnie the most about the Tuck’s house? How is their home different from her own? (inference)

How did Winnie’s feelings change during the dinner with the Tuck’s? (general understanding)

Tuck used a metaphor by comparing his family to a rowboat. Explain this metaphor. (text structure)

What is the message of Tuck’s statement about life? “…you can’t pick out the pieces you like and leave the rest out.” (key details)

Why do you think the man in the yellow suit goes to Foster’s instead of the police after he discovers Winnie’s whereabouts? (general understanding)

How does the author use the element of foreshadowing at the beginning of this chapter? Foreshadowing is a clue about what will happen later in the story (inference)

What evidence does the constable have to be suspicious of the man in the yellow suit’s motives? (general understanding)

Why does Winnie insist Miles let the fish go free? (general understanding)

Miles catching a fish brings to light Winnie’s conflicting feelings about the Tucks’ and immortality. How did part of the chapter 17 illustrate these feelings? (key details)

What does the fluttering in Winnie’s stomach at the thought of Jesse tell you? Explain why is this an important detail? (general understanding)


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http://ctcorestandards.org/wp-content/uploads/2014/07/CTDT_Tuck_Everlasting.pdf

http://ctcorestandards.org/wp-content/uploads/2014/07/CTDT_Tuck_Everlasting.pdf



Based on the evidence, what conclusions can you draw about the man in the yellow suit? (general understanding and inference)

Explain the following simile: “Tuck was like a starving man looking through a window at a banquet.”. (text structure)

Literacy Station Activities Comprehension Station- Winnie has mixed feelings

about her experiences with the Tucks. Each of these feelings is an effect caused by a particular event. Use graphic organizer (T-chart) to record Winnie’s responses to the events that happen while she is with the Tucks.

Using a Venn diagram, compare and contrast the Tucks’ house and way of life with the Fosters’. Write a summary to describe your comparison.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C,007-Story Pieces

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- 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).


Read

ing

Define academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.

Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.

Define key, academic words and phrases in adapted, informational text using simple, related sentences.

Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.

Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW 4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text.W.4.2c- Link ideas within categories of information using words and phrases.



Uses language well to attend to the norms and conventions of the discipline. The response includes

Routine Writing Self-edit draft to bring to a final copy

Performance Task- Culminating Analysis: after reading Chapter 12 of Natalie Babbitt’s

Tuck Everlasting, write an essay describing in depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene.


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W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e- Provide a concluding statement or section related to the information or explanation presented.

concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.


Sample Objectives (I Can…): Write to explain or inform. Give between 4 to 5 details from the text that support my

main idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic


Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.



Follows agreed-upon rules for discussions. Summarizes the points a speaker makes. Explains how each claim is supported by reasons and

evidence. Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and

situation.

Sample Objectives (I Can…): Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening


a discussion about literature and informational text.


and q/a sessions Using formal English in appropriate situations Teacher observations

Sentence Frames to Support Reading StandardsRL.4.4 The word ________ means ___________ in this

sentence. In this sentence, the word ________ means _________.

The author used this word because…

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or

Demonstrates understanding of functions of nouns, pronouns, verbs, adjectives, and adverbs in a sentence.

Forms and uses simple verb tenses.



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speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Uses standard English conventions. Uses conventional spelling for high-frequency words. Determines the meaning of words and phrases, using






texts.



Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)







Language Arts Compound Sentences Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating Conjunctions

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and



Decoding and fluency: Vowel + r syllable patterns

Performance assessments Use of learned phonics patterns to decode unfamiliar


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understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Sample Objectives (I Can…): Decode words with more than one syllable. Read words with vowel + r syllable patterns. Read with fluency from a variety of texts (poetry, drama,

current events, novels). Read grade level text with fluency, accuracy, expression


reading and writing.

words Oral reading fluency checks/running records

Literacy Station Activities Decoding/Word Study- Sort words with vowel + r

syllables. Have students create more words with this pattern. Divide students into pairs. Give each pair a stack of facedown word cards and some “category” cards (i.e., ar, or, er, ir, and ur). Have students take turns saying a word and categorizing it according to its r-controlled sound and spelling.

Here is a link to explicit Instruction for phonics Intervention-Vowel r-ir, er, ur http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowel-R-er-ir-urWeek1.pdf

More lesson for other r-controlled patterns Fluency station (optional)- timed reading to practice pace

and expression, performance readinghttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Week 8 – Extended Text (Novel Study) Week 3 of 3; Chapters 21-25 and Epilogue


Instructional Resources for Building KnowledgeRelated Texts *See Weeks 7 & 8Non Print Texts *See Weeks 7 & 8

Essential Question: Why would a person be conflicted during a quest to potentially live forever?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to




Describes an event in a story or drama, drawing on

Performance Assessments Written summary of assigned chapter(s). Respond to a series of text dependent questions. Written summary of a “fresh read” text or texts drawing

on specific details from the text. Book reports (oral and written). Graphic organizers for character trait analysis. Teacher observation.


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http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowel-R-er-ir-urWeek1.pdf

http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowel-R-er-ir-urWeek1.pdf



significant characters found in mythology (e.g., Herculean).

Related WIDA StandardsRL.4.4- 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).

specific details in the text. Determines 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).

Sample Objectives (I Can…): Use details and examples as I draw inferences to explain

the thoughts, words and actions of characters in Tuck Everlasting.

Determine the major themes in Tuck Everlasting. Compare and contrast the thoughts, feelings and actions

of Winnie Foster from the beginning of the story and at the end in Tuck Everlasting.

Describe and analyze text in Tuck Everlasting. Explain how the author uses reasons and evidence to

support the themes in Tuck Everlasting. Determine the meaning of key phrases in Tuck

Everlasting.

Performance Task - Optional Throughout the reading of this text, keep track of the

development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each character contribute to the sequence of events.

Read Aloud Sample Students read a portion of the main selection text

independently. Teacher reads the same portion of the text aloud with

students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)

Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)

Text-Dependent Questions What does Winnie say that makes her family think she

has changed? (general understanding) What evidence indicates Winnie wanted to rescue Mae?

(inference) On page 115, Winnie states, “…she would make a

difference in the world.” What does she mean? (text structure)

How does Winnie get her mind off the horror of Mae’s predicament? (inference)

What are Winnie’s feelings about sneaking out of the house? What text tells you that? (text structure)

What decision does Winnie make when she pours the water on the Toad? (inference)


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Literacy Station Activities Comprehension Station- In chapters 22-24, the author

uses descriptions of the weather to emphasize the dramatic events that occur as well as the dramatic inner changes in the main character. Use a chart to note how the weather changes along with the action. For example, chapter 22-hottest day of August so far (weather) + Jesse tells Winnie about the plan to free Mae from jail; he gives are a bottle of spring water and remind her to join him in the future. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension activities from:http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- 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.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Bridging Level 5:

Read

ing

Cite details and examples from text when making inferences using L1 and/or using Pictures and Photographs, Gestures or high frequency, single words in phrases.

Cite details and examples from text when making inferences using L1 and/or using Pictures and Photographs or key vocabulary in phrases and short sentences.

Cite details and examples from text when making inferences using key vocabulary in simple, related sentences.

Cite details and examples from text when making inferences using key vocabulary in expanded and some complex sentences.

Cite details and examples from text when making inferences using precise, vocabulary in multiple, complex sentences.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose.W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented.




Routine Writing Take notes when reading or annotate the text Complete a story sequence chart or character map while

reading an extended text.

Performance Task- Culminating What is a central message or lesson that can be learned

by reading Tuck Everlasting? Explain how that message is conveyed through the main characters in the text. Write an opinion essay with an introduction that identifies a central message or lesson that is learned from Tuck


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http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf








Learning Targets (I Can…) Introduce your topic clearly and group related information

into paragraphs. Provide reasons for your opinion that are supported by

facts and details from the text. Use words and phrases to link your opinion with your

reasons (e.g., another, for example, for instance, also, in addition).

Provide a concluding statement or section related to the opinion presented.

Everlasting and a body paragraph that describes how that message is conveyed through The Tuck Family, Winnie, and the man in the yellow suit. Make sure to refer to the text to provide reasons that support your opinions.

Use scoring rubric from TDOE: https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.



Follows agreed-upon rules for discussions. Summarizes the points a speaker makes. Explains how each claim is supported by reasons and

evidence. Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and

situation.

Sample Objectives (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening


a discussion about literature and informational text.


and q/a sessions Using formal English in appropriate situations Teacher observations

Sentence Frames to Support Reading StandardsRL.4.4 The word ________ means ___________ in this

sentence. In this sentence, the word ________ means _________.

The author used this word because…

TDOE Curriculum Standards Evidence Statements Content & TasksShelby County Schools

2016/2017 of 55





LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Demonstrates understanding of functions of nouns, pronouns, verbs, adjectives, and adverbs in a sentence.

Forms and uses simple verb tenses. Uses standard English conventions. Uses conventional spelling for high-frequency words. Determines the meaning of words and phrases, using






texts.




Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)







Language Arts Compound Sentences Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

TDOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar


Decoding and fluency: Vowel + r syllable patterns

Performance assessmentsShelby County Schools

2016/2017 of 55















multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.



Sample Objectives (I Can…): Decode words with more than one syllable. Read words with vowel + r syllable patterns. Read with fluency from a variety of texts (poetry, drama,

current events, novels) Read grade level text with fluency, accuracy, expression


reading and writing.

Use of learned phonics patterns to decode unfamiliar words

Oral reading fluency checks/running records

Literacy Station Activities Decoding/Word Study- Have students complete a word

web for a specific r-controlled sound. First, write an r-controlled sound in the middle bubble. Then, have students complete the web by writing a word in each of the five smaller bubbles that include that sound. When the webs are complete, have students read the words to a partner. Repeat with other r-controlled sounds.

Here is a link to explicit Instruction for phonics Intervention-Vowel-or http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowelr-orWeek1.pdf

More lesson for other r-controlled patterns Fluency station (optional)-timed reading to practice pace

and expression, performance reading.


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http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowelr-orWeek1.pdf

http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill8Vowelr-orWeek1.pdf



APPENDIX- TWO WEEKS AT A GLANCE OUTLINE

Weeks 4-5: Harvesting Hope (Unit 4, Lesson 19) Lesson Supplement- http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

WEEK 4

Essential Question: How did Caesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Anchor Text

Text based comprehension

Text based discussion

(Whole and Small Group)

Harvesting Hope: The Story of Caesar Chavez (Level R, 850LL) by Kathleen Krull

Eliminate teachers’ guide questions related to past tense and inferences. Keep 1st read questions focused on RI4.1 and RI.4.3 that are specific to understanding/explaining key events in the text. Eliminate inference questions/think alouds and isolated main idea of a paragraph for the first read.

Activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas & Academic Language)

Readers Notebook can be used as additional writing response questions.

Building Knowledge

Leveled readers

Paired Text

Supplemental Materials

(Whole and Small Group)

Photos- Migrant workers from Docsteach.org



Vocabulary

Drawn from the texts

Migrant, conflict, dedicate, inspire, pity, compassionate, overcome, association, brilliant, horizon, strike, pilgrimage, publicity, contract

Foundational Skills

Fluency

Decoding

Word Work

Follow the daily Phonics and Fluency sequence of activities

Weeks 4-5: Harvesting Hope (Unit 4, Lesson 19)


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WEEK 4 CONTINUED

Essential Question: How did Caesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?


Language/ Syntax

Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing

Response to text

Writing Process

Culminating task

Aligned with topic for the week

Choose one of the following based on the type of writing to be highlighted:

1. Imagine you are a member of “La Causa” trying to convince a friend to join. Write a letter to your friend, explaining the goals of “La Causa”, how the group is protesting, and why.

2. The author says the “rallying cry” of La Causa was “Yes, it can be done,” Why is this a good quote to represent the group?

3. How does the author structure the text The Story of Caesar Chavez? Why does this structure work well for this story. (Note- emphasis is on understanding why chronological order allows the reader to see the events of CC’s life and how this shaped his decisions)

4. Imagine Caesar Chavez is giving a speech to his supporters at the end of the text, thanking them for working with him. Write the speech he would give.

Standards

List applicable Standards

Reading: Informational Text

RI.4.1, RI.4.3, RI 4.4, RI.4.5

Writing

W4.1, W4.4, W4.5


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WEEK 5

Essential Question: How did some people overcome obstacles and inspire others to fight for a cause during the Great Depression?


Anchor Text

Rereading for fluency practice, additional comprehension support or independent reading practice

Writing Support

Optional

Building Knowledge

Leveled readers

Paired Text

Supplemental Materials

(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

From the Leveled Readers/Vocabulary Reader

The People’s President/ A President for the People

The Story of Dorothea Lange

Songs for the People

Tough Times

Childhood During the Great Depression: http://www.rialto.k12.ca.us/rhs/planetwhited/AP%20PDF%20Docs/Unit%2011/Depression/Chavez4.pdf

World War I and the Great Depression: http://www.readworks.org/passages/world-war-i-great-depression-great-depression

Photo- White Angel Bread Line from Dorthea Lange book: http://www.archives.gov/historical-docs/todays-doc/?dod-date=1029

Vocabulary

Drawn from the texts

Brilliant, conflicts, drought, dedicate, capitol, violence, overcome, association, publicity, horizon


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http://www.readworks.org/passages/world-war-i-great-depression-great-depression





WEEK 5 CONTINUED

Essential Question: How did some people overcome obstacles and inspire others to fight for a cause during the Great Depression?


Foundational Skills

Fluency

Decoding

Word Work

Follow the daily Phonics and Fluency sequence of activities

Language/ Syntax

Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing

Response to text

Writing Process

Culminating task

Aligned with topic for the week

Option 1: Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.

Option 2: Respond to the essential question, using evidence from the texts you’ve read over the past two weeks.

How do some people overcome obstacles and inspire others to fight for a cause during The Great Depression? Use details about at least two specific people that you have studied.

Standards

List applicable Standards

Reading: Informational Text

RI.4.3, RI.4.2, RI.4.9

Writing

W.4.1, W.4.4, W.4.5


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