PCSSD Learning Services 2014-15 Page 1

Fourth Grade Curriculum

Unit III

Revised 2013

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PERFORMANCE TASK Exploring a Healthy Circulatory System

Essential Question: What does it mean to be heart healthy? In this nine-week integrated unit, the students will read a variety of fiction and nonfiction text to explore the function of the heart and the circulatory system to determine what it means

to be heart healthy. The students will name, identify, and describe the parts of the heart and the circulatory system that supports its function. After reading a variety of literature,

informational text, and other sources students will learn to make healthy food, activity, and life style choices to ensure a healthy heart and circulatory system. Students should also

participate in music and art activities that promote healthy living.

Should people be allowed to smoke where they want? It is against the law in many states to smoke in public places due to the effect on the heart, lungs, and the circulatory system.

After reading a variety of fiction and informational articles about the heart and circulatory system, the students will write a magazine editorial stating their opinion on whether it is fair

to have a law against smoking in public places. The editorial must have a clear introduction stating their opinion, at least three reasons supported by facts opinion, and a concluding

statement. (see CCSS W.4.1)

Sample essays: http://www.creative-writing-ideas-and-activities.com/how-to-write-an-editorial.html (for the teacher) http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-011011-REPRO-19.pdf

http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf

ELA

Read a variety of fiction and

nonfiction texts about

Read the newspaper

discussing current events

reflecting government issues

and current revolutionaries

Conduct short research

projects that build knowledge

through investigation of

different aspects of a topic.

Find similarities and

difference in fiction and

nonfiction text on the same

topic and discuss how the

author uses nonfiction to tell a

fictional story

Social Studies

Discuss behaviors and

customs of different cultures

and the life styles for being

healthy or unhealthy.

G.2.4.1 Research elements of

culture in a community, state,

or nation (e.g., food, clothing,

housing, language, sports/

recreation, customs, traditions,

art, music, religion)

G.2.4.2 Describe the cultural

characteristics of diverse

populations in the United States

G.2.4.3 Discuss the advantages

and disadvantages of life in a

suburban area

G.3.4.6 Research ways in which the

school and community can improve the physical environment by

practicing conservation

Science

LS.2.4.1 Classify vertebrates into

major subgroups: mammals,

birds, fish, amphibians, reptiles

LS.2.4.2 Classify some

invertebrates according to their

structure: mollusks, segmented

worms, arthropods

LS.2.4.3 Identify major parts and

functions of the following

systems: digestive, circulatory,

nervous

Math

Calculating the heart rate

Create word problems using the heart rate Create a graph to find the average heart rate of the class

Compare resting heart rate to the maximum heart rate

Health and Wellness

Standa Standard 6: Human Growth and

Development HW.6.3.1

Identify the basic functions of the following systems:

digestive

circulatory

respiratory

muscular

skeletal

nervous

HW.6.3.2 Recognize ways heredity affects

human growth and development

Stan Standard 10: Alcohol, Tobacco,

and Other Drugs: HW.10.3.3 Recognize that harmful chemicals are

found in tobacco products HW.10.3.4

Identify consequences of the use of

tobacco (e.g., financial, medical, legal)

P.E

Standard 3: Health-Related

Fitness: PEL.3.3.1

Locate areas on the body where a pulse can be found

(e.g., wrist, chest, neck)

PEL.3.3.2

Maintain continuous aerobic

activity for a specific time (e.g.,

jumping rope for 3 minutes)

PEL.3.3.3 Sustain aerobic activity for

continuously longer periods of

time while participating in chasing, fleeing, or traveling

activities

PEL.3.3.4

Participate in an age-appropriate

activity, exercise, or game that encourages pacing to develop

cardio-respiratory endurance

PEL.3.3.5

Understand that the Body Mass

Index (BMI) is a screening tool using height and weight

measurement

PEL.3.3.6

Understand that calories

Art Create collage with

healthy foods

Design heart healthy

posters for displays

Draw and label the heart

Music

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Standard 12: Nutrition HW.12.3.2 Define healthy weight and the factors

that affect a person’s weight:

age

gender

height

family

society

activity level

illness

HW.12.3.3 Identify food choices that promote

health and help prevent disease

HW.12.3.1

Plan a healthy snack using nutritional

guidelines (Refer to: Choose My

Plate, USDA, CDC, Cooperative

Extension Office)

determine the amount of energy

the body can expend for various physical activities

PEL.3.3.10

Participate in a nationally recognized health-fitness

assessment:

cardio-respiratory endurance

body composition

muscular strength and

endurance

flexibility

Standard 4: Lifetime

Activities and Recreation

PEL.4.3.1

Participate in class discussion about health- related fitness

activities as they relate to cardio-

respiratory endurance

Jump rope for heart activity

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Suggested Projects and Resources Suggested Pacing

Week 1 (Introduction of task)

Introduce and explain purpose of Performance Task

Show video of circulatory system to build

motivation for unit study (see resources)

Introduce relevant content and academic vocabulary

Provide samples of completed opinion essays

(editorials) for performance task

Create matrix or use note cards to gather information

about each topic to use for essay

Weeks 2- 4- Exploring the circulatory system

Read aloud a variety of fiction and nonfiction books

and article about the functions of the circulatory

system

Introduce relevant content and academic vocabulary

Use a variety of means such as graphs, pictures,

videos, and guest speakers to teach the major parts

and functions of the circulatory system

Research and discuss what makes your circulatory

system healthy

Add information learned to matrix or note cards

Weeks 5 - 6- Exploring the heart

Read aloud a variety of fiction and nonfiction books

and articles about the heart as a muscle

Introduce relevant content and academic vocabulary

Use a variety of means such as graphs, pictures,

videos, and guest speakers to teach the major parts

of the heart

Research and discuss what makes your muscular

system healthy

Week 7 & 8 What makes us healthy performance task?

Research and discuss how the skeletal frame, the

muscular and respiratory systems support each other

Use research and information gathered to complete

performance task

Content Vocabulary Vertebrates/ non

vertebrates

Mammals

Birds

Fish

Amphibians

Circulatory System

Aorta

Artery

Cardiac

Heart

Oxygen

Blood

Cardiologist

Chamber

vein

Vocabulary slide show http://www.slideshare.net/mrencheff/circulatory-system-vocabulary

Academic Vocabulary Point-of-view

Cause & effect

Compare and contrast

Opinion/argumentative

essay

Exemplary Text

Suggested literary and

informational text found on

pages 270-271 and in the

Common Core Map book

pages 150-151 (see media

specialist for listed books)

Articles for reading and

annotating http://kidshealth.org/kid/htbw/heart.html http://www.eatright.org/kids/article.aspx?id=6442467951 http://www.scholastic.com/teachers/article/healthy-kids

Project-based learning and

WebQuest

Science sites

http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.8204989/k.CA41/Grade_4.htm

http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp#

http://www.imcpl.org/kids/blog/?p=12430

http://kidshealth.org/kid/htbw/heart.html http://www.makemegenius.com/education.php?mId=17

Videos

https://www.youtube.com/watch?v=PbeLZwqSrgE Effects of smoking

http://kidshealth.org/kid/watch/house/smoking.html

http://kidshealth.org/teen/drug_alcohol/tobac

co/smoking.html

Revised 2013

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Context for Instruction

Reading Workshop Block Schedule Writing Workshop Block Schedule

Familiar Reading- 15 min.

Word Study- Whole group ~15-20 min. daily

Book Talk- 5 min.

Read Aloud- Whole group- 15. Min

Vocabulary-Whole group~ 10 min. prior to read aloud

Strategy-based reading mini-lesson 15 min.

Reading Period

Language Standards (conventions)- Whole group ~15-20 min. daily

Write Aloud/ modeling- Whole group- 20 min.

Strategy-based writing mini-lesson using anchor text or passages

Writing Period

*Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.

Guided

Reading

• Small group meet with teacher

• Comprehension focus

Literature

Discussion

• Student- led literature discussion

• Teacher set purpose for learning & facilitate discussion

Independent Reading

• Students read independently

• Students respond to text in reading notebook

Guided Writing

• Small group meet with teacher

• Writing focus

Independent Writing

• Teacher set purpose for writing

• Students write independently for a minimum of 30 minutes

Conferencing

• Teacher holds individual writing conferences for at least 3 students daily

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Reading Foundational Skills

Word Study& Fluency Essential Question: How do understanding morphemes help me comprehend text?

Pacing guide CCSS Task Analysis Instructional Strategies/mini

lessons

Assessments Resources

Word Study

20 minutes daily

Word study is most effective when

implemented before guided or

independent

reading.

Academic Vocabulary Morpheme morphology Root Base prefix suffix

Phonics and Word Recognition

3. Know and apply grade-level

phonics and word analysis skills in

decoding words.

a. Use combined knowledge of all

letter-sound correspondences,

syllabication patterns, and

morphology (e.g., roots and

affixes) to read accurately

unfamiliar multisyllabic words in

context and out of context.

Fluency

4. Read with sufficient accuracy

and fluency to support

comprehension.

a. Read on-level text with purpose

and understanding.

b. Read on-level prose and poetry

orally with accuracy, appropriate

rate, and expression on successive

readings.

c. Use context to confirm or self-

correct word recognition and

understanding, rereading as

necessary.

The students will be able

to…

a. Identify and know the

meaning of the most

common and derivational

suffixes

b. Demonstrate an

understanding that word

parts or morphemes change

the meaning of words in

context

c. Use word parts or

morphemes as context clues

to determine the meaning of

unknown words and to

comprehend text

Allow students to use word cards for

open sort s to promote recognition of

similarities and differences (see

video)

Use blind –sort and/or open sort

activities for discovering patterns in

word meaning such as comparative

suffixes

Provide connected text to practice

word pattern

Use pocket charts and word cards to

identify comparative suffixes

Use compound words to teach

concepts of word parts

Use letter cards to create words that

have both a prefix and suffix

Select sight words from reading to

determine appropriate sight word

knowledge.

Use small dry erase boards for quick

erase to promote automaticity and

fluency of sight words.

Use reading passages , quick reads,

and/or poems to promote fluency of

sight words

Create word wall to us as anchor for

new word

Diagnostic Assessment

DSA Part A

Formative Assessments Individual dry erase

board for quick erase

activities

Word Sort activities

Application in writing

Spelling Bees

Progress Monitoring

Weekly spelling test on patterns studied

Weekly sight word test on word recognition

DIBELS Next- ORF (90+ WPM/96%)

Fluency checks/(e.g.

Quick Reads or Fluency Passages)

Summative Assessment

End-of-unit

assessment (e.g.

multiple choice, fill-

in-the-blank etc.) Create a class

anthology

Create a ABC word

book

Create a word card

game using prefix ,suffix and base word

Common Core Standards Pg. 15-16

Word Journeys; Ganske- Ch

7 page 128 & 164

Words Their Way Word Sorts

for Syllable Juncture)

Words Their Way Word Sorts

for Derivational Relations (Derivational suffixes Unit II

pg 19)

Guiding Readers and

Writers; Fountas & Pinnell;

Ch 22 pg. 369

Greek and Latin Roots; Keys

to Building Vocabulary:

Rasinski

Teaching Tools SmartBoard Program for

Interactive Word Study FRY List

http://www.uniqueteachingresour

ces.com/Fry-1000-Instant-Words.html

Video

http://www.youtube.com/watc

h?v=eDoJKlTl4ME

iPad App- Spelling Test

Odyssey Lessons

AEGOM Lessons

Revised 2013

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LANGUAGE STANDARDS

Vocabulary Acquisition Essential Question: How does increasing my vocabulary help me comprehend written & spoken language?

Pacing

Guide

CCSS Task Analysis Suggested Mini Lessons Assessments Resources

Vocabulary must

be taught

explicitly using

words from text

read aloud

Students must

have daily

encounters with

words with both

written and oral

opportunities

Academic

vocabulary

Context clues

Reference

materials

Glossaries

Dictionaries

Thesaurus

pronunciation

Vocabulary Acquisition

and Use

4. Determine or clarify the

meaning of unknown and

multiple-meaning words

and phrases based on

grade 4 reading and

content, choosing flexibly

from a range of strategies.

a. Use context (e.g.,

definitions, examples, or

restatements in text) as a

clue to the meaning

of a word or phrase.

b. Use common, grade-

appropriate Greek and

Latin affixes and roots as

clues to the meaning

of a word (e.g., telegraph,

photograph, autograph).

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.

The students will be able to…

a. Use context clues such as

punctuation, context of text, or

signal words to find the meaning of

words

b. Incorporate newly acquired

vocabulary into their writing

c. Use prefixes and suffixes as

clues to determine the meaning of

unknown words

Allow discussion to determine

students’ knowledge of words

Introduce new words within the

context of the story read aloud

Select Tier II words from fictional

text read aloud or Tier III words from

non-fictional text

Use content sort to sort words from

study of revolutionaries

Provide student friendly explanations

in contrast to typical dictionary

definitions

Demonstrate the effects of

punctuation in determining the

meaning of unknown words (e.g.,

commas, dashes, parenthesis etc.)

Demonstrate the use of signal words

in determining the meaning of

unknown words (e.g. like, for

example, such as etc.)

Use graphic organizers such as the

Frayer Model to demonstrate

understanding of word concepts

Allow students to Google images of

vocabulary words

Use synonyms and homophones

to teach word relationships

Use analogies to help student

understand word meanings

Formative Assessments Daily writing and

application

Individual conference

Earn Exit Slip by using

word in sentence

Progress Monitoring DIBELS Daze

Assessment Notebook to chart progress

Application in

written & oral

language

Oral reading fluency AEGOM Quizzes:

EK2-016, EK2-017

Summative Assessments Create end-of-unit

assessments using

multiple choices, cloze,

or matching.

Assessments should

allow students to show understanding of using

context clues in reading

(TLI tested)

Create a word search puzzle

with new vocabulary words

Have students use index cards

to create flash cards with new

and old vocabulary words.

Produce a book of

illustrations that depict new words

Common Core Language

Standards pg 28

Creating Robust Vocabulary;

Beck et.al

Guiding Readers and Writers; Fountas & Pinnell; Ch. 22 pg.

369

Children’s books Max’s Words (Banks, 2006)

The Boy Who Loved Words

(Schotter, 2006)

Teaching Tools www.thinkfinity.org/

AEGOM Lessons Synonyms and Antonyms AEGOM

EK2-016

Homonyms AEGOM EK2-017 Graphic Organizers

http://exchange.smarttech.com/detail

s.html?id=cb58e2a5-29b8-4f06-855e-eb3e6adb9ebf

Word Search Creator http://puzzlemaker.discoveryeducatio

n.com/WordSearchSetupForm.asp

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READING LITERATURE

Essential Question: How does reading literature help me learn about major body systems?

Pacing Guide CCSS Task Analysis Instructional Strategies/mini

lessons

Assessments Resources

Students must

have opportunities

to hear text read

aloud daily for the

purpose of fluency

and to model

comprehension

strategies such as

making an

inference or

summarizing

Fourth grade

students must read

independently and

respond to text

daily (see context

for instruction pg

5)

Academic

Vocabulary

Realistic Fiction Themes Character Analysis Inference Summarize Text annotation

Speaking and Listening 1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher led)

with diverse partners on grade 4

topics and texts, building on others’ ideas and expressing their own

clearly. (see a, b, c, & d pg 24)

1. Refer to details and examples in a text when explaining what the text

says explicitly and when drawing

inferences from the text.

2. Determine a theme of a story,

drama, or poem from details in the text; summarize the text.

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).

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).

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.

6. Compare and contrast the point of

view from which different stories are

narrated, including the difference between first- and third-person

narrations.

The students will be able to…

Aa. Read a variety of historical

fiction stories with

comprehension and fluency

b. Determine fact from fiction in

text read independently

c. Explain the structural element

of historical fictional literature

d. Summarize the text in their

own words

e. Read grade level text fluently at

approximately 118 WPM. (This is

an end-of-year benchmark

Select fictional stories including novels, passages, and short stories to

teach the culture of Africa

Use books with a variety of genres

including realistic fiction, historic fiction, and fairy tales to teach the

African culture

Read aloud a narrative text daily

leading discussion about the African culture

Model explicitly strategies for reading

text to find key ideas and details

Model annotating text by using

highlighting or illustrating techniques

Use anchor charts to create a text map

for the purpose of analyzing text

Allow student to read and respond to

text independently and/or with a buddy

Allow students to lead literature discussion in groups

Model summarizing using (someone,

somewhere, wanted, but…)

Use Venn diagram or a three column matrix to compare and contrast

characters

Use graphic organizers to sequence

the main events of a story. Use as

Anchor Charts

Formative Assessments DRA- 36-40

Oral Responses

Participation in

discussion

Written responses to

text read aloud

Participation in Guided

Reading or Literature

Discussion Groups

Progress Monitoring

Assessment Notebook to chart progress

Completion of graphic

organizers and other

assignments

DIBELS NEXT ORF

Daily response log

Teacher/team created

common assessments

Assessment Wall

Summative Assessment Each bi-week students must read a

passage and answer at least 6 multiple choice questions based on

text read independently (TLI

tested)

Create a text innovation (e.g. change the beginning, ending or

recreate a main character)

Summarize the text

Common Core State Standards

pg. 11; 1-3

Strategies that Work; Harvey &

Goudvis

A Handbook for Classroom

Instruction that Work Section 1

(Comparing & Classifying)

A Handbook for Classroom

Instruction that Work Section 2

(Summarizing and Note Taking)

pg. 55

Literature Circles; Harvey

Daniels

Teaching Tools

TLI Quiz Builder

Comprehension Focus Groups

DVD lessons; Dorn

Strategies That Work Video

lesson on text annotations Graphic Organizers

http://exchange.smarttech.com/detail

s.html?id=d2680346-a3ae-4fc9-a968

SMART Gallery-Venn Diagram

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READING INFORMATIONAL TEXT

Essential Question: How does understanding the structure of informational text help me comprehend the information?

Pacing Guide CCSS Task Analysis Instructional Strategies/mini

lessons

Assessments Resources

Read

informational text

modeling

“reading like a

scholar”.

Reading

informational text

is different in

tone and prosody

than reading

literature.

Academic

Vocabulary

Nonfiction genre Main Idea Determine -importance Compare Contrast Summarize Text annotation

Speaking and Listening 1. Engage effectively in a range of

collaborative discussions (one-on-one,

in groups, and teacher led) with diverse partners on grade 4 topics

and texts, building on others’ ideas and expressing their own clearly. (see a, b,

c, & d pg 24)

Key Ideas and Details

1. Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences

from the text.

2. Determine the main idea of a text and explain how it is supported by key

details; summarize the text.

3. Explain events, procedures, ideas, or

concepts in a historical, scientific, or

technical text, including what happened

and why, based on specific information

in the text.

Integration of knowledge and

Ideas

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.

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.

8. Explain how an author uses reasons and evidence to support particular

points in a text.

The students will be able to…

a. Read a variety of nonfiction

text with comprehension and

fluency

b. Recognize the structural

element of nonfiction text

c. Summarize events in a

historical text based on the

events, ideas, concepts, and

information

Review fiction and nonfiction genre

and the text features.

Use a Venn diagram or T-chart to

compare and contrast fiction and

nonfiction text

Use KWL charts to lead discussion to

determine what students know, want

to know, and want to learn about the

heart and the circulatory system

Using Nonfiction mentor texts, model

sorting through text to find the

important details or main idea

Students lead literature discussion

group on information learned in non-

fiction text.

Student s orally debate issues learned

in informational text

Model text monitoring strategies to

help students comprehend text

Model using highlighting to help

students make conscious decisions

about what is important.

Locate important information in

reference materials and other sources

Respond to literature to demonstrate

an understanding of the heart and

cardiovascular system

Diagnostic Assessment DRA 36-40

Given in September

Formative Assessments Oral Responses

Participation in group

discussion

Written responses to

text read aloud

Participation in

literature discussion

groups

Progress Monitoring

DIBEL ORF

Assessment Notebook

to chart progress

Highlighting key details

in short passages

Finding the main idea in

short passages

Completion of graphic

organizers

*Daily response log

Teacher/team created assessments

Assessment Wall

Summative Assessment Each bi-week students

must read a non-fiction

passage and answer at least 6 multiple choice

questions based on text

read independently (TLI tested)

Common core State Standards

pg 13

Strategies That Work 2nd edition;

Harvey & Goudvis.

Teaching for Comprehending and

Fluency; Thinking, Talking, and

Writing about Reading, K-8;Fountas

&Pinnell ( Chp. 5 pgs. 55-56)

The Handbook for Classroom

Instruction that Works Section 1 pg

7 (Comparing and Contrasting)

Guided Highlighted Reading

Teaching Tools

Selecting a book for research

http://www.readwritethink.org/files/r

esources/interactives/hints-on-

print/index.html

Finding Main Idea

http://exchange.smarttech.com/det

ails.html?id=5d5e311e-b396-47b8-

b230-dda9fb57dc42

Creating Rubrics

www.rubistar.org

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PCSSD Learning Services 2014-15 Page 10

LANGUAGE STANDARDS

Conventions of Standard English

Essential Question: Why are English conventions important to comprehension?

Pacing Guide Language Standards

Conventions Task Analysis Instructional Strategies/mini

lessons

Assessments Strategies/Resources

Conventions

must be taught

10-15 minutes

prior to writing

workshop.

Conventions

must be

embedded into

writing

L.4.1. Demonstrate command of

the conventions of standard

English grammar and usage

when writing or speaking. a. Use relative pronouns (who, whose,

whom, which, that) and relative adverbs

(where, when, why).

e. Form and use prepositional phrases

L.4.2. Demonstrate command of

the conventions of standard

English capitalization,

punctuation, and spelling when

writing

b. Use commas and quotation marks to

mark direct speech and quotations from a text.

c. Use a comma before a coordinating conjunction in a compound sentence.

L.4.3. Use knowledge of language

and its conventions when

writing, speaking, reading, or

listening a. Choose words and phrases to convey

ideas precisely.*

Students will be able to …

a. Use the correct grammar and

word usage in extended writing

such as paragraphs, stories, and

essays.

b. Write simple, compound,

and complex sentences with the

absence of run-on

c. Demonstrate the appropriate

use of commas in sentences

Model explicitly the correct use

of structuring simple, compound,

and complex sentences with the

absence of run-ons.

Use current read aloud text or

passages to demonstrate the

author’s use of standard language

Use passages or exerts from story

to allow students to identify an

author’s use of language for

creating style.

Create vocabulary word wall that

allow students to sort words into

the parts of speech (e.g. noun,

verb, pronoun, adverb)

Use exerts from familiar text to

create cloze activities for students

to demonstrate an understanding

the functions of parts of speech in

a sentence (see Dorn chp 5)

Formative Assessments

One-one conferences

Editing writing task

Integrate language arts

skills in all reading and

writing

Participation in peer

editing

Progress Monitoring

Application in writing

assignments

Teacher/team created

weekly multiple choice

assessments

Common Core State Standards

Pg 26

Grammar Workshop Level

Orange

Teaching for Deep

Comprehension; Dorn &Soffos

Chp. 5 pgs. 51-64

Teaching Tools

Read Aloud (e.g. Mine All Mine,

Many Luscious Lollipops, and

Kites Sail High etc.)

www.grammarworkshop.com

(games and activities)

Nouns AEGOM Lesson EK2-

010

Pronouns AEGOM Lesson EK2-

011

Punctuation-AEGOM Lesson

EK2

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PCSSD Learning Services 2014-15 Page 11

Writer’s Workshop

Performance Task: After reading a variety of fiction and informational text on the heart and circulatory system and what makes us heart healthy, the students will write an

essay stating their opinion on whether it is fair to have a law against smoking in public places. The essay must have a clear introduction stating their opinion, at least three reasons

for opinion, and a conclusion. Sample essays: http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-011011-REPRO-19.pdf

http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf Pacing Guide CCSS Task Analysis

Instructional Strategies/

Mini Lessons

Assessments Strategies/Resources

Essential Question: Why is planning important?

Planning 5. With guidance and support from

peers and adults, develop and strengthen writing as needed

by planning, revising, and editing.

(Editing for conventions should

demonstrate command of

Language standards 1–3 up to and

including grade 4 on page 29.)

The students will be able

to…

Use selected or given topics

to plan writing a newspaper

article

Focus on one aspect of a

topic

Select relevant information

from a variety of sources

Use various types of graphic

organizers to such as a web, T chart,

or KWL chart to plan topic for

writing

Lead Brain Storming discussion to

determine story elements and details

Provide completed opinion essays as

models before beginning writing

process (see links for sample

essays).

Formative Assessments

Participation in

discussion

Contribution to planning

task

Completed list of

selected topics

Completed outline or

graphic organizer

Scaffolding Young Writers; Dorn & Soffos (Ch3 pgs. 32-37)

The Writing Workshop; Katie Wood Ray

Guiding Readers and Writers;

Fountas & Pinnell Chp 25

Essential Question: What steps do I take to draft?

Drafting

3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details,

and clear event sequences.

a. Orient the reader by establishing a

situation and introducing a narrator and/or characters; organize an event

sequence that unfolds naturally.

d. Use concrete words and phrases and

sensory details to convey experiences

and events precisely. e. Provide a conclusion that follows

from the narrated experiences or events

4. Produce clear and coherent writing in

which the development and

organization are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are

defined in standards 1–3 above

The students will be able to

…

a. Create draft based on a

given or selected topic

b. Organize related ideas into

sentences, paragraphs, text,

and task

c. Draft information

collected during reading

and/or research into writing

Identify characteristics and

organizational patterns/formats from

various opinion essays such as

editorials

Use the write-aloud strategy to

model writing an opinion essay

Use T-chart to compare and contrast

an the format of opinion essay to an

informational essay

Formative Assessments

Students write

independently for at least

45 minutes per day

Conference daily with 3-

5 students about their

writing

Progress Monitoring

Write on demand to a

specified prompt within

a given time frame

Use rubric to help

students set learning

goals.

Arkansas Writing

Rubrics (Content)

CCSS Writing pg 20

Guiding Readers and Writers 3-8; Fountas and Pinnell (Chp. 26 pg. 440-)

Craft Lessons; Ralph Fletcher &

Joann Portalupi

Teaching tools Personal Narrative Writing

Process http://exchange.smarttech.com/det

ails.html?id=61a37053-a399-

4d12-b561-ba44d14c96b Creating rubrics

rubistar.4teachers.org

Revised 2013

PCSSD Learning Services 2014-15 Page 12

Essential Question: How do I know what to revise?

Pacing guide CCSS Task Analysis Instructional Strategies Assessments Resources

Revise Lead students in

revising daily

through whole-group instruction

and individual

conferences

Revisions should allow students to

rephrase

sentences, add vivid vocabulary,

and add more

details. See Arkansas writing

rubric for style

W.3.b. Use dialogue and

description to develop experiences

and events or show the responses

of characters to situations

W.3.c. Use a variety of transitional

words and phrases to manage the

sequence of events

The students will be able to…

a. Determine what and when

to revise

b. Revise writing to add style

and voice to opinion

c. Revise drafts for coherence

including content and logical

support of ideas

d. Revise to be sure of a clear

coherent structure of the

message

Use story exerts to model good opinion

leads.

Allow students opportunities to revise to

add leads such as an introductory sentence, a catchy statement, a question,

or dialogue.

Use a variety of text to model the use of

smooth transitions

Allow students opportunities to revise to

create for smooth transitions

Model the strategies for revising for clear

conclusions

Model revising to add clear and precise

vocabulary

Model revising to add a variety of

sentence structures for clarity

Model the use of a revision check list so

that kids revise independently

Formative Assessments

Observation of writing

One-one conferences with 3-

5 students daily about content and making

suggestions for revising

Participation in peer revisions

Utilize a revision check list to independently revise

writing

CCSS pg 52

Arkansas Writing Rubric

(Style and vocie)

Craft Lessons; Ralph

Fletcher & Joann Portalupi

Essential Question: How does editing for spelling and language help me convey a better message for my reader? Editing

10-15 minutes daily.

Conventions are most effective

when taught as a

part of the writing workshop

L.2. Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling when writing

L.3. Use knowledge of language and its conventions when writing, speaking,

reading, or listening

a. Choose words and phrases to convey ideas precisely*

W.5. With guidance and support from peers and adults, develop and

strengthen writing as needed

by planning, revising, and editing

(Editing for conventions should

demonstrate command of Language standards 1–3 up to and

including grade 4 on pages 28 and 29

The students will be able to…

Recognize and edit for

spelling of appropriate words,

punctuation, capitalization,

and sentence structure

Model transferring Language

Conventions into writing

Use text such as big books,

passages, or picture books to

recognize use of sentence structure

Demonstrate the use of the editing

process

Allow students to participate in peer

editing.

Formative Assessments One-one conferences

Use of editing writing tool

Integrate language arts skills

in all reading and writing

Progress Monitoring Application in writing

assignments

Mug Shot sentences

Teacher/team created weekly multiple choice assessments

Use rubric to help students set

learning goals.

rubistar.4teachers.org

Arkansas Writing Rubrics (Content)

CCSS pg 26

Arkansas Writing Rubric

(sentence formation, word

usage, mechanics)

Grammar Workshop

Level Orange

Revised 2013

PCSSD Learning Services 2014-15 Page 13

Essential question: Why do I publish my work?

Essential Question: What are the best methods for publishing my completed work?

Publishing

Students must connect the Speaking & Listening standard to publishing. Students should be given the opportunity to present completed task

W.6. With some guidance and support from adults, use technology, including

the Internet, to produce and publish

writing as well as to interact and collaborate with others;

demonstrate sufficient command of

keyboarding skills to type a minimum of one page in a single sitting.

LS.4. Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak

clearly at an understandable pace.

LS.5Add audio recordings and visual

displays to presentations when

appropriate to enhance the development of main ideas or themes.

The student will be

able to…

a. Use a variety of

methods to publish

b. Type the completed

performance task

c. Orally present a

published document

Model effective presentation

strategies

Model the effective use of oral

language while presenting

Watch videos of various types of

speeches to convey to students the

importance of presentation

Demonstrate a variety of publishing

methods including technology,

speeches, oral presentations, display

etc.

Formative Assessments Rubric for completed

Performance Task

Observation of presentations

Place Completed task in writing

portfolio

Summative Assessments Use Power Points, digital story

telling or other forms of media as

a method for Presenting

CCSS pg 52

CCSS pg21

Guiding Readers and Writers;

Fountas & Pinnelle

Arkansas Writing Rubric

http://hilarystechblog.blogspot.com

/2012/05/digital-storytelling-and-

adding.html

Revised 2013

PCSSD Learning Services 2014-15 Page 14

Differentiation of Learning

African American Male

Gifted and Talented English Language Learner Academic At Risk

RTI

Create and use student responses involving

hand motions, clapping hands, tapping feet, or

snapping fingers

Encourage students to read aloud quietly to

process information

Teach concepts and support mastery of skills

with jingles, raps, songs, cheers, chants, poetry,

and mnemonic devices

Use self-assessment tools such as rubrics or

established benchmarks

Provide step-by-step directions

Utilize tangible models

Utilize tangible models/teaching aides when

teaching abstract concepts.

Explicit models immediately followed by

opportunities to participate

Analogies to real world or cultural situations

(e.g. it’s like averaging your basketball score)

Identify and emphasize visual, auditory, or

tactile learning

Deliver instruction using visual technological

support

Address levels of oral language proficiency

including listening comprehension, speaking,

reading, and writing

Provide opportunity for practice (repetition)

Engage students in reviewing their own

performance

Supply students with rubrics in advance of an

activity so students can adjust and improve

learning as they work.

Deepen learning and sustain understanding

through games and simulations

Refrain from overusing cooperative learning

groups for all instructional experiences to

allow for other learning experiences

Provide a high level of involvement, curiosity,

and interest in learning concepts through

interrelated research and studies

Understanding and Challenging the gifted:

www.penngifted.org/page-psea-booklet.pdf

(pg. 8)

How to Spot a Gifted Student:

www.teacherfirst.com/gifted/spot.html

http://pcssd-esl.wikispaces.com

Secure student attention

Emphasize key points using highlighters,

highlighter tape or color coding

Provide picture models to represent vocabulary

Utilize tangible models/teaching aides when

teaching abstract concepts

Deliver instruction using visual technological

support

Present oral information through the use of

visual clues and memory strategies.

Use bulleted information in handouts, lectures,

and displayed written texts.

Small group or one-one setting

Opportunity for rote practice (repetition)

Opportunity for different forms of testing

Use talking tokens

Emphasize visual, auditory, or tactile learning

Conduct universal screening to identify

students with areas of academic and/or

behavioral concerns.

Identify the precise academic and/or behavioral

area where a deficit exists. (phonemic awareness,

phonics, vocabulary, comprehension, fluency,

mathematics reasoning, mathematics calculations, oral language, written expression)

Determine who will deliver the intervention

and how

Provide additional time to learn concepts

Small group or one-one setting

Provide opportunity for rote practice

(repetition)

Provide opportunity for different forms of

testing

Hands on learning experiences

Explicit models immediately followed by

opportunities to participate

Use analogies to real world for examples

Use mnemonics such as jingles, rhymes,

acronyms

Identify and emphasize visual, auditory, or

tactile learning

Support text information with pictures,

graphics, and written key words

Deliver instruction using visual technological

support

Address levels of oral language proficiency

Revised 2013