FINAL Fourth Q1 ELA 2nd Edition - Las Cruces Public...

Fourth Grade —1st Nine Week Period 1

Common Core State Standards Pacing Guide 1st Edition

English Language Arts (ELA)

Fourth Grade —1st Nine Week Period

1st Edition Developed by: Vangie Barela, Jennifer Vasquez, and Deborah Paul

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Mr. Stan Rounds, Superintendent

Dr. Steven Sanchez, Deputy Superintendent

Prepared By: Lydia Polanco, Coordinator Elementary Instruction


Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-‐based effort to fulfill the charge issued by the states to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course, the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide:

• College and career ready (CCR) anchor standard-‐-‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—includes but not limited to current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments

1 Retrieved from www.corestandards.org ,p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects.


Key Points in English Language Arts

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-‐ and career-‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.


Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-‐on-‐one, small-‐group, and whole-‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.


Common Core State Standards

LCPS Pacing Guides

Core Language Arts Program Reading Street

Supplemental Technology Based

program to prepare for PARCC

Other Resources (i.e. leveled readers, informational text, lexile ranges, etc.)

STANDARDS-‐BASED,

STANDARDS-‐DRIVEN


4th Grade

Reading Standards for Literature: Key Ideas and Details

1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4

RL 4.1 P R R R

RL 4.2 P R R R

RL 4.3 P R R R

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually mean?)

DOK Depth of Knowledge

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.

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.

When reading literature, it is important to recall explicit examples from text so that you can understand the most import details and events of the story. In addition to recalling specific examples from text to answer basic comprehension questions, you can also use story details to make inferences. Students need to think about what they read + what I know to make an Inference.

(DOK 1-‐3) Arnold loves to go camping. He goes camping in all kinds of weather and during all four seasons. He chose to go camping one crisp, cold night in February. He got to the camp ground bright and early. He set up camp along the frozen river. Arnold knew his tent, sleeping bag, and other equipment would keep him safe and warm. (DOK 1) After reading this passage, readers can infer that……. A. this is Arnold’s first time camping. B. this is NOT Arnold’s first time camping. C. Arnold rarely camps D. none of the above (DOK 3) Is this Arnold’s first time camping? Provide evidence from the text to support your answer.


2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

The central message or lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and expanding this work to other genres. They are required to refer to the text to describe various story elements. Use questions and prompts such as: • What are the most important events that happened in the story? How do you know? • What is the theme of this text? • Summarize the story from beginning to end in a few sentences.

(DOK 2-‐3): Questions will not vary in difficulty; however, text should. What is the theme of this poem? Use examples from the poem to support your answer. Which verse below best supports the theme? A. Try, try again. B. If you find your task hard. C. Though we do not win the race. D. Then your courage should appear

TRY, TRY AGAIN by T. H. Palmer

‘Tis a lesson you should heed,

Try, try again; If at first you don’t succeed,

Try, try again; Then your courage should appear,

For if you will persevere, You will conquer, never fear,

Try, try again.

Once or twice, though you should fail, Try, try again;

If you would at last prevail, Try, try again;

If we strive, 'tis no disgrace Though we do not win the race; What should you do in the case?

Try, try again.

If you find your task is hard, Try, try again;

Time will bring you your reward,


Try, try again All that other folks can do,

Why, with patience, should not you? Only keep this rule in view:

Try, try again. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a 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).

They are required to refer to the text to describe various story elements. Use questions and prompts such as: • Can you tell me the reasons why the character said …in the story? Show me where you linked your thinking to the text. • Can you tell me how the character is feeling in this part of the story? Explain why the character is feeling this way.

(DOK 1) In this passage, Ruby’s actions let the reader know that she is _________.

A. bold B. rude C. shy D. stubborn

(DOK 3) What conclusion can you draw about Ruby’s character? Use evidence from text to support your answer.

Vocabulary: determine, character development, setting, drama, poem, theme, summarize, inference, events, theme, story, reference, mood, genre, Details, conclusion, analyze, scene

Resources: RL 4.1: Reading Street Materials: Unit 2 (volume 1), week 2, Coyote School News, ELL Handbook p.66a Resources: online, DVD pages (let’s practice it pages, p.74) http://www.authorstream.com/Presentation/ttravis-‐57475-‐Make-‐Inference-‐know-‐inferences-‐everyday-‐real-‐world-‐an-‐inferen-‐Education-‐ppt-‐powerpoint/ Google: Making Inferences power point by Miss White Florida Center for Reading Research: http://www.fcrr.org/studentactivities/literature_45.htm RL 4.2: Fables, Fairytales, Stories, and Nursery Rhymes: http://www.ivyjoy.com/fables/ Florida Center for Reading Research: http://www.fcrr.org/studentactivities/literature_45.htm RL 4.3: Reading Street: Materials: Unit 1, week 4, Horned Toad Prince, ELL Handbook page 484 (story map B), Unit 1, volume 1 purple pages CL 12-‐13, Unit 1, volume 2 purple pages CL 12-‐13, Student Edition page EI 10-‐11, 22, Unit 1, Volume 1 -‐ teacher manual page 79C, Read and Succeed [Yvette has only copy] page 39-‐40, 41-‐42 Florida Center for Reading Research: http://www.fcrr.org/studentactivities/literature_45.htm


4th Grade Reading Standards for Literature:

Craft and Structure 1st Quarter Nine Weeks


RL 4.4 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually

mean?)


4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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).

Students will continue to tell the meaning of words and phrases in a text and focus specifically on mythological characters. Students should be able to:

• Identify mythological characters.

• Connect words and phrases with specific mythological characters.

• Respond to questions and prompts about the meaning of words and phrases.

(DOK 1) In this passage, what does the word herculean mean? (DOK 3) Emma was unable to take her test because she was feeling under the weather. What does the phrase under the weather mean? Use details to support your answer.

Vocabulary: myth, mythological, herculean, Pandora’s box, Achilles’ heel, context clues, phrases

Resources: Materials: Unit 5, volume 1, week 2 Lost City, The Lost City page 208 The boy looked out at the cloud-‐covered peaks all around him. Already his papa was working in the terraced field. Based on what you’ve read about the landscape of Peru, what is the meaning of the word terraced? Use your knowledge of Greek and Latin roots to determine the meaning of the English word. The Latin root terra means “earth” or “land”. I also know that a terrace is a high patio or deck, and that it is flat. In this story, I think that a terrace is a high, flat surface of land. Greek Mythology for Kids: http://greece.mrdonn.org/myths.html


4th Grade Reading Standards for Literature: Integration of Knowledge and ideas



RL 4.7 P R R R

Anchor Standard(s)

Reading Standards


mean?)


7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RL 4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Students at this level must link the reading of the text in a story or drama to listening or viewing the same story. They will make connections by comparing what they read to what they visualized and heard. Use questions and prompts such as: • What is the same about how the story is presented visually (illustrations) and in writing? What is different? • What happened to the characters that is the same? What happened that is different?

(Question to Story and video of Little Red Riding Hood)

(DOK 1) In both the written story and the video, the important message that the mother says to her daughter before she leaves with the basket is: A. “Stay on the path going through the forest!” B. “Don’t talk to strangers!” C. “Grandmother is expecting you!” D. “Whatever you do, don’t drop the basket!” (DOK 3) Compare and contrast the characters, plot, and solution of both the text and the video. Example: The characters were the same in the text and in the video because … The following characters were different in the text and in the video because…

Vocabulary: compare, contrast, characters, plot, solution, events, text, video, drama, stage, directions Resources: Text: The Grimm’s Brothers Children’s and Household Stories: http://www.pitt.edu/~dash/grimmtales.html Videos: http://fairytales.pppst.com/index.html http://literature.pppst.com/folk-‐literature.html


4th Grade Reading Standards for Literature:

Range of Reading and Level of Text Complexity 1st Quarter Nine Weeks


RL 4.10 P P P P

Anchor Standard(s)

Reading Standards


mean?)

10.Read and comprehend complex literary and informational texts independently and proficiently.

RL 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-‐5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

“The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life.

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at: DRA Guided

Rdg. AR Level

Rdg A-‐Z

Lexile ORF

40F Q-‐R 4.1-‐4.3

U-‐V 700-‐749

90

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: fluency, proficiently, comprehension Resources: DRA, running records, DIBELS


4th Grade Reading Standards for Informational Text:

Key Ideas and Details 1st Quarter Nine Weeks


RI 4.1 P R R R

Anchor Standard(s)

Reading Standards


mean?)


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.

RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

When reading informational text, it is important to recall explicit examples from text so that you can understand the most important details and events of a text selection. Students can also use details and examples to make inferences. Students can use this visual to show how inferencing works: What I read + What I know = Inference

(DOK 1) Crocs and Gators

If you have a hard time telling an alligator and a crocodile apart, you are not the only one. The animals do look alike. They both belong to the same family. There are ways you can tell the two animals apart. An alligator has a wide jaw. A crocodile has a pointed jaw. On the crocodile, one of its teeth sticks up over its lip when its mouth is closed. An alligator doesn't show its teeth. A crocodile is found in saltwater. The glands in its tongue can get rid of extra salt. An alligator has these glands, too. However, they don't work very well, so the alligator lives in fresh water.

(DOK 1) From the information in this selection, readers can infer that both alligators and crocodiles: A. live in water B. see at night


C. hear well D. eat a lot of meat

(DOK 3) Do you think an alligator would be able to survive in salt water? Use evidence from the text to support your answer.

Vocabulary: key detail, infer/inference, conclude/conclusion

Resources: Reading Street: Materials: Unit 2, week 5, So You Want to Be President? ELL Handbook, page 72a, student edition EI 6. (Unit 5, volume 2, purple pages CL10-‐11 mini-‐lessons for drawing conclusions). DVD pages (let’s practice it pages, p.74)



Craft and Structure 1st Quarter Nine Weeks


RI 4.4 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards



4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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.

Fourth grade students continue to find the meanings of general vocabulary words specific to fourth grade topics or subjects. Students should be able to:

• Use context clues or the glossary/dictionary to determine the meaning of unknown words.

(DOK 1) The astronauts were quarantined, or isolated, when they returned from the moon in case they were carrying any dangerous germs that could be spread to other people. What is the meaning of the underlined word. A. dangerous germs B. to spread germs C. kept away from other people D. to be quiet (DOK 2) Which word best fits in the blank? _____→bird→animal→living thing

A. fish B. eagle C. amphibian D. feathers

Vocabulary: section, historical, scientific, technical, context clues, academic, domain-‐specific phrases

Resources: Reading Street, http://www.timeforkids.com Time for Kids



Range of Reading and Level of Text Complexity 1st Quarter Nine Weeks


RI 4.10 P P P P

Anchor Standard(s)

Reading Standards


mean?)

10.Read and comprehend complex literary and informational texts independently and proficiently.

RI 4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-‐5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI 4.10 Students are required to read and understand a wide range of informational texts within the fourth to fifth grade text level efficiently, with assistance as needed at the higher end, by the end of the year. Increase text complexity throughout the school year, so that students will show a steadily growing ability in a variety of texts (history/social studies, science, and technical texts) which includes: -‐ability to recognize and understand more -‐increasing number and depth of connections -‐use wider range of reading strategies -‐provide wider range of textual evidence

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at: DRA Guided

Rdg. AR Level

Rdg A-‐Z

Lexile ORF

40 NF

Q-‐R 4.1-‐4.3

U-‐V 700-‐749

90

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: fluency, proficiently, comprehension Resources: DRA, running records, DIBELS


4th Grade Reading Standards

Foundational Skills: Phonics and Word Recognition 1st Quarter Nine Weeks


RF 4.3a I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards



N/A RF 4.3 Know and apply grade-‐level phonics and word analysis skills in decoding words.

a. 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.

Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-‐syllabic words. Identify, read, and write words with Prefixes in-‐, non-‐, re-‐ Suffixes -‐ ion Words with: Long a and i (ai, ay, igh) Long e and o (ow, oa, ea, ee, ) Long e (-‐y, ie) Long u (u, oo, ew, u-‐e, ui)

Vowels Short vowels VCCV Digraphs ng, nk, ph, wh, Spelling Words with ear, ir, our, ur Homophones Compound words Multisyllablic words Spell /shun/ (tion-‐action, sion-‐division,

(DOK1) What is the prefix in the word misunderstanding?

a) mis b) under c) stand d) ing

(DOK 1) How is the word misunderstanding divided in syllables?

a. mis/un/der/stand/ing b. mis/understand/ing c. mi/sun/der/stand/ing

(DOK 2) Please __________ his shoelaces and ________ them correctly.

a. discover, recover b. retie, untie c. uncover, discover d. untie, retie

Using the word "port" and the prefix "ex", what is the meaning of the word export? a. making the products b. carrying the products out of the country c. bringing products into the country


Consonants /j/ -‐ dge, ge, /ks/ -‐ ex, and /kw/-‐ qu Words w/ silent consonants – autumn, island… Greek word parts (graph, micro, tele, phon, meter Latin roots rupt {abrupt} , dict {dictate}, dis {dislocate}, port {export}, loc-‐ {locat}, Schwa

Vocabulary: affix, root, syllable, prefix, suffix, multisyllabic, context. Resources: Long u: First Stop page 138 Irregular Plurals: First Stop page 139 Long a and i: First Stop page 138 Long e: First Stop page 138 Words with ear, ir, our, ur: Unit 2, Week 5, So You Want to Be President? Reader’s and Writer’s Notebook page 157, 162, 172 Adding –ed and –ing: Unit 3, Week 1, The Man Who Named the Clouds and Reader’s and Writer’s Notebook page 182, 187 Words with Homophones: Unit 3, Week 2, Adelina’s Whales and Reader’s and Writer’s Notebook page 193, 198 Vowel Sounds in Shout: Unit 3, Week 3, How Night Came from the Sea and Reader’s and Writer’s Notebook page 204, 209 Compound Words: Unit 3, Week 4, Eye of the Storm and Reader’s and Writer’s Notebook page 215, 220 Words with final –le, -‐al, -‐en: Unit 4, Week 2 Encantado: Pink Dolphin of the Amazon and Reader’s and Writer’s Notebook, page 262, 267 Contractions: Unit 4, Week 1 The Case of the Gasping Garbage and Reader’s and Writer’s Notebook, page 251, 256 and Let’s Practice DVD p.184 & 190 Words with final –er, -‐ar: Unit 4, Week 2, Encantado: Pink Dolphin of the Amazon, TE pp. 55c, and Reader’s and Writer’s Notebook p. 262, 267,304 and Let’s Practice It! DVD p. 193, 199 Prefixes un-‐, dis-‐, in-‐ Multisyllabic words with prefix + root word + suffix: Unit 4, Week 5: Encyclopedia Brown /j/, /ks/, and /k/: Unit 4, Week 4, Seeker of Knowledge and Reader’s and Writer’s Notebook p. 284,289, 308 and Let’s Practice It!, DVD p. 211, 217 Consonant Digraph /sh/ Phonics: Unit 4, Week 3, Navajo Code Talkers, TE p. 85c and Reader’s and Writer’s Notebook, p. 273, 278 and Let’s Practice It!, pp. 202, 208 Greek Word parts: Unit 5, Week 3, Cliff Hanger and Reader’s and Writer’s Notebook, p. 342, 347, 375 and Let’s Practice It!, pp. 263, 269 Latin Roots: Unit 5, Week 4, pp. 353, 358 (editing) Worksheets 1-‐5 Suffixes: -‐ment, -‐less, -‐ness, -‐ful, -‐ly, -‐ion: Unit 4, Week 5 and Reader's Writer's Notebook p. 411, 416, 422, 427, p. 444,


4th Grade Reading Standards: Foundational Skills: Fluency



RF 4.4 a-‐c I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


mean?)


N/A RF 4.4 Read with sufficient accuracy and fluency to support comprehension

a. Read on-‐level text with purpose and understanding.

Fluent readers are able to focus attention on the meaning of the text.

(DOK 1) Use questions and prompts such as: • Does that sound right? • Does that look right? • Does that make sense? • Look for chunks you know and say

them. • Look at the beginning of the word and

try it again. • Look at the end of the word and try it

again. (DOK 2) Use prompts such as:

• Make your reading sound like the characters are talking.

• Make your voice go down when you see the period at the end.

• Go back and reread when it doesn’t sound or look like you think it should.

b. Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.

Fluency helps the reader process language for meaning and enjoyment.

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

Readers at this stage reread texts as needed to support understanding.

Vocabulary: fluency, accuracy, purpose, prose, rate, expression, context, self-‐correct, rereading.

Resources: Scott Foresman Day 3 of every week: May use Model Fluency and Reread for Fluency


4th Grade Writing Standards: Text Types and Purposes



4.W.3 a-‐e P R R R

Anchor Standard(s)

Writing Standards


mean?)


3.Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Understand how to introduce characters and how to engage characters in conversation in their writing.

(DOK 2) The part of the writing that shows strong emotion and brings out the personality of the writer is called ___________.

a. organization b. dialogue c. voice d. purpose

(DOK 2) Which of the following topics would be the best for a narrative?

a. Habitats of Frogs b. The Experience of Losing a Tooth c. Steps to Growing a Vegetable

Garden d. The Planet Mercury

(DOK 3) Revise a sentence to include transitional words. (DOK 4) Write a three paragraph essay using the following narratvie prompt: The school bus I was riding in came to a sudden stop and smoke began to pour

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use description to show characters’ thoughts and feelings as well as the details of characters’ interactions through dialogue.

c. Use a variety of transitional words and phrases to manage the sequence of events.

At this level, students are using a variety of sentence structures and more complex sentences. They are developing the use of more complex linking phrases like (For instance, in order to, in addition).

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Fourth grade students need to be able to choose precise vocabulary in their writing that clarifies their thinking about a topic.


out from under the bus. Using a rubric specified for narrative writing, to include standard details (i.e. use of dialogue and description, use of a variety of transitional words, sensory details, and conclusion).

e. Provide a conclusion that follows from the narrated experiences or events.

Students need to conclude their thoughts using summary statements when writing.

Vocabulary: precise, transitional words, concrete words, logical, sensory details, conclusion, dialogue, sequence, narrator, character, narrative

Resources: Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-‐6: The Writing Process: Plan, Talk, and Write p. 15 Common Core Narrative Writing Lessons p. 21 Narrative Writing Tools p. 63 Nancy Fetzer Writing Connections: K-‐6 Program Overview and Assessment Guide pp. 6-‐7 and 14-‐17


4th Grade Writing Standards: Production and Distribution of Writing



W 4.4 I/P I/P I/P I/P

Anchor Standard(s)

Writing Standards


mean?)


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

W 4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Fourth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic.

(DOK 2) Put these sentences in order.

1. While we were shopping we saw my cousin Lucy.

2. My mom said we should all eat lunch together.

3. This morning my mom and I went shopping for a prom dress.

4. Lucy was looking for a prom dress too.

(DOK 3) How does thinking about your audience help you decide what tone of voice you should use? (DOK4) Write about a trip or vacation for the purpose of entertaining your peers. Use appropriate sequence words (time –order words).

Vocabulary: purpose, audience, development, organization, task Resources: Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-‐6: Common Core Narrative Writing Lessons p. 21 Narrative Writing Tools p. 63 Nancy Fetzer Writing Connections: K-‐6 Program Overview and Assessment Guide pp. 6-‐7 and 14-‐17 http://www.nancyfetzer.com/pdf/writing/AtaGlance7-‐12.pdf


4th Grade Writing Standards: Range of Writing



W 4.10 I/P I/P I/P I/P

Anchor Standard(s)

Writing Standards



10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W 4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about. Students will write routinely over extended time frames and shorter time frames in order to:

• develop research skills • reflect upon and revise their work • explain the task, the purpose, and the

audience. • relate the task, the purpose, and the

audience to the time frame needed for student’s writing.

To be determinded

Vocabulary: research, reflection, revision Resources: research projects, reflection journals Nancy Fetzer Literacy Connections Writing Institutes: Strategies and Techniques Aligned to the CCSS 4-‐6: The Writing Process: Plan, Talk, and Write p. 15 Common Core Opinion Writing Lessons p. 217 Opinion Writing Tools p. 237 Nancy Fetzer Writing Connections: K-‐6 Program Overview and Assessment Guide pp. 48-‐50


4th Grade Speaking and Listening Standards: Comprehension and Collaboration



SL 4.1 a-‐d P R R R

SL 4.2 P R R R

SL 4.3 P R R R

Anchor Standard(s)

Speaking and Listening Standards


mean?)


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL 4.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. 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.

To prepare for discussion students must do their part. They must listen carefully to instructions, know what resources to use during discussion, plan their time, stay focused on the topic and keep track of what they learn.

(DOK 3) How would you prepare to discuss with your classmates, The Human Body Digestive System?

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

Students actively engage as part of a whole class, in small groups, and with a partner, sharing the roles of participant, leader, and observer. Students should know the rules for effective discussions.

(DOK 1) What are some rules for effective discussions? (DOK 2) How could you improve the role of questioner?

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Students at this level should engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speaker’s idea, sharing the floor.

(DOK 3) Give feedback on/crituque what others have said.


d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Fourth grade students should be able to explain their own ideas based on the discussion.

(DOK 3) Discuss what you have learned. Make connections to what others have said.

2.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Fourth grade students will also paraphrase portions of a text read aloud or information presented in multiple formats.

(DOK 2) Summarize the main points in your own words.

3.Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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

Fourth grade students should be able to identify the reasons a speaker provides to support points. This can be done through listening, questioning, and gathering information for a deeper understanding of a topic.

(DOK 3) What evidence does the speaker give to support the main idea? (DOK 3) Summarize the main points by referring to specific pieces of evidenence from the presentation.

Vocabulary: collaborative, discussion Resources: Scotts Foresman English Language Learners handbook: -‐ELL Posters -‐Daily Team Talks Scott Foresman Units 1-‐6 (volumes 1 and 2): -‐Concept Talk (launches each day) -‐Wrap Up Your Day (ends each day) Kagan Cooperative Learning: by Spencer Kagan


4th Grade Speaking and Listening Standards: Presentation of Knowledge and Ideas



SL 4.6 P R R R

Anchor Standard(s)

Speaking and Listening Standards


mean?)


6.Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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. (See grade 4 Language standards 1 for specific expectations.)

Students in the fourth grade should be exposed to a numerous variety of speaking tasks so they will be able to distinguish between formal and informal discourse. Small-‐group discussions and formal presentations would be one example of each type of discourse.

(DOK 1) Below is a formal letter. You must decide which of the phrases in bold you think are most appropriate. Dear Mr. Thorton, I thought I’d write/ I am writing to complain about the state of the yard/condition of the playground. Over the last two weeks, I have noticed loads of rubbish/a great deal of litter. I reckon/It is my opinion that this litter is a health hazard. For example, yesterday a year 4 boy fell over and cut his hand on a broken bottle. The boy I’m talking about/The boy in question needed four stitches. (DOK 2) Revise an informal paragraph to be formal. (DOK 3) Have students construct two presentations pertaining to the same topic and content. One presentation will be presented to a classmate (informal) and the second will be presented to the school’s principal (formal). Narrative topic: Weekend Family Fun


Vocabulary: formal, informal, slang Resources: Formal Vs. Informal Language PPT: nrhs.nred.org/www/nred_nrhs/.../FormalVSInformalPresbyteacher.ppt Formal and Informal Language: http://www.primaryresources.co.uk/english/pdfs/11forminform.pdf Scotts Foresman English Language Learners handbook: -‐ELL Posters -‐Daily Team Talks Scott Foresman Units 1-‐6 (volumes 1 and 2): -‐Concept Talk (launches each day) -‐Wrap Up Your Day (ends each day)


4th Grade

Language Standards: Conventions of Standard English 1st Quarter Nine Weeks


L 4.1 a-‐g P R R R

L 4.2 d I/P I/P I/P I/P

Anchor Standard(s)

Language Standards


mean?)


1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

A relative pronoun introduces a part of a sentence, or a clause, that describes a noun. This is the dress that I wore to the party. • A relative pronoun relates to another noun that comes before it in a sentence.

• There are five main relative pronouns: that, which, who, whom and whose.

Example: Benjamin Banneker wrote an almanac that contained important information.

• A relative adverb introduces a group of words, or a clause, that tells more about a noun. Relative adverbs can be used instead of a relative pronoun plus a preposition. There are three main relative adverbs: where, when, and why. Example: This is the store where I bought my backpack.

(DOK 1) Relative Pronoun 1. Tara, Tara is the television show (that/who) won all those awards. 2. Ingrid James is the actress (who/whom) stars on the show. Relative Adverb 1. I do not know the place __________ she works. 2. Reese didn’t know the reason __________ her sister was mad. (DOK 3) Have students create a written piece containing examples of skill and/or use in small group or partnership oral discussions.

b. Form and use the progressive (e.g., I • The progressive form of the present


was walking; I am walking; I will be walking) verb tenses.

tense describes an ongoing action that is happening at the same time the statement is written. This tense is formed by using am, is, or are with the verb form ending in -‐ing.

• Example: • The reporter is asking the president

questions.

• The progressive form of the past tense describes an ongoing action in the past. This tense is formed by using was or were with the verb form ending in -‐ing. Example: We were watching a movie on television when the power failure happened.

• The progressive form of the future tense describes an ongoing or continuous action that will take place in the future. This tense is formed by using will be or shall be with the verb form ending in -‐ing. Example: The nurse will be examining patients this afternoon.

(DOK 1) Underline the progressive form of the verb in the sentence. (Present)

1. The students are thinking of entering the talent shoe.

2. They are going to see a play. (Past)

1. Gabe and Kim were riding their bikes when it started to rain.

2. The fans were cheering for the athlete when he fell.

(Future)

1. I will be traveling in Europe next summer.

2. I will be going to soccer practice next weekend.

(DOK 3) Have students create a written piece containing examples of skill and/or use in small group or partnership oral discussions.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Modal auxiliary verbs can, may, must: We use modal auxiliary verbs can, may, must in the English language for various meanings -‐ ability, possibility, probability, certainty, permission, prohibition, obligation, opinion, speculation, etc.

can: It is used to express the ability

(DOK 1) Underline the modal auxiliary verb in the sentence. (can)

1. She can come over to watch a movie.

2. Can they carry it? (may)


to do something.

I can swim very well.Can he speak English fluently? -‐ No, he can't.We cannot sing at all!

may: It is used for permissions. You may borrow my car. I won't need it.May I smoke here? -‐ No, you can't, I'm sorry.

must: it is used for strong obligations. It is personal, because it expresses the speaker's opinion or will. I must clean my teeth. I want to be healthy.You must go there. And do it right now!

1. He may come in. 2. He may bring it.

(must)

1. Must they do their homework now?

2. I must give the dog a bath.


d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Adjectives are words that describe nouns or pronouns.

Jackie is wearing a red dress. You can use more than one adjective to describe a noun or pronoun. Jackie is wearing a long, red dress.

There is an order of adjectives that is usually followed when using more than one adjective to describe the same noun or pronoun.

(DOK 1) Which is correct?

a. The big, black cat played with a toy.

b. The black, big cat played with a toy.


e. Form and use prepositional phrases. Prepositional Phrase A prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun. Example: Molly hid behind the curtain.

(DOK 1) Underline the prepositional phrase.

1. Jaime flew the plane over a group of boys.

2. Will worked from day to night.


(DOK 3) Have students create written piece containing examples of skill and/or use in small group or partnership oral discussions.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-‐ons.

Fixing Sentence Fragments

A sentence is a group of words that expresses a complete thought.

David returned my baseball cards.

A sentence fragment is a group of words that is written as a sentence but is missing a subject or predicate. A sentence fragment does not express a complete thought.

My most valuable baseball cards.

Sorted them into piles.

A run-‐on sentence joins together two or more sentences that should be written separately.

The boy found a raft the raft floated down the river.

You can correct a run-‐on sentence by separating two complete ideas into two sentences. Each sentence should have a subject and a predicate..

The boy found a raft. The raft floated down the river.

You can also correct a run-‐on sentence by rewriting it as a compound or complex sentence.

The boy found the raft after it floated

(DOK 1) Write sentence or fragment for each group of words.

1. The cat feeds her kittens. 2. Is very hungry today.

Correct the run-‐on sentence by separating them into two sentences.

1. I am bored at grandma’s house she doesn’t have a T.V.

2. We’re going bird watching you can bring your friend along.

(DOK 2) Correct the run-‐on sentence by making it a compund or complex sentence.

1. The boy played baseball he played it all day.

2. I went to the party the party was fun.



down the river.

g. Correctly use frequently confused words (e.g., to, too, two; there, their)

Frequently confused words

The English language includes some confusing words that are often misused.

Ex. bad Bad is an adjective that means “the opposite of good.” He is a bad tennis player.

Some words are easily confused because they sound the same.

Ex. set Set means “to put something down or in a certain place.” He set the books on his desk.

Some words are easily confused because they are spelled similarly or because they sound alike. These words have different definitions, so you need to be sure you use the correct one. Ex. abroad, aboard affect, effect expect, suspect

(DOK1) Read each sentence. If the underlined word is used correctly, write C. If the underlined word is used incorrectly, write I.

1. Pablo knows who’s backpack that belongs to. ______

2. The author of this book writes well.______

(DOK 3) Write a story about a real or imaginary pet. Use some problem words and some easily confused words in your story. Underline each problem word and easily confused word you use. Then check to be sure you have used and spelled it correctly.


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L 4.2d Spell grade-‐appropriate words correctly, consulting references as needed.

Students at this level are spelling grade level words appropriately and consulting reference materials for spelling as needed.

(DOK 1) The boiling water in the pot was __________ as I _______________ the spaghetti.

Which choice shows the correct spelling of the words that fit into the sentence?

A. bubbeling…stirred B. bubbleing…stird C. bubbling…stirred D. bubbling…stired

Vocabulary: pronouns, adverbs, progressive verb tense, verb, adjective, prepositional phrase, preposition, fragment, run-‐on, subject, predicate, complete sentence, compound sentence, complex sentence.

Resources: Form and use prepositional phrases: Reader’s Writer’s Notebook (RWN): pp. 370, 380


4th Grade Language Standards: Vocabulary Acquisition and Use



L 4.4 a-‐c I/P I/P I/P I/P

L 4.5 a-‐c I/P I/P I/P I/P

L 4.6 I/P I/P I/P I/P

Anchor Standard(s)

Language Standards



4.Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L 4.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase

Determine Meaning of Words and Phrases

When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning.

-‐use context clues “Context” refers to the words in the same or surrounding sentences. These other words and sentences can help you figure out the unknown word’s meaning. Sometimes writers use definitions or examples to help readers understand unfamiliar words.

(DOK 2) Use context clues to find the meaning of the underlined word.

1. My aunt sighed. “Sometimes I wonder if they would have been better off in the canyon, living in the wilderness instead of around humankind,” she said.

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

Determine Meaning of Words and Phrases

When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning.

-‐think about word parts Many English words are formed by adding

(DOK 1) Underline the prefixes in the following words:

1. disobey 2. unsure 3. misunderstood

(DOK 1)


prefixes and suffixes to a root word. Prefixes, suffixes, and roots often come from Latin and Greek. A prefix is a word part that is added to the beginning of a word to change its meaning. pre-‐, sub-‐, in-‐/im-‐ A suffix is a word part that is added to the end of a word to change its meaning. -‐able/-‐ible, -‐er/-‐or, -‐fy/-‐ify The root of a word is its basic meaning before a prefix or a suffix is added to it. Ex. port = carry tele = far

Look at each word and identify the Greek or Latin Root, by underlining it.

1. astronomer 2. telephone

(DOK 2) Underline the suffix. Then circle its meaning.

1. cloudy a. full of clouds b. without clouds c. in a clouded way

(DOK 3) Using your knowledge of word parts, what does the word unaturally mean in the following sentence.

1. Jessica unnaturally bent her body to fit into a small space in the wall.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Determine Meaning of Words and Phrases: When you come to a word or phrase you do not know in a passage, there are several strategies you can use to determine meaning. Dictionaries, glossaries, and a thesaurus are helpful tools.

(DOK 1) Find the word stress in the glossary and then answer the following question. 1. What part of speech is the word stress

as it is defined in this glossary entry? (DOK 2) Use the dictionary to answer the question: 1. Which meaning of distort do you find

in the following sentence? Eduardo twisted the hanger and distorted its shape.

a. Meaning #1 b. Meaning #2


(DOK 1) Use a thesaurus to replace the word in parenthesis with a synonym.

1. “Don’t (interfere) with my plans to be king of the road!”

5.Demonstrate understanding of word relationships and nuances in word meanings.

L 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

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

A simile compares two things that are not alike by using the words like or as. A metaphor compares two things that are not alike but without using like or as.

Similes: Use the word like or as to signal the comparison.

• Example: The cat’s eyes glowed in the dark like fiery coals.

• The river shimmered as if jewels

were beneath the water. Metaphors: States that one thing is the other; does NOT use like or as.

• Example: The cat’s eyes were fiery coals in the dark.

• Frank’s excited little sister was a

spinning top. Both: Compare two like things, help the reader picture what is being described, and may relate unfamiliar things to familiar things.

(DOK 1) Identify the similie/metaphor in a given sentence. (DOK 2) Similes Complete these sentences. Pick words that would help readers picture what is being described.

1. The pillow was as soft as ______________

2. His heart pounded like _______________

Metaphors Write your own sentence using a metaphor to relate stars to diamonds.

(DOK 3) Compare and contrast similes and metaphors. Write a simile and metaphor using the same idea: Example Simile: Jose is as fast as the wind. Metaphor: Jose is the wind when he runs.

b. Recognize and explain the meaning of common idioms,

An idiom is an expression common to a particular culture that does not mean what it

(DOK 1) Underline the adage or proverb in each


adages, and proverbs. literally says. You have to learn the meanings of idioms, just like you learn the meanings of words. For example, to play it by ear means “to do something without planning.”

A proverb is a statement of practical wisdom expressed in a simple way. An example of a proverb is “Beauty is skin deep,” which means that someone’s appearance doesn’t tell you what he or she is really like.

An adage is a well-‐known proverb that has been used for a long time. An example of an adage would be “Actions speak louder than words,” which means that doing something is more effective than just talking about it.

* Adages and proverbs are so closely related that the terms are often used interchangeably.

sentence, and then circle the correct meaning. 1. We use coupons when we buy our groceries, because a penny saved is a penny earned. A. Holding on to money you already have is as useful as getting more of it. B. It is hard to save money without using coupons DOK 2) Read each idiom. Write what you think it means on the line. 1. He has a nose for the news _______

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

Synonyms are words that have the same, or nearly the same, meaning. In order to be considered synonyms, two words must be the same part of speech. For example, in the sentence below, the verbs destroyed and ruined are synonyms.

The hurricane destroyed several buildings and ruined the power lines.

Antonyms are words that have opposite meanings. In order to be antonyms, two words must be the same part of speech. Words like but, not, on the other hand, instead of, and rather often signal that an antonym might be used in the text. For

(DOK 1) happy (adj.) -‐-‐ feeling as you do when you are well and are having a good time. (I am happy to be in this class.)

SYNONYMS: cheerful, glad, jolly, joyful, merry

(DOK 2) ANTONYMS: gloomy, sad Use another word for happy to complete the following sentence: New Year's is always a _____ holiday.

A. merry B. laugh


example, in the sentence below, the adjectives humid and dry are antonyms.

Some people dislike hot humid weather but enjoy the dry heat of the desert.

C. gloomy D. sad

In the blank, write an antonym for the underlined word:

1. My dad was overjoyed when he saw my report card. _______________

6.Aquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

L 4.6 Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Using precise language is important in expressing exactly what you mean. For example, an author who writes “the snake slithered through the grass “gives a clearer—and more interesting—description of that action than an author who writes “the snake moved through the grass.” Words such as slithered and moved express action. When you choose an action verb, think about exactly what kind of information you want to give your readers or listeners. What do you want them to visualize? Other words describe emotions or states of being. Study the words below. Notice how the choice of a word affects your idea of how someone might feel or act. Ex. angry, annoyed, furious, irritated Content words and phrases are specific to a topic or course of study, and they give meaning to new concepts. For example, imagine you are discussing the topic of natural resources. You might use words such as renewable, nonrenewable, biofuel, nuclear, solar, alternative, energy, hydropower, and environment when talking

Precise Language: (DOK 2) Select the more precise word in parenthesis that fits the sentence.

1. Anne (dashed, ran) to catch the train before it left.

2. The teacher (asked, quizzed) us about last night’s reading assignment.

(DOK 2) Define vocabulary words using context clues. (DOK 3) Use a variety of precise language in written work. Domain (Content) Specific Vocabulary: (DOK 2) Select the word that would not be found in a math book glossary:

a. polygon b. parallel c. perpendicular d. precipitation

(DOK 2) Define vocabulary words using context clues.


about ecosystems.

(DOK 3) Use a variety of domain (content) specific vocabulary in written work.

Vocabulary: nuances, adages, proverbs, acquire, domain-‐specific, context clues, affix, prefix, suffix, root, dictionary, glossary, thesaurus, pronunciation, simile, metaphor, idiom, synonym, antonym

Resources: Use context clues: Reader’s Writer’s Notebook (RWN) pp. 184, 124 Greek and Latin Affixes and Roots: RWN pp. 333, 355, 391 Consult Reference Materials: RWN pp. 287, 414 Antonyms and Synonyms: RWN pp. 79 297, 366 Grade Appropriate Vocabulary: each story in Scott Foresman Domain-‐Specific Vocabulary: enVision, materials, science kit vocabulary


Balanced Classroom Assessment Strategies

Selected Response

Constructed Response

Performance Assessment

Informal Assessment

Multiple Choice

Fill-‐in-‐the-‐blank (words, phrases)

Presentation

Oral questioning

True–False

Essay Movement

Observation

Matching

Short answer (sentences, paragraphs)

Science lab

Interview

Diagram

Athletic skill

Conference

Web

Dramatization

Process description

Concept Map

Enactment

Checklist

Flowchart

Project

Rating scale

Graph

Debate

Journal sharing

Table

Model

Thinking aloud process

Matrix

Exhibition

Student self-‐assessment

Illustration

Recital

Peer review

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