Grade 4 Qtr 1 2016-2017 J… · Web viewIntroduction. In 2014, the Shelby County Schools Board of...

English Language Arts 1st 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 prescribe pacing 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 judgement 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.

Shelby County Schools2016-2017

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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.


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 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, and additional information is cited, where available.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and

comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction

for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.

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


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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 the 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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The Tennessee State Literacy 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

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


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http://www.k12reader.com/category/balanced-literacy/

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://achievethecore.org/page/642/text-complexity-collection

http://tn.gov/education/article/english-language-arts-standards

http://tn.gov/education/article/english-language-arts-standards


https://pals.virginia.edu/literacy-workstations.html

http://www.fcrr.org/for-educators/sca.asp

Teachers can learn about why literacy work stations are important for Balanced Literacy, and gain tips for setting up literacy work stations.

Using the Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. 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 your topic focus for the week.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards, and match each standard to a learning target in the center column. 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:


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http://www.fcrr.org/for-educators/sca.asp

https://pals.virginia.edu/literacy-workstations.html


○ 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.

○ 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.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, 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 and literacy stations.

Two-Weeks at a Glance (TWAG) OutlinesBeginning 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 stories 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. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.


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http://achievethecore.org/

http://achievethecore.org/


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. 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.

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: 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 basic skills that need to be taught and developed first. These are the foundations that hold our learning ability together. Foundational Skills include: concentration; visual and auditory processing; short and long term memory; decoding; reasoning; sensory motor integration; fine and gross motor coordination. These skills may not seem important at first, but are often times the reason why some children battle to learn and grasp new concepts.

Academic Vocabulary: Is used across many domains and topics by mature language users. Students do not learn academic vocabulary in everyday social situations. They encounter these words mostly through reading.

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 craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. 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


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and are not answered by recall. Answers to the essential question will require support and justification from the text.


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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


Gradual Release of Responsibility Example Behaviors: Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification

We do itGuided Instruction / Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete

assignment• Takes full responsibility for outcome

TDOE Curriculum Standards Evidence Statements Content & TasksWeek 1- Lesson 1

Shelby County Schools 2016/2017Page 1 of 35



TDOE Curriculum Standards Evidence Statements Content & TasksReading Selection● Because of Winn Dixie (Lexile 700) Essential Question: How can two people of very different ages still have much in common and become friends?Reading Literature and Informational TextRL.4.3-Describe in depth a character, setting, or event in a story or drama, drawings 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, Achilles Heel).

Provides an in-depth description of a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Provides an in-depth description of a setting in a story or drama, drawing on specific details in the text.

Provides an in-depth description of an event in a story or drama, drawing on specific details in the text.

Demonstrates the ability to 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).

Sample Objectives (I can):Describe the characters and plot using details from the text.Determine what words and phrases mean in a text.

Performance Assessments● Journeys Comprehensive Screening Assessment● Journeys Progress Monitoring, Lesson 1 ● Journeys Grab-and-Go, Lesson 1 ● Teacher-created

Text Dependent Questions● How did the Herman W. Block Memorial Library come to

get its name? How does this detail show how Miss Franny was treated as a young girl? (Key Details, Inferences)

● Why was Miss Franny so scared by Winn-Dixie? Why was she “acting all embarrassed?” Use evidence from the text to support your answer. (Inferences)

● Opal said that Miss Franny looked sad and old and wrinkled. What happened to cause Miss Franny to look this way? (Inferences)

● What were Opal’s feelings when she realized how Miss Franny felt about her old friends? (Inferences)

● Opal and Miss Franny have three very important things in common— what are these? Use details from the text to support your answer. (Integration of Knowledge and Ideas)

Literacy Station Activities● Comprehension station: Journeys Comprehension flip

chart, Lesson 1, story map, word map, additional optional activities: http://fcrr.org/studentactivities/c_001c.pdf C.001 – Character Considerationhttp://fcrr.org/studentactivities/c_032c.pdf C.032c - What Do You Know?

Writing/Research ● The student response addresses the prompt and Routine WritingShelby County Schools 2016/2017

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http://fcrr.org/studentactivities/c_032c.pdf


https://www.edmodo.com/









TDOE Curriculum Standards Evidence Statements Content & TasksW.4.1a-Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.1b- Provide reasons that are supported by facts and details.

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.

Sample Objectives (I can):Form an opinion based on something I’ve read.Support my opinion with facts and details from a text. Organize details from a text to support my opinion.

● Forming a text-based opinion● Citing evidence to support opinion

Writing Tasks ● Opal and Franny were two very different ages but had many

things in common and became friends in the story Because of Winn Dixie. Write a paragraph using details from the text to describe each character’s thoughts, words, or actions that showed the reader that they were friends.

Speaking and ListeningSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.1c- 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.SL.4.1d- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually quantitatively and orally.

● Demonstrates ability to follow agreed-upon rules for discussions.

● Demonstrates ability to carry out assigned roles. ● Demonstrates ability to pose and respond to specific

questions to clarify or follow up on information.● Demonstrates ability to make comments that contribute

to the discussion and/or link to the remarks of others. ● Determines key ideas expressed and explains own ideas

and understanding in light of the discussion.

Sample Objectives (I can):Identify behaviors that are appropriate for group activities. Use accountable talk procedures to take turns.

Performance Assessments● Journeys Progress Monitoring, Lesson 1● Journeys Grab-and-Go, Lesson 1 ● Teacher observations● Classroom routines and procedures

Language L.4.1f- Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.L. 4.2a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.L.4.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

● Produces complete sentences when writing.● Recognizes and corrects sentence fragments and run-

ons.● Demonstrates the ability to determine the meaning of

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

● Demonstrates the ability to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Sample Objectives (I can):Write simple sentences using correct spelling. Use new words that I learn correctly.

Vocabulary● Vocabulary strategies: prefixes, re-un-dis

Lesson Vocabulary comfort, consisted, mention, mood, properly, intends,

advanced, peculiar, talent

Vocabulary for Explicit Instruction● flashback, subject, predicate, summarize, intends,

properly, advanced, allude● 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)


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


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




TDOE Curriculum Standards Evidence Statements Content & Tasks

Literacy Station Activities Vocabulary Station: frayer model organizer, prefixes,

dictionary use, additional optional activities: http://www.fcrr.org/studentactivities/ap_018.pdf

http://www.fcrr.org/studentactivities/v_019c.pdf V.019c Dictionary Digs

Language Arts● Simple Sentence● Subject● Predicate

Performance Assessment ● Journeys Progress Monitoring, Lesson 1● Journeys Grab-and-Go, Lesson 1 ● Journeys Reader’s Notebook, Lesson 1● Teacher-created

Reading Foundational SkillsRF.4.3a-Know and apply grade-level phonics and word analysis skills in decoding words.RF.4.4b-Read with sufficient accuracy and fluency to support comprehension.

Knows and applies grade-level phonics and word analysis skills in decoding words.

Reads with sufficient accuracy and fluency to support comprehension.

Sample Objectives (I can):Read grade level text with accuracy.● Use context to self-correct word recognition.

Phonics and fluency● VCV Syllable and Short /a/ and Long /a/ words

Performance assessments● Journeys Comprehensive Screening Assessment ● Journeys Grab-and-Go, Lesson 1 ● Journeys Cold Reads, Lesson 1● Journeys Reader’s Notebook, Lesson 1● Teacher-created

Literacy Station Activities Decoding/word study station: Journey’s Word Study flip

chart, Lesson 1, build, sort, read, and write words with the VCV pattern, additional optional activities: http://www.fcrr.org/studentactivities/AP_020.pdf) AP.020 Root Hoot

Fluency station (optional): accuracy, self-correctionhttp://www.fcrr.org/studentactivities/F_011c.pdf

Weeks 2-3- Lesson 2 *See TWAG in Appendix


http://www.fcrr.org/studentactivities/F_011c.pdf

http://www.fcrr.org/studentactivities/AP_020.pdf

http://www.fcrr.org/studentactivities/v_019c.pdf

http://www.fcrr.org/studentactivities/ap_018.pdf



TDOE Curriculum Standards Evidence Statements Content & TasksReading Selections:● My Brother Martin (Lexile 1030)Essential Question: Week 2: What inspired Martin Luther King, Jr to dream about changing the world?

Week 3: What inspired leaders to fight for change during the Civil Rights Movement?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.

● 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 an explanation of events in a historical,

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

● Provides an explanation of procedures in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

● Provides an explanation of ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Sample Objectives (I can):Explain what a text says by drawing inferences from the text.Use details from a text when explaining what the text says.Discuss the main idea of a text.Determine why an author wrote a particular text.Draw conclusions based on evidence in the text.Explain what happens in a story and why it happens based on information from the text.

Performance Assessment● Journeys Progress Monitoring, Lesson 2 ● Journeys Grab-and-Go, Lesson 2● Teacher-created

Text Dependent Questions What evidence does the author give to support the

statement that segregation laws were unfair? (General Understanding)

A simile is a way to compare two different things using the words like or as. What simile does the author use at the top of page 52 to describe Martin’s relationship with his siblings? What does this simile mean? What is one piece of evidence that supports your answer? (Author’s Craft)

What event did Martin and his sibling’s experience that was a “crushing blow” to them? How is this experience an example of injustice? (Intertextual Connections)

*See TWAG Literacy Station Activities Comprehension Station: Journeys Comprehension flip

chart, Lesson 2, graphic organizer, summarize, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_016c.pdf C.016 – Distinguishing Detailshttp://www.internet4classrooms.com/common_core/interpret_information_presented_visually_orally_quantitatively_reading_informational_text_fourth_4th_grade_english_language_arts.htm

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 Identify the main idea in grade level texts in L1 and /or answer questions

Level 2: EmergingIdentify the main idea in grade-level texts in L1 and/or answer wh-

Level 3: DevelopingIdentify the main idea from adapted texts by answering in simple

Level 4: ExpandingIdentify the main idea in texts within grades 3-4-complexity level by

Level 5: Bridging Identify the main idea in grade level texts by producing multiple, complex


http://www.internet4classrooms.com/common_core/interpret_information_presented_visually_orally_quantitatively_reading_informational_text_fourth_4th_grade_english_language_arts.htm



http://www.fcrr.org/studentactivities/c_016c.pdf



TDOE Curriculum Standards Evidence Statements Content & Tasksabout the main idea in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.

questions about the main idea in leveled texts by using short phrases with formulaic patterns that represent the main idea.

sentences with repetitive, grammatical structures and key content-based vocabulary.

producing complex sentences with varying grammatical structures and content-based vocabulary.

sentences of varying grammatical structures with precise, content-based vocabulary.

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 ObjectivesWriting/ResearchW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

● The student response demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.

● The student response 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.

● The student response 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):Examine a topic and write ideas clearly.Develop clear and coherent writing that is organized based on task, purpose, and audience.

Routine Writing● Forming a text-based opinion● Citing evidence to support opinion

Writing Tasks ● *See TWAG

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

● Demonstrates ability to effectively engage 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.


● Demonstrates ability to carry out assigned roles.● Demonstrates ability to pose and respond to specific

questions to clarify or follow up on information. ● Demonstrates ability to make comments that contribute

to the discussion and/or link to the remarks of others. ● Determines key ideas expressed and explains own ideas


Performance Assessments● Journeys Progress Monitoring, Lesson 2● Journeys Grab-and-Go, Lesson 2● Teacher observations● Classroom routines and procedures● Accountable talk procedures


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



TDOE Curriculum Standards Evidence Statements Content & Tasks● Demonstrates ability to paraphrase information read

aloud.● Demonstrates ability to paraphrase information

presented in diverse media and formats. Sample Objectives (I can):Use accountable talk procedures to show active listening skills while working in a group. Follow classroom rules.Summarize what I’ve read.

LanguageL.4.1f-Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.L.4.2d-Spell grade-appropriate words correctly, consulting references as needed.L.4.3a-Choose words and phrases to convey ideas precisely.L.4.4a-Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.5b-Recognize and explain the meaning of common idioms, adages, and proverbs.L.4.6-Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

● Produces complete sentences when writing.● Recognizes and corrects sentence fragments and run-

ons.● Spells grade appropriate words correctly, consulting

references as needed.● Demonstrates the ability to choose words and phrases to

convey ideas precisely.● Demonstrates the ability to determine the meaning of

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

● Recognizes and explains the meaning of common idioms, adages, and proverbs.

● Demonstrates the ability to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Sample Objectives (I can):Explain each of the different sentence types, and when it is appropriate to use each.Use new words correctly.Use context clues to understand the meaning of a word.

Vocabulary● Vocabulary strategies: prefixes, in-, im-, il-, ir-● Rolling Vocabulary (See TWAG)

Lesson Vocabulary capture, dream, injustice, encounters, preferred, recall,

example, inspire, segregation, civil rights movement, imposed, influenced, oppression

Vocabulary for Explicit Instruction● recall, captured, simile, example, imperative, clarify● http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station: sort sentence types, write statements

(declarative, interrogative), practice sentence types with a partner, review previously taught skills, additional optional activities: http://www.internet4classrooms.com/skill_builders/sentence_structure_language_arts_fourth_4th_grade.htm http://www.fcrr.org/studentactivities/v_039c.pdf V.039c Word Share



http://www.internet4classrooms.com/skill_builders/sentence_structure_language_arts_fourth_4th_grade.htm

http://www.internet4classrooms.com/skill_builders/sentence_structure_language_arts_fourth_4th_grade.htm







TDOE Curriculum Standards Evidence Statements Content & Tasks

Language Arts● Statement/Declarative Sentence● Questions/Interrogative Sentences● Commands/Imperative Sentences● Exclamation/Exclamatory Sentences

Performance Assessments ● Journeys Progress Monitoring, Lesson 2● Journeys Grab-and-Go, Lesson 2 ● Journeys Reader’s Notebook, Lesson 2● Teacher-created

Reading 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 contrast

RF.4.4a- Read on-level text with purpose and understanding.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

● 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 contrast.

● Reads on-level text with purpose and understanding.

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

Sample Objectives (I can):Apply learned phonics and word analysis skills in decoding words.● Use context to confirm or self-correct word recognition

and understanding.

Phonics and fluency Open and Closed Syllables and short /e/ and long /e/

Performance assessments● Journeys Grab-and-Go, Lesson 2 ● Journeys Cold Reads, Lesson 2● Journeys Reader’s Notebook, Lesson 2● Teacher-created

Literacy Station Activities Decoding/Word Study/Phonics: Journeys Word Study flip

chart, Lesson 2, build, write words, t-chart, , review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/AP_021.pdf

Fluency Station(optional): pausesWeeks 4-5- Lesson 3 *See TWAG in AppendixReading Selections:● My Librarian is a Camel (Lexile 960)Essential Question: How do various communities ensure students have access to books?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.

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

supported by key details.

Performance Assessments● Journeys Progress Monitoring, Lesson 3 ● Journeys Grab-and-Go, Lesson 3





TDOE Curriculum Standards Evidence Statements Content & TasksRI.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.4.9-Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

● Provides a summary of the text.● Provides an explanation of events in a historical,

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

● Provides an explanation of procedures in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

● Provides an explanation of ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

● Demonstrates the ability to determine the meaning of general academic words or phrases in a text relevant to a grade 4 topic or subject area.

● Provides a comparison and contrast of the most important points and/or key details presented in two texts on the same topic.

Sample Objectives (I can):Explain what a text says by drawing inferences from the text.Use details from a text when explaining what the text says.Discuss the main idea of a text.Determine why an author wrote a particular text.Draw conclusions based on evidence in the text.Explain what happens in a story and why it happens based on information from the text.

● Teacher-created

Text Dependent Questions What are the different ways that books are delivered to

rural communities in Peru? (Key Details) In the first paragraph the text states, “Children in Peru can

receive their books in several different, innovative ways.” What does the word innovative mean in the text? (Vocabulary)

On page 86, what makes books especially important to the people in Mongolia (Inferences)

*See TWAG

Literacy Station Activities Comprehension station: Journeys Comprehension flip

chart, Lesson 3, cause and effect graphic organizer, , review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_009c.pdf C.009 – Story Mappinghttp://fcrr.org/studentactivities/v_041c.pdf V.041c - Get A Clue!

Writing/ResearchW.4.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.4.9.- Draw evidence from literary or informational texts to support analysis, reflection, and research.

● The student response addresses the prompt and 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.


● The student response uses language well to attend to the norms and conventions of the discipline. The


Writing Tasks See TWAG


http://fcrr.org/studentactivities/v_041c.pdf

http://www.fcrr.org/studentactivities/c_009c.pdf



TDOE Curriculum Standards Evidence Statements Content & Tasksresponse includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.


Sample Objectives (I can):Form an opinion based on something I have read. Write an opinion piece with reasons and information from a text.Use evidence from a text to support my thoughts and findings.\

Speaking and ListeningSL.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.


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



questions to clarify or follow up on information.● Demonstrates ability to make comments that contribute

to the discussion and/or link to the remarks of others.● Determines key ideas expressed and explains own ideas


Sample Objectives (I can):Follow rules for discussion.Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Explain my own ideas clearly.

Performance Assessments● Journeys Progress Monitoring, Lesson 3● Journeys Grab-and-Go, Lesson 3● Teacher observations● Classroom routines and procedures● Accountable Talk Procedures

Language ● Uses commas and quotation marks to mark direct VocabularyShelby County Schools 2016/2017

Page 10 of 35



TDOE Curriculum Standards Evidence Statements Content & TasksL.4.2b- Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.L.4.3b- Choose punctuation for effect.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

speech and quotations from a text.● Spells grade-appropriate words correctly, consulting

references as needed.● Chooses punctuation for effect when writing.● Uses clues to determine the meaning of words and

phrases in context (e.g., definitions, examples, or restatements in text).

● Provides a statement demonstrating accurate meaning and use of grade-‐appropriate general academic words and phrases, including those that signal precise actions, emotions or states of being (e.g., quizzed, whined, stammered).

Sample Objectives (I can):Discuss how to punctuate dialogue, direct speech, and quotations correctly. Use quotation marks correctly.Use context clues to understand the meaning of new words.

● Vocabulary strategies: using context● *See TWAG

Lesson Vocabulary Week 4: isolated, virtual, devour, remote, impassable,

obtain, preserve, extreme, avid, mobile, horizon, pitches, treasure

Week 5: approve, analysis, preciousVocabulary for Explicit Instruction

● remote, impassable, access, community, visualize, cause, effect, dialogue

● 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: punctuation types/quotations, sort,

build, write words with correct punctuation, review previously taught skills, additional optional activities: http://www.internet4classrooms.com/skill_builders/capitalization_punctuation_language_arts_fourth_4th_grade.htm

Language Arts● Dialogue● Direct Speech● Quotation

Performance Assessments ● Journeys Progress Monitoring, Lesson 3● Journeys Grab-and-Go, Lesson 3● Journeys Reader’s Notebook, Lesson 3● Teacher-created


http://www.internet4classrooms.com/skill_builders/capitalization_punctuation_language_arts_fourth_4th_grade.htm









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 contrast. RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

● 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.

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

Sample Objectives (I can):Apply learned phonics and word analysis skills in decoding words.Use context to confirm or self-correct word recognition and understanding.●

Phonics and fluency VCCV Syllable and short /i/ and long /i/

Performance assessments● Journeys Grab-and-Go, Lesson 3 ● Journeys Cold Reads, Lesson 3● Journeys Reader’s Notebook, Lesson 3● Teacher-created

Literacy Station Activities Decoding/word study/phonics station: Journeys Word

Study flip chart, Lesson 3, build, sort, read, and write words with the VCCV pattern, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/F_005c.pdf F.005 Quick Sort

Fluency station (optional): accuracyhttp://www.fcrr.org/studentactivities/F_006c.pdf F.006 Give Me Five

Weeks 6-8-Extended TextReading Selection● Bud, Not Buddy by Christopher Paul Curtis (Lexile 950)Essential Question: How do Bud’s experiences during the Great Depression help shape his character?Reading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.3-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).RL.4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

● Provides a statement of a theme of a text.● Provides a summary of the text.● Provides an in-‐depth description of a character in a

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

● Provides an in-‐depth description of a setting in a story or drama, drawing on specific details in the text.

● Provides an in-‐depth description of an event in a story or drama, drawing on specific details in the text.

● Provides a comparison and contrast of the point of view from which different stories are narrated, including the difference between first-‐ and third-‐person narrations.

● Determines the meaning of words in context.

Sample Objectives (I can):

Performance Assessments● Journeys Progress Monitoring, Lesson 4 ● Journeys Grab-and-Go, Lesson 4● Teacher-created

Text Dependent Questions Think about Bud’s experiences in the library, the bread line,

and the Hooverville. Do you think Bud was luckier than most children on their own? Why or why not? (General Understanding)

What kinds of families do we see in Bud, Not Buddy? (Key Details)

Who is Bud’s family at the end of the story? (General Understanding)

In the third paragraph from the end, the author uses the word “glum” to show how the boys are feeling. What does it






TDOE Curriculum Standards Evidence Statements Content & TasksDetermine a theme of a text based on details.Summarize a text.Draw on details in a text such as a character’s thoughts, words, or actions to describe a character, setting, or event.Describe a character in detail. Compare and contrast points of view.

mean to feel “glum”? (Vocabulary) What are words or phrases the author uses to describe the

boys’ thoughts and feelings? From these words and phrases, what can you infer about how the boys feel about what is happening to them? (Vocabulary, Inferences)

How does Bud define family? Use evidence from the text to support your answer. (Inference)

Bud packed several items in his suitcase. Why do you think he chose those particular items? Use evidence from the text to support your reasons. (Opinions)

Literacy Station Activities Comprehension station: story map, Venn diagram, plot

diagram, review previously taught skills, additional optional activities:http://www.tooter4kids.com/classroom/theme_poetry.htm http://www.readwritethink.org/files/resources/lesson_images/lesson789/chart.pdf adapt for texthttp://www.internet4classrooms.com/common_core/compare_contrast_point_view_from_which_reading_literature_fourth_4th_grade_english_language_arts.htm

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 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.

Level 2: EmergingIdentify 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.

Level 3: DevelopingIdentify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.

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

Level 5: Bridging 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/ELAsWriting/ResearchW.4.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.1b- Provide reasons that are supported by facts and details.

● The student response addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is



http://www.livebinders.com/play/play?id=1089921%20

http://www.internet4classrooms.com/common_core/compare_contrast_point_view_from_which_reading_literature_fourth_4th_grade_english_language_arts.htm



http://www.readwritethink.org/files/resources/lesson_images/lesson789/chart.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson789/chart.pdf

http://www.tooter4kids.com/classroom/theme_poetry.htm



TDOE Curriculum Standards Evidence Statements Content & Tasksconsistently appropriate to the task, purpose, and audience.


● The student response 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.


Sample Objectives (I can):Use phrases to link my opinion with my reasons, i.e. another, for example, also. Use proper grammar, spelling, capitalization and punctuation.

Writing Tasks In the story Bud, Not Buddy, the two boys are told that they are going to live in new temporary-care homes. Based evidence from the text, how the boys feel about going to live with new families? How do their feelings about their families begin to shape their character?

In the novel Bud, Not Buddy, the main character, Bud, has some downfalls that can sometimes make his life difficult. Explain in writing why the reader can understand Bud, even admire him, in spite of the issues he has. Make sure to use at least 4 facts or details from the text to support your answer.

Speaking and ListeningSL 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 assigned roles



questions to clarify or follow up on information.● Determines key ideas expressed and explains own ideas


Sample Objectives (I can):Identify behaviors that are appropriate for group activities.Collaboratively discuss topics and texts with different partners.

Performance Assessments● Journeys Progress Monitoring, Lesson 4● Journeys Grab-and-Go, Lesson 4● Teacher observations● Classroom routines and procedures● Accountable Talk Procedures ● Oral presentations

LanguageL.4.1f- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.L.4.2a- Use correct capitalization. L.4.2b- Use commas and quotation marks to mark direct speech

● Writes and speaks in complete sentences, recognizing and correcting inappropriate fragments and run-ons.

● Uses correct capitalization.● Uses commas and quotation marks to mark direct

speech and quotations from the text.

Vocabulary● Vocabulary strategies: prefixes, review, non-, mis-

Lesson Vocabulary grateful, glum, vermin, brim, tidings, assurance, stricken,




TDOE Curriculum Standards Evidence Statements Content & Tasksand quotations from a text.L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.L.4.3.c- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).L.4.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.L.4.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

● Spells grade-appropriate words correctly, consulting references as needed.

● Differentiates between context that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

● Uses common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.


Sample Objectives (I can):Use capitalization correctly.Correctly punctuate dialogue, direct speech, and quotations when I write on my own. Revise writing for incorrect use of dialogue, direct speech, and quotations.

commence, ornery, foster

Vocabulary for Explicit Instruction● depression, real (slang for “really), rummage, Hooverville,

bread line, theme, point of view, mission● http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station: word scavenger hunt, punctuation

types/quotation marks, capitalization, review previously taught skills, additional optional activities:http://www.edhelper.com/Quotation_Marks.htm http://www.studyzone.org/testprep/ela4/n/quotesl.cfm http://www.sheppardsoftware.com/grammar/capitalization.htm http://www.fcrr.org/studentactivities/ap_005.pdf AP.005 Star Search

Language Arts● Dialogue● Direct Speech● Quotation● Fragments● Run-ons

Performance Assessments● Journeys Progress Monitoring, Lesson 4● Journeys Grab-and-Go, Lesson 4 ● Journeys Reader’s Notebook, Lesson 4● Teacher-created

Reading Foundational SkillsRF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words.

● Reads with fluency from a variety of texts (poetry, drama, current events, novels).

Phonics and fluency Continue and review VCV and VCCV patterns, open and

closed syllables, VCV and VCCV Syllable Patterns and Shelby County Schools 2016/2017

Page 15 of 35

http://www.fcrr.org/studentactivities/ap_005.pdf

http://www.sheppardsoftware.com/grammar/capitalization.htm

http://www.sheppardsoftware.com/grammar/capitalization.htm

http://www.studyzone.org/testprep/ela4/n/quotesl.cfm

http://www.edhelper.com/Quotation_Marks.htm







TDOE Curriculum Standards Evidence Statements Content & TasksRF 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 contrast. RF 4.4-Read with sufficient accuracy and fluency to support comprehension.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.

● Reads grade level text with fluency, accuracy, expression and comprehension.

● Uses learned phonics and word analysis skills to decode words.

Sample Objectives (I can):Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency and expression.●

Short /o/ and Long /o/

Performance assessments● Journeys Grab-and-Go, Lesson 4 ● Journeys Cold Reads, Lesson 4● Journeys Reader’s Notebook, Lesson 4● Teacher-created● Oral reading fluency checks/running records● Oral reading from novel in small groups● Use of phonics and decoding skills to decode

unfamiliar vocabulary.

Literacy Station Activities Decoding/word study/phonics station: Journeys Word

Study flip chart, Lesson 4, sort, build, write words with (VCV and VCCV patterns), review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/AP_022.pdf AP.022 Word Way

Fluency station (optional) intonation, expressionhttp://www.fcrr.org/studentactivities/F_014c.pdf

Week 9-Lesson 5Reading Selections● Tall Tale Stormalong (Lexile 900)● Hoderi the Fisherman (NP)Essential Question: How can someone who is different and misunderstood find a way to help others with their struggles?Reading Literature and Informational TextRL 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 4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Science Connection:GLE 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem.

● 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).

● Provides a comparison and contrast of the point of view from which different stories are narrated, including the difference between first-‐ and third-‐person narrations.

● Cite evidence from the text to support key points.

Sample Objectives (I can):Discuss point of view.

Performance Assessments● Journeys Progress Monitoring, Lesson 5 ● Journeys Grab-and-Go, Lesson 5● Teacher-created

Text Dependent Questions● What evidence from the text tells you Stormy is an outcast?

(Key Details)● On page 140, what is a fathom? Cite evidence from the text

to support your answer (Vocabulary)● On page 148 the author states that “salt water began






TDOE Curriculum Standards Evidence Statements Content & TasksDetermine the meanings of unfamiliar words and academic language in context.Identify hyperboles in text.

coursing through his veins again.” Based on the surrounding contextual evidence, what can you infer the author means? (Inferences)

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart,

Lesson 5, Venn diagram, word map, , review previously taught skills, additional optional activities:http://fcrr.org/studentactivities/c_010c.pdf C.010c - Side-by-Side Storieshttp://fcrr.org/studentactivities/c_032c.pdf C.032c What Do You Know?

Writing/ResearchW.4.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.1b- Provide reasons that are supported by facts and details.

● The student response addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements2 by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.


● The student response 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.


Sample Objectives (I can):Form an opinion based on something I have read. Give between 4 to 5 reasons with facts and details from text to support my opinion.


Writing Tasks In the story Stormalong, we read about a character that faced difficult times because he was different. How was he able to deal with being different and at the same time help others based on his struggles? Support your answer with at least 4 facts and/or details from the texts.

Speaking and ListeningSL 4.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners

● Demonstrates ability to effectively engage in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas

Performance Assessments● Journeys Progress Monitoring, Lesson 5● Journeys Grab-and-Go, Lesson 5






TDOE Curriculum Standards Evidence Statements Content & Taskson grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL 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.

clearly.● Demonstrates readiness for discussions by drawing on

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

Sample Objectives (I can):Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Identify behaviors that are appropriate for group activities.Use what I have read about a topic in discussions.

● Teacher observations● Classroom routines and procedures● Accountable Talk Procedures

LanguageL.4.1f- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.L.4.2a- Use correct capitalization. L.4.2b- Use commas and quotation marks to mark direct speech and quotations from a text.L.4.2d- Spell grade-appropriate words correctly, consulting references as needed.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L.4.4c- 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. L.4.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

● Produces complete sentences, recognizing and correcting inappropriate fragments and run-ons.

● Uses correct capitalization.● Uses commas and quotation marks to mark direct

speech and quotations from a text.● Spells grade-appropriate words correctly, consulting

references as needed.● Uses context (e.g., definitions, examples, or

restatements in text) as a clue to the meaning of a word or phrase.

● Consults 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.


Sample Objectives (I can):Discuss examples of common and proper nouns.Identify common and proper nouns while reading.Use a dictionary to help define words I do not know.

Vocabulary● Vocabulary strategies: reference materials

Lesson Vocabulary seafaring, tidal, foaming, yearning, memorable, betrayed,

condition, horrified

Vocabulary for Explicit Instruction● reference, shortage, outcast, hyperbole, common, proper● http://achievethecore.org/content/upload/

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


Literacy Station Activities Vocabulary station: define words using dictionary, sort

proper nouns/common nouns, and write sentences using both, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/v_019c.pdf V.019c Dictionary Digs

Language Arts● Common Nouns● Proper Nouns

Performance Assessments Shelby County Schools 2016/2017

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TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Progress Monitoring, Lesson 5● Journeys Grab-and-Go, Lesson 5● Journeys Reader’s Notebook, Lesson 5● Teacher-created

Reading Foundational SkillsRF 4.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF 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 contrast. RF 4.4-Read with sufficient accuracy and fluency to support comprehension. 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.

● Reads grade level text with fluency, accuracy, expression and comprehension.

● Applies phonics and word analysis skills effectively when reading and writing.

● Uses spelling patterns and syllable patterns to read unfamiliar words.

● Uses context to confirm or self-correct word recognition and understanding.

Sample Objectives (I can):Use phonics and word analysis skills effectively when reading and writing. Use spelling patterns and syllable patterns to read unfamiliar words.● Read grade level text with expression.

Phonics and fluency ● Homophones

Performance Assessments● Journeys Grab-and-Go, Lesson 5 ● Journeys Cold Reads, Lesson 5● Journeys Reader’s Notebook, Lesson 5● Teacher-created

Literacy Station Activities Decoding/word study/phonics: Journeys Word Study flip

chart, Lesson 5, build, sort, write, T-chart, (homophones), review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/AP_021.pdf AP.021 If the Clue Fits

Fluency station (optional): expressionhttp://fcrr.org/studentactivities/c_043c.pdf C.043c Monitor and Mend

APPENDIX - TWO WEEK AT A GLANCE OUTLINES

Weeks 2-3: My Brother Martin (Unit 1, Lesson 2)

Week 2

Essential Question: What inspired Martin Luther King, Jr to dream about changing the world?

Day 1 Day 2 Day 3 Day 4 Day 5






Anchor Text (Text type, Lexile)● Text based

comprehension● Text based discussion

(Whole and Small Group)

● My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr. (biography, 1030L)

● Respond to text questions ● Use Text X-Ray activities: Zoom in on Key Ideas and Academic Language.● Suggested questions from Teacher’s Guide: 7, 8, 10, 11

Building Knowledge● Leveled readers● Paired Text● Supplemental Materials


VocabularyDrawn from the texts

capture, dream, injustice, encounters, preferred, recall, example, inspire, segregation, civil rights movement, imposed, influenced, oppression, inspire

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

Week 2 Continued

Essential Question: What inspired Martin Luther King, Jr to dream about changing the world?





Writing● Response to text● Writing Process● Culminating task

Aligned with topic for the week

1. Citing evidence from the text, explain why Martin told his mother that he wanted to “turn the world upside down”.

2. Imagine you’re a biographer following Martin Luther King throughout his childhood. Using evidence from the text, describe one event that inspired him to be a leader in the civil rights movement.

Standards Reading: Informational TextRI.4.1, RI.4.2, RI.4.3

WritingW.4.2, W.4.4




Week 3

Essential Question: What inspired leaders to fight for change during the Civil Rights Movement?


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● Sharing a Dream● Thurgood Marshall● A Voice for Equality● A Leader for All

Other ResourcesNational Geographic for Kids: Martin Luther King Jr. http://kids.nationalgeographic.com/explore/history/martin-luther-king-jr/Martin Luther King Jr. “I Have a Dream Speech” http://www.schooltube.com/video/bcef4580516f12afcad4/Martin%20Luther%20King%20speech

Vocabulary- Drawn from the texts Complete Rolling Vocabulary activity


http://www.schooltube.com/video/bcef4580516f12afcad4/Martin%20Luther%20King%20speech

http://www.schooltube.com/video/bcef4580516f12afcad4/Martin%20Luther%20King%20speech

http://kids.nationalgeographic.com/explore/history/martin-luther-king-jr/



Week 3 Continued

Essential Question: What inspired leaders to fight for change during the Civil Rights Movement?


Foundational Skills● Fluency● Decoding● Word Work


Language/ Syntax● Spelling and Grammar


Writing● Response to text● Writing Process● Culminating task


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

Standards Reading: Informational TextRI.4.1, RI.4.2, RI.4.3, RI.4.10

WritingW.4.2, W.4.4




Weeks 4-5: My Librarian is a Camel (Unit 1, Lesson 3)

Week 4

Essential Question: How do various communities ensure students have access to books?


Anchor Text (Text type, Lexile) Text based comprehension Text based discussion


Anchor Text: My Librarian Is A Camel Respond to the following Think Through the Text Questions: 2, 3, 4,

7, 8, 10, 12, 16 Optional use of Text X-Ray (Zoom in on Key Ideas and Academic

Language)

Building Knowledge Leveled readers Paired Text Supplemental Materials



isolated, virtual, devour, remote, impassable, obtain, preserve, extreme, avid, mobile, horizon, pitches, treasure

Foundational Skills Fluency Decoding Word Work


Language/ Syntax Spelling and Grammar





Week 4 Continued



Writing Response to text Writing Process Culminating task


Optional- Reader’s Notebook pg. 25-26 Choose one of the following based on the type of writing to be highlighted:

- Describe the process each country uses to ensure students have access to books.

- Which country has the most difficult library system? The most interesting one to use? Why? Use evidence from the text.

- Pretend you were hired to deliver books to children in one of the countries from the text. Describe your trip using information from the text.

Standards Reading: Informational TextRI 4.1, RI.4.2, RI.4.3, RI.4.10

WritingW4.1, W4.9b




Week 5



Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading practice

Writing Support

My Librarian Is A Camel (optional - continue use)

Building Knowledge Leveled readers Paired Text Supplemental Materials

(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of level

ArticlesNewsELA - must subscribe for access to following articles and text set: https://newsela.com/text-sets/40243/el--powerof-reading

Suggested Titles Bagdhad’s Book MarketUnited WayLittle Libraries

VideoNazreen’s Secret School https://www.youtube.com/watch?v=WE9b1gR4YZE


approve, analysis, precious


https://www.youtube.com/watch?v=WE9b1gR4YZE

https://newsela.com/text-sets/40243/el--powerof-reading



Week 5



Foundational Skills Fluency Decoding Word Work


Language/ Syntax Spelling and Grammar


Writing Response to text Writing Process Culminating task


Continue with the writing process to finalize culminating task from Week 1.

Standards Reading: Informational TextRI.4.1, RI.4.2, RI.4.3, RI. 4.9, RI.4.10

WritingW.4.1, W.4.9


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