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English Language Arts 4th Nine Weeks Grade 4

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

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

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

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

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

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

Shelby County Schools2016/2017

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

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

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

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

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

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

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


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

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

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

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

(3) Building knowledge through content-rich nonfiction.

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


Complex Text

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

Evidence from Text

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

Building Knowledge

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

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The Tennessee State ELA Standards

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

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

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

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

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

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

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

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

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

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

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

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

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

Read Alouds, Shared Reading, Guiding Reading

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

Guide to planning interactive read alouds.

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

Literacy Work Stations

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

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

Using the Curriculum Maps, Grades 3-5


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http://www.readingrockets.org/strategies




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

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

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

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

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

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

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

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

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

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

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


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

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


Two-Weeks at a Glance (TWAG) Outlines

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

Extended Texts Weeks

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

Using the WIDA MPIs

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


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


Key Terms:

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

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

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

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

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

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

Skills Based and Meaning Based Competencies


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


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


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Week 1- Lesson 22Reading Selection: “I Could Do That” (Lexile Level 760) “The Role of the Constitution” (Lexile Level 810)

*Text complexity measures, including qualitative information, can be found on page T78. This information can be useful when planning for parts of the text that may be challenging to students.

Instructional Resources for Building KnowledgeRelated Texts “Bill of Rights” (Donyall Dickey, Complex Text, RI.4.9) “Winning the Vote” (Lexile 770L) http://www.readworks.org/passages/winning-voteNon Print Texts When Esther Morris Headed West (7 min, 30 sec) https://www.youtube.com/watch?v=4VQr-NEUD0Y Schoolhouse Rock Women’s Suffrage Movement (2 min, 58 sec) https://www.youtube.com/watch?v=pFOieRHRzh8 U.S. Constitution for Kids (19th Amendment): 19th Amendment/Women's Suffrage Movement- Crash Course (2

min) https://www.youtube.com/watch?v=4zD4e1myEOU

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

Reading Literature and Informational TextRI.4.3- Explain events/procedures/ideas/concepts in a text.RI.4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI.4.5- Describe the overall structure of a text or part of a text.

Related WIDA StandardRI.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

Related Social Studies Standards4.4.03.b- Identify examples of rights and responsibilities of citizens.4.6.02.b- Identify and describe examples of tension between a group’s belief and the government’s policies and laws.4.6.spi.2- Determine how the issue of slavery caused political and economic tensions between government policy and people’s beliefs (i.e. abolitionists, plantation owners, state’s rights, central government, Loyalists).

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

Sample Objectives (I Can…): Draw inferences and connect them to specific details from

the text “I Can Do That!” Use specific information or key ideas to explain why

events happened in “I Can Do That!” Use what I know about this topic to discover the meaning

of relevant (general academic and domain-specific) words/phrases found in the text “I Can Do That!”

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 22 Journeys Reader’s Notebook, Lesson 22 Written summary of a “cold read” text or texts,

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

testing format Anecdotal evidence from classroom discussions

Option for Reteaching Cause and Effect T150

Scaffold Close Reading T94(Teacher-led Small Group or Whole Group) First Read- Think Through the Text Second Read- Analyze the Text Independent Reading

Text Dependent Questions From the onset of the text, Esther used the words,

“I can do that.” How do these words help to reveal Esther’s character and the impact she had on women’s rights? (General Understanding)

What finally motivated Esther to help women get the vote after reading the proclamation (page 661)? (Key Details)

What is a millinery? What context clues helped you figure this out? (Vocabulary)

How does the author set up a contrast to help Shelby County Schools

2016/201710

https://www.youtube.com/watch?v=4zD4e1myEOU

https://www.youtube.com/watch?v=pFOieRHRzh8

https://www.youtube.com/watch?v=4VQr-NEUD0Y

http://www.readworks.org/passages/winning-vote


Explain the cause and effect pattern of events from the text “I Can Do That!”

readers understand the meaning of abolitionist? (Vocabulary)

Why do you think the author reminds readers that after the Civil war, African American men were granted the right to vote? (Author’s Purpose)

Why do you think Esther’s son’s supported their mother’s ideas about the equality of women? What text evidence supports your opinion? (Inference)

Which branch of government did Esther represent when she became the first woman in the country to hold public office? (Intertextual Connections)

Leveled Readers Advanced: The Writer Who Changed America

(1000L) On-level: A Champion of Change (1010L) Struggling Readers: The First Woman Doctor

(650L)- Intervention Vocabulary Reader: Mill Girls (910L) English Language Support: Shirley Chisholm

(730L)- Intervention

Literacy Station Activities Comprehension station-Retell the story, write a

summary of the story, complete a cause and effect graphic organizer, write answers to text-dependent questions, identify domain-specific words in context, Journeys flip chart for Lesson 22

Practice activities for domain-specific vocabulary: http://www.internet4classrooms.com/common_core/determine_meaning_general_academic_domain_specific_words_reading_informational_text_fourth_4th_grade_english_language_arts.htm

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtmPractice with cause/effect text structure, Comprehension Part 2, C.021-Write Cause or Effect

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.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging


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

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

http://www.internet4classrooms.com/common_core/determine_meaning_general_academic_domain_specific_words_reading_informational_text_fourth_4th_grade_english_language_arts.htm




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

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

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

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

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

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

TDOE Curriculum Standards Evidence Statements Content & Tasks

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

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

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

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

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

Sample Objectives (I Can…): Write a narrative story that uses detailed descriptions and

has a clear order of events. Establish a narrator for my story. Make clear connections between causes and effects.

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly

Performance Task- Culminating In the story “I Could Do That,“ we learned about

Esther Morris’ story and about all the difficulties she overcame. Write a story in which your main character has to overcome difficulties. Make sure to include a narrator and to have a clear sequence of events for your story. Be sure your story contains clear connections between the causes of the difficulties and effects they had on your character’s difficult situation.

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

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2- Paraphrase portions of a text read aloud or information

Studies required material in preparation for a discussion. Follows agreed upon rules for discussion. Paraphrases portions of a text. Differentiates between contexts for formal and informal

English appropriate to the task and situation.

Sample Objectives (I Can…):

Performance Assessments Teacher observations Participating in and conducting discussions, read

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

Sentence Frames to Support Reading Standards


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


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


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

Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening

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

a discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Paraphrase stories and information that I have heard.

RI.4.4 The word ________ means ___________ in this

sentence. In this sentence, the word ________ means

_________. The author used this word because…

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.

Uses standard English grammar when writing or speaking.

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

Understands figurative language, word relationships, and nuances in word meanings.

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

Sample Objectives (I Can…): Explain how and when to use negative words. Identify when negatives are used to create double

negatives, and correct the double negatives when reading.

Edit a paper to correct double negatives. Explain the meanings of adages and proverbs.

Vocabulary Adages and Proverbs

Vocabulary for Explicit Instruction Polls, politics, approve, legislature, amendment,

candidates, informed, denied, leg-of-mutton sleeves, docket

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-Illustrate vocabulary words,

locate vocabulary words and proverbs/adages in context

Games and activities for proverbs: http://www.manythings.org/proverbs/

Language Arts Negatives Double negatives

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

errors. Daily proofreading practice Journeys Target Vocabulary Weekly Tests and

Periodic Assessment

Option for Reteaching Adages and Proverbs T150


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http://www.manythings.org/proverbs/

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

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

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

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

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

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

and comprehension. Apply phonics and word analysis skills effectively when

reading. Use knowledge of syllable patterns to decode unfamiliar

words.

Phonics and Fluency Phrasing: Pauses Syllable patterns and word parts

Performance assessments Use of learned phonics patterns to decode

unfamiliar words Oral reading fluency checks/running records

Option for Reteaching Syllable Patterns and Word Parts T151

Literacy Station Activities Fluency station-Fluency practice activities at

http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station—Build, read, and write words with VCV and VCCV word patterns, Journeys flip chart for Lesson 22, Syllable Patterns-Select from Advanced Phonics, AP Part 2, as appropriate to the needs of the individual students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Weeks 2 & 3- Lesson 23 *TWAG (Lesson Supplement- http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036)Reading Selections (for the next two weeks): The Ever-Living Tree (Lexile Level 970) Towering Trees (Lexile Level NP)


Instructional Resources for Building KnowledgeRelated Texts Gentle Redwood Giants- Leveled Reader (Lexile Level 1160) Life Among the Redwoods- Leveled Reader (Lexile Level 970)Non Print Texts Pictures for timeline progression to parallel redwood growth:

o Alexander the Great http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.htmlo Great Wall of China http://foundtheworld.com/wp-content/uploads/2014/10/Great-Wall-of-China-11.jpgo Mayflower http://cdn.history.com/sites/2/2013/11/plymouth-colony-A.jpego Astronauts http://www.nasa.gov/sites/default/files/as11-40-5949b_0.jpg

Essential Question (Target): How does the change of a coast redwood parallel and span the course of human history?TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRI.4.3- Explain events, procedures, ideas, or concepts in a

Provides an explanation of events, procedures, ideas, or Performance Assessments Journeys Grab-and-Go Assessments, Lesson 23


14

http://www.nasa.gov/sites/default/files/as11-40-5949b_0.jpg

http://cdn.history.com/sites/2/2013/11/plymouth-colony-A.jpeg

http://foundtheworld.com/wp-content/uploads/2014/10/Great-Wall-of-China-11.jpg

http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html


http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf






historical, scientific, or technical text, including what happened and why, based on specific information in the text.RL.4.4- Explain the major differences between poems, drama, and prose, and refer to the structural elements of the poems and drama when writing or speaking about a text.RI.4.7-Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RI.4.8-Explain how an author uses reasons and evidence to support points.

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

Related Science StandardsGLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment.

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 words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Provides an interpretation of information presented visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), orally (e.g., animations or interactive elements on Web pages), or quantitatively (e.g., in charts, graphs, diagrams, or interactive elements on Web pages).

Provides an explanation of how the information presented visually, orally, or quantitatively contributes to an understanding of the text in which it appears.

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

Sample Objectives (I Can…): Interpret information from maps and diagrams. Explain the life cycle of an ever-living sequoia. Explain how an author supports points made in a text. Identify and discuss the structural elements of poems.

Journeys Reader’s Notebook, Lesson 23 Written summary of a “cold read” text or texts,

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

in testing format Anecdotal evidence from classroom discussions

Option for Reteaching Text and Graphic Features T298


Text Dependent Questions What is the main purpose of the heartwood? (Key

Details) How does the fallen tree continue to support life?

(General Understandings) What does the word “cambium” mean on p. 687

and how do you know? (Vocabulary) How does the diagram on p. 688 help you

understand the text? (Author’s Craft and Purpose) Why does the author tell two stories—that of the

tree and the story of humans? (Opinion) Why do you think these trees are called “ever

living?” (Opinion) What details in the poems “Towering Trees” are

also found in the text “The Ever-Living Tree?” (Intertextual Connections)

*See TWAG

Leveled Readers Advanced: Gentle Redwood Giants (1160L) On-level: Life Among the Redwoods (970L) Struggling Readers: Plants of the Redwood

Forest (730L)- Building Knowledge and Intervention

Vocabulary Reader: Forever Green (930L) English Language Support: Animals of the

Redwood (710L)- Building Knowledge and


15


Intervention

Literacy Station Activities Comprehension station-Write a summary of the

text, place text events in order, create a more elaborate timeline of the life of the tree, write answers to text-dependent questions, Journeys flip chart for Lesson 23, practice activities for text and graphic features: http://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.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Webpages) and explain how the information contributes to an understanding of the text in which it appears.

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

R

eadi

ng

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

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

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

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

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

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

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




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

statement

Performance Tasks- Culminating *See TWAG


16

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

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



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




e. Provide a concluding statement or section related to the information or explanation presented.W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.W.4.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.


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

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

sentence. Writing my paragraphs with a clear concluding statement.

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned rolesSL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL.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.

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

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

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

aloud.• Demonstrates ability to paraphrase information presented

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

situation.

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



Performance Assessments Journeys Grab-and-Go Fluency Tests Oral reports Cold Reads Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read

alouds, and q/sessions Teacher observation

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

helps me understand the overall message because ___________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguage Uses standard English conventions of grammar when Vocabulary


17


L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4-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.

writing or speaking. Uses standard English conventions for capitalization,

punctuation, and spelling when writing. Clarifies meaning of unknown words and phrases in

context using various strategies.

Sample Objectives (I Can…): Edit a text to correct capitalization and punctuation errors. Use capitalization and punctuation correctly when I am

writing. Use prefixes, suffixes, and root words as aids in

determining meaning.

Prefixes pre-, inter-, ex-

Vocabulary for Explicit Instruction Catapults, civilized, shallow, customs, dense,

uncharted, decomposing, organic 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-word building with pre-, inter-,

and ex-; illustrate vocabulary words, Journeys flip chart of lesson 23, locate vocabulary words in other texts, Vocabulary Part Two, V.009-Affix Concentration or V.010-Meaningful Affixes from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf

Language Arts Punctuation

Performance Assessments Journeys Target Vocabulary Weekly Tests Daily proofreading practice (TE) Use of language conventions in daily/weekly

writing Teacher-made or district assessments in test-like

format Teacher observation

Option for Reteaching Prefixes pre-, inter-, ex- T228

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




Decoding and Fluency Difficult VCCV pattern

Performance Assessments Journeys Decoding Weekly Tests Use of learned phonics patterns to decode

unfamiliar words Oral reading fluency checks/running records


18

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf







RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Sample Objectives (I Can…):

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

Read grade-level text with fluency, accuracy, expression, and comprehension.

Apply phonics and word analysis skills effectively when reading.

Use knowledge of syllable patterns to decode unfamiliar words.

Option for Reteaching Difficult VCCV pattern T229



Decoding/Word study station—Build, write, and read words with VCCV words or patterns that have not been mastered, select activities from Advanced Phonics, AP Part 2, as appropriate to the needs of the individual students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Week 4- Lesson 25Reading Selection: “The Fun They Had” (Lexile Level 740) “Toys!” (Lexile Level 1110)


Instructional Resources for Building KnowledgeRelated Texts “Inventions of the Future” (Lexile Level 930) http://www.readworks.org/passages/inventions-future “Now Hear This!” (Lexile 820L) http://www.readworks.org/passages/now-hearNon Print Texts Top Ten Inventions of All Time (5 min, 56 sec) https://www.youtube.com/watch?v=bNUfZ3_VkuE 25 Accidental Inventions That Changed the World (8 min, 54 sec) https://www.youtube.com/watch?v=pf_Qv3q0M_c

Essential Question (Target): How do inventions change the way we do things?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.2 Determine theme from details/summarizeRL.4.3 Describe a character, setting, or event, drawing on detailsRL.4.4 Determine the meaning of words and phrases, including those that allude to characters in mythology

Related WIDA StandardRL.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) and directions in the text.

Related Science Standards

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

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…): Refer to details and examples when explaining the

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 25 Journeys Reader’s Notebook, Lesson 25 Written summary of a “cold read” text or texts,

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

testing format Anecdotal evidence from classroom discussions

Option for Reteaching Main Idea and Details T380

Scaffold Close Reading T318


19

https://www.youtube.com/watch?v=pf_Qv3q0M_c

https://www.youtube.com/watch?v=bNUfZ3_VkuE

http://www.readworks.org/passages/now-hear

http://www.readworks.org/passages/inventions-future







GLE 0407.T/E.1- Describe how tools, technology, and inventions help to answer questions and solve problems.

GLE 0407.T/E.1 Explain how different inventions and technologies impact people and other living organisms.

GLE 0407.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.

author’s purpose in “The Fun They Had”. Describe how the setting affects the story, drawing on

details from “The Fun They Had”. Refer to specific information or ideas to explain or draw

inferences from the text in “The Fun They Had”. Determine the meaning of words and phrased used in

“The Fun They Had”.

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

Text Dependent Questions Why does Tommy think books are a waste?

(General Understanding) How do you know this story is set in the future?

Use specific details to support your answer. (Key Details)

What does blanked out mean (pg. 749)? What text evidence shows that Margie had hoped her teacher would blank out? (Vocabulary)

What clues (page 751) helped you to understand what the word nonchalantly means? (Vocabulary)

“The Fun They Had” describes what school might look like in the future. Why do you think the author wrote this book? What details show you this purpose? (Author’s Purpose)

How does the formal language used by the Inspector on page 749 compare to Tommy and Margie’s dialogue on page 746? (Inference)

“The Fun They Had” describes what school might look like in the future. Why do you think the author wrote this book? What details show you this purpose? (Opinion)

Leveled Readers Advanced: Math Today and Tomorrow (770L) On-level: A Hero Weighs In (880L) Struggling Readers: The Linney Twins Get

Cooking (610L)- Building Knowledge and Intervention

Vocabulary Reader: Remarkable Robots (950L) English Language Support: Dex is a Hero

(610L)- Building Knowledge and Intervention

Literacy Station Activities Comprehension station- Summarize the story,

compare and contrast the language the children use with the language the Inspector uses, write a paragraph describing how the futuristic setting


20


affects the plot, Journeys flip chart for Lesson 25, Part 1, C.008-Story Element Ease or C.009-Story Mapping from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean) and directions in the text.


Read

ing

Define words that allude to significant characters found in mythology from leveled texts by matching objects/pictures to words.

Define words and phrases that allude to significant characters found in mythology from leveled text by matching phrases to Visuals.

Define words and phrases that allude to significant characters found in mythology from adapted texts.

Define words and phrases that allude to significant characters found in mythology in texts within grade 3-4 complexity level band.

Define words and phrases that allude to significant characters found in grade-level mythology.

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

TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW 4.3a-Oreient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W 4.3b- Use dialogue and descriptions to develop experiences and events or show the response of characters to situations.W 4.3c- Use a variety or transitional words and phrases to manage the sequence of events.W.4.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely.W.4.3e- Provide a conclusion that follows from the narrated experiences or events.





Sample Objectives (I Can…): Write a narrative story that uses detailed descriptions

and has a clear order of events Establish a narrator for my story Include dialogue, transitions, and sensory details to

make my story more appealing to my reader.

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

Performance Tasks- Culminating Imagine that you are friends with Margie and Tommy in the

future. Think of some activities that you would do with them. Write a story about something that you did with your futuristic friends. Be sure to have a narrator, a clear sequence of events, dialogue and details in your story. Use details from the story “The Fun They Had” to build your narrative.

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


21



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

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

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf



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






situation.

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



Performance Assessments Participating in and conducting discussions, read alouds,

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

Sentence Frames to Support Reading StandardsRL.4.4 The word ________ means ___________ in this sentence. In this sentence, the word ________ means _________.

The author used this word because…

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.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.L.4.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Uses standard English conventions of grammar and usage when writing or speaking.

Demonstrates the conventions of standard English capitalization, punctuation, and spelling when writing.

Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.

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

Sample Objectives (I Can…): Edit writing for comma, capitalization errors and spelling

errors Use context as a clue to the meaning of a word. Use common, grade-appropriate Greek and Latin affixes

Vocabulary Greek and Latin Word Parts meter, therm, aud, fac

Vocabulary for Explicit Instruction Progress, calculated, dispute, centuries, superior, insert,

waste, inspector, mechanical, average 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-Word building with Greek and Latin

roots, Journeys flip chart for Lesson 25, Activities for Greek and Latin roots:


22






and roots as clues to the meaning of a word. Determine the meanings of academic words and phrases

in context.

http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families

Language Arts Proper Mechanics

Performance Assessments Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE) Teacher –made or district assessments in test-like format Teacher observation

Option for Reteaching Greek and Latin Word Parts meter, therm, aud, fac

T380TDOE Curriculum Standards Evidence Statements Content & Tasks

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





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

and comprehension. Use learned phonics and word analysis skills to decode

words.

Decoding and Fluency VV Pattern

Performance Assessments Journeys Decoding Weekly Tests Oral reading fluency checks/running records Oral reading from novel in small groups Use of phonics and decoding skills to decode unfamiliar

vocabulary. Teacher observations

Option for Reteaching VV Pattern T381

Literacy Station Activities Fluency station-Journeys flip chart for Lesson 25, Fluency

practice activities at http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_fourth_4th_grade_english_language_arts.htm

Decoding/Word study station—word sorts/word building with VV words; Syllable Patterns-Select from Advanced Phonics, AP Part 2, as appropriate to the needs of the students http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf

Week 5- Lesson 26Reading Selection: Instructional Resources for Building Knowledge


23








“The Girl Who Loved Spiders” (NP) “Web Wise” (NP) “The Spider;” “Spider Ropes” (Poetry; not rated)

*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to students.

Qualitative Features-Text Structure: Slightly ComplexLanguage: Slightly ComplexKnowledge Demands: Slightly ComplexMeaning/Purpose: Slightly Complex

Related Texts “Spiders and a Balanced Diet” (Lexile Level 910) http://www.readworks.org/passages/spiders-and-balanced-diet “Calling All Spiders” (Lexile 900L) - http://www.readworks.org/passages/calling-all-spidersNon Print Texts Spiders (4 min, 3 sec) https://www.youtube.com/watch?v=ALsnmm-ghlA Magic School Bus Spins a Web (24 min, 48 sec) https://www.youtube.com/watch?v=ap6RlgYtRPE Wild Kratts 36 Secrets of the Spider’s Web (26 min, 53 sec) https://www.youtube.com/watch?v=3pxUqEZSZEo

Essential Question (Target): How can exploring nature help our understanding of the world?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.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.4.5- Explain the major differences between poems, drama, and prose, and refer to the structural elements of the poems and drama when writing or speaking about a text.RL.4.7- Make connections between the text and a visual or oral presentation of it.

Related WIDA StandardRL.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).

Related Social Studies Standard4.1.02.a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.4.1.04.c. Summarize the contribution of people of various racial, ethnic and religious groups in the development of early Tennessee.

Provides an in-‐depth description of 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).

Provides an explanation of major differences between poems, drama, and prose with references to structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text.

Provides a connection 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/or directions in the text.

Sample Objectives (I Can…): Describe the changes made by characters in a story,

using specific details from the story. Visualize while reading to help improve understanding. Cite evidence from the text to support key points. Explain how the structure of a poem differs from the

structure of a story or an article. State an opinion about spiders using evidence from

multiple texts.

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 26 Journeys Reader’s Notebook, Lesson 26 Written summary of a “cold read” text or texts, drawing on

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

format Anecdotal evidence from classroom discussions

Option for Reteaching Story Structure S2-S11 (Lesson 26)


Text Dependent Questions What do you know about the story’s setting? Why is this

important? (General Understanding) How do Luis’s and Ashanti’s opinions of each other change

over the course of the story? (Key Details) How does the illustration on page 5 help you to understand

the meaning of the word sneakers? (Vocabulary) Although this is a work of fiction, the author includes some

photographs of real spiders and captions related to the photographs. Why do you think the author does this?


24

https://www.youtube.com/watch?v=3pxUqEZSZEo

https://www.youtube.com/watch?v=ap6RlgYtRPE

https://www.youtube.com/watch?v=ALsnmm-ghlA

http://www.readworks.org/passages/calling-all-spiders

http://www.readworks.org/passages/spiders-and-balanced-diet


(Author’s Purpose) How does the author the dinner at the Smith’s house to

bring about a change in the way Luis viewed spiders? Use details from the text support your response. (Inference)

Why do you thing Ashanti and Luis’s mom “hit it off’”? Use evidence from the text to support your response. (Inference)

What is your opinion of Ashanti? Base your response on what Ashanti says and does throughout the text. (Opinion)

Literacy Station Activities Comprehension station-Summarize the story, complete a

graphic organizer, write answers to text-dependent questions, Comprehension Part 1, C.003-Check a Trait from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.3-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).


Read

ing

Describe a character in detail with evidence from grade level text in L1 and/or identify details of a character using visual representations and adjectives.

Describe a character in detail with evidence from grade level text in L1 and/or identify details of characters by listing model phrases or using short sentences.

Describe a character in detail with evidence from an adapted text using key content-based vocabulary in simple, related sentences with repetitive structures.

Describe a character in detail with evidence from texts within grade 3-4 complexity level band using key, content-based vocabulary in expanded and some complex sentences of emerging complexity.

Describe a character in detail with evidence from grade level text using multiple, complex sentences of varying lengths and grammatical structures with precise, content-based vocabulary.


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



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


Performance Tasks- Culminating (Choose one) “The Girl Who Loved Spiders”, are all connected by topic –

spiders. How do the details in each of these texts differ?


25





c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

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


Sample Objectives (I Can…): Explain how details about spiders differ in more than one

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


Why do they differ? Create paragraphs detailing your responses to the questions above.

Write an informative/explanatory essay detailing the attitude changes the main character, Luis experiences toward spiders and Ashanti as the story evolves. Use evidence from the text to develop and support your response.

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







situation.

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

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

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

sequencing ideas logically.



Sentence Frames to Support Reading StandardsRL.4.3 I infer ___(character/setting or event)__ is ___________

because the text says __________. The text says __(character)______ is __

(character/thought/action/word)____ and ____ (character/thought/action/word)________, therefore; I infer he/she must be _____________________.


26

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



Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.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.L.4.4b- Use common Greek and Latin affixes and roots as clues to the meaning of a word.

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

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


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

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

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

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

meaning of unfamiliar words.

Vocabulary Greek and Latin Word Parts

Vocabulary for Explicit Instruction Conflict, resolution, arachnids, artifacts, dusting, sly,

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



Literacy Station Activities Vocabulary station-illustrate vocabulary words, locate

vocabulary words in other texts, word building with Greek and Latin word parts

Practice activities for roots: http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families; http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words

Language Arts Comparative Adjectives Comparative Adverbs

Performance Assessments Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE) Teacher- made or district assessments in test-like format Teacher observation

Option for Reteaching Greek and Latin Word Parts S2-S11 (Lesson 26)

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


Reads on-level prose and poetry orally with accuracy,

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

20) Decode words with common suffixes


27

http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words

http://www.bbc.co.uk/skillswise/worksheet/en18root-e3-w-adding-to-root-words








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

appropriate rate, and expression on successive readings. Uses context to confirm or self-correct word recognition

and understanding, rereading as necessary.


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

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


reading.

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

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

Option for Reteaching Common Final Syllables S2-S11 (Lesson 26)



Decoding/Word study station-Phoneme-grapheme mapping with common final syllables, build words with common final syllables, select activities for multi-syllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf as appropriate to the needs of the students.

Week 6- Lesson 27Reading Selection: “Amphibian Alert” (NP) “The Frog in the Milk Pail” (NP) “Toad by the Road”; “The Poison Dart Frog” (NP)


Qualitative MeasuresText Structure: Very ComplexLanguage: Very ComplexKnowledge Demands: Very ComplexMeaning/Purpose: Moderately Complex

Instructional Resources for Building KnowledgeRelated Texts “Frogs at Risk” (Lexile Level 950) http://www.readworks.org/passages/frogs-risk-1Non Print Texts Bill Nye: Amphibians (23 min, 5 sec) https://www.schooltube.com/video/6d742e4298ec44d9a1bb/Bill%20Nye%20Amphibians Amphibians (Website) http://kids.sandiegozoo.org/animals/amphibians National Geographic Kids: Cane Frog (Website) http://kids.nationalgeographic.com/animals/cane-toad/#cane-toad-grass.jpg How Stuff Works: Amphibians http://animals.howstuffworks.com/amphibians

Essential Question (Target): How can knowledge of amphibians help the extinction crisis?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem

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

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 27


28

http://animals.howstuffworks.com/amphibians

http://kids.nationalgeographic.com/animals/cane-toad/%23cane-toad-grass.jpg

http://kids.sandiegozoo.org/animals/amphibians

https://www.schooltube.com/video/6d742e4298ec44d9a1bb/Bill%20Nye%20Amphibians%20%20

http://www.readworks.org/passages/frogs-risk-1






from details in the text; summarize the text.RL 4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

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

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

Explains how the main idea is supported by key details. 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).

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. 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.

Sample Objectives (I Can…): Determine and explain the key details of a text and

explain how those details support the main idea or moral of the text.

Use specific information to summarize important ideas from the text.

Cite evidence from the text to support key points. Use context to determine the meaning of unfamiliar

words. Draw conclusions based on evidence in the text. Ask and answer questions about a text.

Journeys Reader’s Notebook, Lesson 27 Written summary of a “cold read” text or texts, drawing on



Option for Reteaching Main Idea and Details S12-S21 (Lesson 27)


Text Dependent Questions How are young amphibians different from adult? (General

Understanding) Amphibians are considered permeable. What is the

meaning of permeable? (Vocabulary/Text Structure) What is the evidence that the danger to amphibians is the

biggest extinction crisis in today’s world? (Key Details) What are serious problems facing amphibians? Of those

problems, how have humans caused some of these problems? (Inferences)

What is the author’s purpose for including the section titled “Introduced Species and Fungus”? (Author’s Purpose)

Reread the section titled What Can We Do”. Do you agree with the ways that students can help save amphibians? Why or why not? Use text evidence to justify you answer. (Opinions, Arguments, Intertextual Connections)

Literacy Station Activities Comprehension station-complete main idea and/or theme

graphic organizers, written summary of one of the texts, Comprehension Part 3, C.031-Inquisitive Inquiries from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

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.



29

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

English Language Arts 4th Nine Weeks Grade 4Re

adin

g

Explain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high-frequency, single words or answer yes/no or either/or questions.

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

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

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

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


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.





Sample Objectives (I Can…): Write to explain or inform. Use Linking words to connect my key points. Write my paragraphs always containing a clear topic



Performance Tasks- Culminating In “Amphibian Alert”, there were several events that lead up

to the extinction of amphibians. Using details from the text, write an essay in which the causes and effects of the amphibian population are explained.


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




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


30






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




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

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

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.




situation.




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

vocabulary words and phrases from within the text.

Teacher observations

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

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

_____________ and ____________. A detail that supports the main idea is

_____________________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L4.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L4.5 -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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


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

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

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

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

meaning of unfamiliar words.

Vocabulary Analogies

Vocabulary for Explicit Instruction Amphibian, gills, habitat, introduced, species, extinction

savor, mottled http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station-illustrate vocabulary words, locate

vocabulary words in other texts, Vocabulary Part 3, V.033-Analogy Soccer from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Language Arts Comparative Adjectives Comparative Adverbs


31

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf






Performance Assessments Use of comparatives in writing Pre and Post-Assessment: Teacher-made or district

assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)

Option for Reteaching Analogies S12- S21 (Lesson 27)

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

RF.4.4a- Read on-level text with purpose and understanding

RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

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








reading.

Decoding and Fluency More Final Syllables

Performance assessments Oral reading fluency checks/running records Oral reading from novel in small groups Use of phonics and decoding skills to decode unfamiliar

vocabulary Performance reading of one of the poems for this week

Option for Reteaching More Final Syllables S12- S21 (Lesson 27)



Decoding/Word study station-Phoneme-grapheme mapping with common final syllables, build words with common final syllables, select activities for multisyllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf , as appropriate to the needs of the students.

Week 7- Lesson 28Reading Selection: “Museums: Worlds of Wonder” (NP) “Dinosaur Bone;” Museum Farewell” (NP)

*Text complexity measures, including qualitative information, can be useful when planning for parts of the text that may be challenging to

Instructional Resources for Building KnowledgeRelated Texts “Stinky Job” (Lexile Level 1040) http://www.readworks.org/passages/stinky-job “Building a Better National History Museum” (Lexile Level 1090) http://www.readworks.org/passages/building-better-natural-

history-museum


32

http://www.readworks.org/passages/building-better-natural-history-museum

http://www.readworks.org/passages/building-better-natural-history-museum

http://www.readworks.org/passages/stinky-job






students.

Qualitative FeaturesText Structure: Moderately ComplexLanguage: Moderately ComplexKnowledge Demands: Moderately ComplexMeaning/Purpose: Slightly Complex

Non Print Texts The Field Museum (Website) http://www.amnh.org/exhibitions/water-h2o-life/collaborators/the-field-museum-chicago/ Pink Palace Museum (Website) http://www.memphismuseums.org

Essential Question (Target): How do museums teach us about our world?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.RI.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Related WIDA StandardRI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.

Related Social Studies Standard4.1.01- Understand the diversity of human cultures.

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

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

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

Provides a statement that integrates information from two texts on the same topic.

Sample Objectives (I Can…): Describe the structure an author uses to organize a text. Monitor and clarify comprehension by rereading or using

context. Explain how an author supports points made in a text,

both facts and opinions. Cite evidence from the text to support key points.




Option for Reteaching Fact and Opinion S22- S31 (Lesson 28)


Text Dependent Questions Compare and contrast the City Museum of St. Louis and

the Field Museum in Chicago Illinois in the text “Museums World of Wonder”. (General Understanding)

What is the author’s purpose of the text “Museums World of Wonder”? (Author’s Purpose)

In the section titled “Field Museum”, why isn’t Sue’s real skull attached to the rest of her skeleton? (Key Details)

On page 36, the author says that you can take a virtual space walk. What does virtual mean in the text “Museums World of Wonder”? (Vocabulary)

What is the reason for creating a museum about trees in the text “Museums World of Wonder”? (Inference)

Which museum would benefit students that are interested mostly in historical events in the text “Museums World of Wonder”? Use evidence from the text to justify. (Opinion)


33

http://www.memphismuseums.org/

http://www.amnh.org/exhibitions/water-h2o-life/collaborators/the-field-museum-chicago/


Literacy Station Activities Comprehension station-summarize a selection, write a

comparison/contrast paper about two of the museums described, Fact/opinion activities from Comprehension Part 3, C.026-Fact or Opinion Game, C.027, and/or Matter of Fact or Opinion from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

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.4.8-Explain how an author uses reasons and evidence to support particular points in a text.


Read

ing

Analyze text and identify supportive textual evidence in L1 and/or by matching leveled Phrase Citations from texts, to visual representations.

Analyze text and identify supportive textual evidence in L1 and/or by matching Sentence Citations from leveled text, or excerpts from grade-level texts, to visual representations.

Analyze adapted text and identify supportive textual evidence using key vocabulary in simple, related sentences.

Analyze text within the grade-level band and identify supportive textual evidence using key vocabulary in expanded and some complex sentences.

Analyze grade-level text and identify supportive textual evidence using precise vocabulary in multiple, complex sentences.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.W.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text.W.4.2c- Link ideas within categories of information using words and phrases.W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e- Provide a concluding statement or section related to the information or explanation presented.W.4.7- Conduct short research projects that build knowledge through investigation of different aspects of a topic.W 4.8- Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.





Sample Objectives (I Can…): Take notes from sources. Organize details in a logical manner that will appeal to the

readers.


Performance Tasks- Culminating Choose 2 museums presented in the text, “Museums World

of Wonder”, and write an explanatory essay that compares and contrasts the two museums. Be sure to use text evidence to support your answer.



34




http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf


Include illustrations. Edit and revise. Compile a list of sources.







situation.





vocabulary words and phrases from within the text.



Sentence Frames to Support Reading StandardsRI.4.8 The author’s main point is

___________________________. The author’s opinion that supports the main point is

____________________. A fact that supports the author’s main point is

___________________________.

TDOE Curriculum Standards Evidence Statements Content & TasksLanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4b- Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Uses standard English conventions of grammar and usage when writing or speaking.

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


Sample Objectives (I Can…):

Vocabulary Prefixes: con-, com-, in-, im-

Vocabulary for Explicit Instruction Turret, conveyor, petrified, spiral, solo, orbit, replicas,

simulator, mummies, meteorites, canopy, generations http://achievethecore.org/content/upload/


and-how-detail-pg (Supplemental Resources, click Shelby County Schools

2016/201735






Edit writing for capitalization errors and spelling errors. Identify and use words with prefixes con-, com-, in-, im. Analyze the structure of a word by locating base words,

prefixes, and suffixes.

Vocabulary Quadrant)

Literacy Station Activities Vocabulary station-word building with con-,com-, in-, and im-

illustrate vocabulary words, locate vocabulary words in other texts, Vocabulary Part Two, V.011-Word Dissect or V.012-Make It Meaningful from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf

Language Arts Possessive Pronouns

Performance Assessments Use of possessive nouns in writing Teacher-made or district assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)

Option for Reteaching Prefixes: con-, com-, in-, im- S22- S31 (Lesson 28)

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








reading.

Decoding and Fluency Stress in Multi-syllable Words

Performance assessments Teacher Observation Oral reading fluency checks/running records Teacher-made or district common assessments in testing

format Oral reading fluency checks/running records Journeys Target Vocabulary Weekly Test Journeys Decoding Weekly Test

Option for Reteaching Stress in Multi-syllable Words S22- S31 (Lesson 28)

Literacy Station Activities Fluency station- Fluency practice activities at


Decoding/Word study station- Phoneme-grapheme mapping


36






with multisyllabic words, build multisyllabic words, select activities for multisyllable words from Advanced Phonics Part Two, http://www.fcrr.org/curriculum/PDF/G4-5/45APPartTwo.pdf , as appropriate to the needs of the students.

Weeks 8 & 9- Lesson 29 *TWAG (Lesson Supplement- http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036)Reading Selections (for the next two weeks): “Save Timber Words!” (NP) “Following Muir: A Persuasive Essay” (NP) “The Comb of Trees” and “Enjoy the Earth (NP)


Qualitative FeaturesText Structure: Moderately ComplexLanguage: Slightly ComplexKnowledge Demands: Slightly ComplexMeaning/Purpose: Slightly Complex

Instructional Resources for Building KnowledgeRelated Texts “Where forests are cut down, more people get disease from monkeys” (Lexile Level 830) https://newsela.com/articles/malaria-

forests/id/13819/ “Construction plans threaten Grand Canyon” (Lexile Level 870)

https://newsela.com/articles/grandcanyon-development/id/4555/ “To save the Amazon, we must protect the water and the trees, scientists say” (Lexile Level 810)

https://newsela.com/articles/amazonbasin-conservation/id/13874/Non Print Texts Powerful video on habitat loss https://www.youtube.com/watch?v=bXEQlvNDz-g Kids as Activists http://www.watchknowlearn.org/Video.aspx?VideoID=17511&CategoryID=4726 (View 4:10 of video)

Essential Question (Target): How are people impacting their environment? What can they do to preserve their communities?TDOE Curriculum Standards Evidence Statements Content & Tasks

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.4.5- Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.

Related WIDA StandardRL.4.5- Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue,

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

Provides an explanation of major differences between poems, drama, and prose with references to structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a 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 how an author uses reasons or

evidence to support particular points in a text.

Sample Objectives (I Can…): Explain the functions of a narrator and stage directions in

a play.




Option for Reteaching Understanding Characters Mood S32- S41 (Lesson 29)


Text Dependent Questions “Following Muir” is a persuasive essay. What is the author

trying to persuade the reader to do? (Key Details) Why is Gina annoyed when the deer shows up in her yard?


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http://www.watchknowlearn.org/Video.aspx?VideoID=17511&CategoryID=4726

https://www.youtube.com/watch?v=bXEQlvNDz-g

https://newsela.com/articles/amazonbasin-conservation/id/13874/

https://newsela.com/articles/grandcanyon-development/id/4555/

https://newsela.com/articles/malaria-forests/id/13819/






stage directions) when writing or speaking about a text. Describe characters in detail, referring to their actions, thoughts, and words to support my description.

Explain how an author uses reasons to convince readers to do something.

Explain how several authors address a similar theme or message, citing evidence from all texts to support my explanation.

(Key Details) How do you know that Gina is annoyed? (Key Details;

Author’s Craft and Purpose) How will cutting down Timber Woods make money for the

town? (Inference) How do you think the author of this play feels about saving

animals’ habitats? Cite evidence from the text to support your opinion. (Opinion)

How are the authors’ messages in “Following Muir” and “Enjoy the Earth” similar to the inferred message of “Save Timber Woods!?” (Intertextual Connections)

*See TWAG

Literacy Station Activities Comprehension station- Written summary of a text, written

character analysis, practice activities for character, Comprehension Part 1, C.001- Character Consideration, C.002- Character Connections, or C.003- Check-a-Trait from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf.

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


R

eadi

ng

Compare and contrast differences of grade level poems/drama/ prose in L1 and/or compare and contrast structural elements of poems/drama by drawing and labeling key vocabulary to describe poems, drama, and prose.

Compare and contrast differences of grade level poems/drama/prose in L1 and/or compare and contrast elements of poems/drama by matching key vocabulary words and phrases to illustrations.

Compare and contrast elements of poems/drama from adapted texts by producing simple sentences using key content-based vocabulary.

Compare and contrast differences of poems/drama/prose at the grade 3-4 text level band using complete sentences of emerging complexity with some content-based vocabulary.

Compare and contrast differences of grade level poems/drama/prose using detailed sentences of varying lengths and complexity with content-based vocabulary.


TDOE Curriculum Standards Evidence Statements Content & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and


Demonstrates effective coherence, clarity, and cohesion

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


38





multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

and includes a strong introduction and conclusion. Uses language well to attend to the norms and

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


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

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


Performance Tasks- Culminating *See TWAG

TDOE Curriculum Standards Evidence Statements Content & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned rolesSL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL.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.






situation.



Performance Assessments Journeys Grab-and-Go Fluency Tests Oral reports Cold Reads Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read alouds,

and q/sessions Teacher observation

Sentence Frames to Support Reading StandardsRI.4.5 The structure of the text is…I know this because… The structure of the text is… The clue I used to help me

was…


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vocabulary words and phrases from within the text.TDOE Curriculum Standards Evidence Statements Content & Tasks

LanguageL.4.1a- Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L4.4b- Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).L.4.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.

Uses relative pronouns and adverbs. Uses standard English conventions for capitalization,

punctuation, and spelling when writing. Uses affixes and roots as clues to the meaning of a word. Consults reference materials to find pronunciation and

determine or clarify precise meaning of key words and phrases.

Sample Objectives (I Can…): Edit writing for capitalization errors and spelling errors. Identify and use relative pronouns. Analyze the meaning of a word by applying knowledge of

word origins. Use dictionaries or other resources to locate word origins.

Vocabulary Word Origins

Vocabulary for Explicit Instruction Annoyed, current, events, developer, council, preserve,

absorb, debate, benefit, protector, towering http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station-sort words by origin, Vocabulary Part 3,

V.020-Word Clues from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Language Arts Relative Pronouns

Performance Assessments Use of relative pronouns in writing Teacher-made or district assessments in a test-like format Journeys Target Vocabulary Weekly Test Daily proofreading practice (TE)

Option for Reteaching Word Origins S32- S41 (Lesson 29)

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



Decoding and Fluency Words with Silent Consonants

Performance Assessments Teacher Observation Oral reading fluency checks/running records


40

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf






RF 4.4-Read with sufficient accuracy and fluency to support comprehension.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


Sample Objectives (I Can…): Read grade level text with accuracy, rate, expression and

comprehension. Decode multisyllabic words. Apply phonics and word analysis skills effectively when

reading and writing.

Teacher-made or district common assessments in testing format

Oral reading fluency checks/running records Journeys Decoding Weekly Test Reader’s Theater performance of “Save Timber Woods!”

Option for Reteaching Words with Silent Consonants S32- S41 (Lesson 29)



Decoding/word study station-word building/word sorting with silent consonants, Journeys flip chart (add rigor)

Activities for silent consonants-http://www.theschoolhouse.us/lessons/lesson61.html; http://www.spellzone.com/games/index.cfm?wordlist=1571


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http://www.spellzone.com/games/index.cfm?wordlist=1571

http://www.theschoolhouse.us/lessons/lesson61.html





Weeks 2 and 3: The Ever-Living Tree (Unit 5, Lesson 23)

WEEK 2

Essential Question: How does the change of a coast redwood parallel and span the course of human history?

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)

The Ever-Living Tree (Informational Text, 970 L)

Think Through the Text, Focus On: #’s 2, 4, 5, 9, 21

“2nd read- Text Structure on T181

Text X-Ray, Zoom In on Key Ideas and Zoom In on Academic Language

Building Knowledge

Leveled readers

Paired Text

Supplemental Materials


Vocabulary

Drawn from the texts

Resources, Dense, Evaporate, Shallow, Moisture, Civilized, Continent, Opportunities, Customs, Independent, Cambium

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



42


WEEK 2



Writing

Response to text

Writing Process

Culminating task

Aligned with topic for the week

Journey’s Literacy Center: Think and Write

Celebrate Trees: Get Started

Optional Extension: Historical Events for Anchor into Timeline

Optional- Readers Notebook

Complete one or both of the following tasks:

1a. Write a brief chronicle of the life of the redwood tree as it changes over time.

1b. Write a summary of the changes of human history happening at the same time as the redwood tree’s growth that were highlighted by the text.

2. Identify key historical changes within the text by reading the following quote from the text.

“In California, a strip of redwood forest survived along the coast. A new tree sprouted and began to grow. Half a world away, Alexander the Great built an empire.” Describe the connection between these two events. What does that tell you about the life of the redwood tree?

Standards

List Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational Text

RI 4.1, RI.4.3, RI.4.7, RI.4.10

Writing

W.4.2. W4.4, W 4.9


WEEK 3


43




Anchor Text

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

Writing Support

Teachers return to anchor text

Building Knowledge

Leveled readers

Paired Text


(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

From the Leveled Readers

Gentle Redwood Giants

Life Among the Redwoods

Other Optional Resources

Pictures for timeline progression to parallel redwood growth:

Alexander the Great http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html

Great Wall of China http://foundtheworld.com/wp-content/uploads/2014/10/Great-Wall-of-China-11.jpg

Mayflower http://cdn.history.com/sites/2/2013/11/plymouth-colony-A.jpeg

Astronauts http://www.nasa.gov/sites/default/files/as11-40-5949b_0.jpg

Vocabulary


Complete rolling vocabulary activities


WEEK 3


44

http://www.nasa.gov/sites/default/files/as11-40-5949b_0.jpg

http://cdn.history.com/sites/2/2013/11/plymouth-colony-A.jpeg

http://foundtheworld.com/wp-content/uploads/2014/10/Great-Wall-of-China-11.jpg

http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html




Foundational Skills

Fluency

Decoding

Word Work


Language/ Syntax



Writing

Response to text

Writing Process

Culminating task


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

Standards



RI.4.1, RI.4.3, RI.4.7, RI. 4.10

Writing

W.4.2, W 4.4, W.4.9

Weeks 8 and 9: Save Timber Woods! (Unit 6, Lesson 29)

WEEK 8


45


Essential Question: What did Lucas, Laura, Hector, and Gina learn about preserving their community? How did they accomplish their goal?


Anchor Text (Text type, Lexile)

Text based comprehension

Text based discussion


Anchor Text: Save Timber Woods

Text Dependent Questions

Thinking Through the Text Questions: 2, 3, 5, 7, 10

Teacher’s Note

Discuss stage directions, mechanics (genre-play)

Building Knowledge

Leveled readers

Paired Text



Vocabulary


Defended, satisfied, confidence, symbol, boasted, resourceful, brilliant, publicity, territory, preserved

Foundational Skills

Fluency

Decoding

Word Work



WEEK 8


46


Essential Question: What did Lucas, Laura, Hector, and Gina learn about preserving their community? How did they accomplish their goal?


Language/ Syntax



Writing

Response to text

Writing Process

Culminating task


Opinion Essay:

What did Lucas, Laura, Hector, and Gina learn about preserving their community? How did they accomplish their goal?

Standards


Reading: Literature

RL.4.1, RL.4.3, RL.4.10

Writing

W.4.1, W.4.4


47



WEEK 9

Essential Question: How are people impacting their environment? What can they do to preserve their communities?


Anchor Text

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

Writing Support

Save the Timber Woods

Building Knowledge

Leveled readers

Paired Text


(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

Following Muir-Paired Text

People catch more sickness from monkeys where forests are cut down https://newsela.com/articles/malaria-forests/id/13822/

Construction plans threaten Grand Canyon https://newsela.com/articles/grandcanyon-development/id/4555/

We must save the Amazon's water before it's too late, scientists say https://newsela.com/articles/amazonbasin-conservation/id/13875/

Powerful video on habitat loss https://www.youtube.com/watch?v=bXEQlvNDz-g

Kids as Activists http://www.watchknowlearn.org/Video.aspx?VideoID=17511&CategoryID=4726 (View 4:10 of video)

Vocabulary


Article 1-noticed, island, clearing, spreading, Article 2-generations, preserved, tourists, persuade, Article 3-important, disappear, protect, energy, impact



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http://www.watchknowlearn.org/Video.aspx?VideoID=17511&CategoryID=4726

https://www.youtube.com/watch?v=bXEQlvNDz-g

https://newsela.com/articles/amazonbasin-conservation/id/13875/

https://newsela.com/articles/grandcanyon-development/id/4555/



WEEK 9

Essential Question: How are people impacting their environment? What can they do to preserve their communities?


Foundational Skills

Fluency

Decoding

Word Work


Language/ Syntax



Writing

Response to text

Writing Process

Culminating task


Describe the impact humans are having on one specific environment and the ways in which people can preserve it.

Standards



RI.4.1, RI.4.9, RI.4.10

Writing

W.4.1, W.4.4


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