grade 4 curriculum map: literacy & integrated content grade 3rd quarter 2014.pdf · grade 4...

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GRADE 4 Curriculum Map: Literacy & Integrated Content PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department & Curriculum Committee 4 th Grade Literacy & Integrated Content Revised 2014 The following standards are addressed during small-group reading instruction. These skills & strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards. READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC4SL1 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. CC4SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation & other information known about the topic to explore ideas under discussion. CC4SL1b Follow agreed-upon rules for discussions and carry out assigned roles. CC4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others. CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL3 Identify the reasons & evidence a speaker provides to support particular points. CC4SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task & situation. LANGUAGE CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC4L3c Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion). CC4L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 4 reading & content, choosing flexibly from a range of strategies. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. READING STANDARDS CC4RF4 Read with sufficient accuracy & fluency to support comprehension. CC4RF4a Read grade-level text with purpose & understanding. CC4RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate, & expression. CC4RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI9 Integrate information from 2 texts on the same topic in order to write or speak about the subject knowledgeably. CC4RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC4RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Small Group Instructional Resources CLLG pp. 4-5 & genre lessons for “Discussion Starters” pp. 101-108 Teacher Support Booklet: Extending the CCSS (EXT) Unit 1 Instructional Routines: o pp. C8, C22 “Supporting Your Answer” o pp. C9, C25 “Discussion Rules & Roles” EXT Unit 1 p. C16 “Formal & Informal Language” EXT Unit 1 p. C17 “Participate in Group Discussions” EXT Unit 1 pp. C12-C13 “Compare & Contrast Theme & Point of View” EXT Unit 3 pp. “Firsthand & Secondhand Accounts” EXT Unit 1 pp. “Compare Structural Elements” EXT Unit 4 pp. “Compare & Contrast Patterns of Events” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: CLLG pp. 6 & 7 Leveled readers’ teacher’s guides

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Page 1: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition

LRSD Elementary Literacy Department & Curriculum Committee 4th Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small-group reading instruction. These skills & strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC4SL1 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. • CC4SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation

& other information known about the topic to explore ideas under discussion. • CC4SL1b Follow agreed-upon rules for discussions and carry out assigned roles. • CC4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute

to the discussion & link to the remarks of others. • CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL3 Identify the reasons & evidence a speaker provides to support particular points. CC4SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task & situation. LANGUAGE CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC4L3c Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal

discourse is appropriate (e.g., small-group discussion). CC4L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 4 reading & content, choosing flexibly from a range of strategies. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. READING STANDARDS CC4RF4 Read with sufficient accuracy & fluency to support comprehension. • CC4RF4a Read grade-level text with purpose & understanding. • CC4RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate, & expression. • CC4RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI9 Integrate information from 2 texts on the same topic in order to write or speak about the subject knowledgeably. CC4RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC4RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Small Group Instructional Resources • CLLG pp. 4-5 & genre lessons for “Discussion Starters” pp.

101-108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit

1 Instructional Routines: o pp. C8, C22 “Supporting Your Answer” o pp. C9, C25 “Discussion Rules & Roles”

• EXT Unit 1 p. C16 “Formal & Informal Language” • EXT Unit 1 p. C17 “Participate in Group Discussions” • EXT Unit 1 pp. C12-C13 “Compare & Contrast Theme &

Point of View” • EXT Unit 3 pp. “Firsthand & Secondhand Accounts” • EXT Unit 1 pp. “Compare Structural Elements” • EXT Unit 4 pp. “Compare & Contrast Patterns of Events” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: • CLLG pp. 6 & 7 • Leveled readers’ teacher’s guides

Page 2: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content Unit 4 Lesson 17  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3. 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). CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from text. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI5 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. CC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/ FLUENCY Skill: Sequence of Events Strategy: Summarize Author’s Craft: Word Choice Genre: Narrative Nonfiction/Readers’ Theatre/Trickster Tale/Traditional Tale

• The Right Dog for the Job: Ira’s Path from Service Dog to Guide Dog by Dorothy Hinshaw Patent CLLG p. 72

• TE p. T90 Summarize • TE p. T90 Sequence • TE p. T107 Details to infer • TE p. T106 Cause/effect • TE p. T107 Text to Text

CC4RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

VOCABULARY Strategies: Suffixes –ion, -ation,-ition ADD ACADEMIC VOCAB: Reward graduate symbol Foster disobey confidence performs Patiently confesses ceremony

WSG pp. 134 - 135 Word Cards 161 – 170 Other Resources: Vocabulary Strategies pp. T112-T113 Projectable 17.5

Weekly Tests: 17.2-17.3 T126-T127

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING & DECODING Words with Final /j/ and /s/

WSG pp. 72 – 73 Other Resources: Weekly Plan TE: 116 – 117

Spelling Test: T117 Day 5

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR Adverbs

Weekly Plan TE: pp. T118 – T119 Projectable 17.6

Weekly Test: 17.8-17.9 T126-T127 CC4W2 Write informative/explanatory texts to examine a topic & convey ideas &

information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. CC4W2c Link ideas within categories of information using words & phrases. CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the info. or explanation presented.

WRITING Informative Focus: Paragraph/ Conclusion

SUW Lessons: 4-34 Conclusion- Defining Terms 4-35 Connecting a Conclusion to a Topic Sentence 4-36 Keys to Writing a Conclusion 4-37 Not all Paragraphs Require a Formal Conclusion

Tool 10-15a Information/ Expository Paragraphs Scoring Guide

Page 3: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content Unit 4 Lesson 17  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

           

SCIENCE FOCUS MATERIALS NOTEBOOK PROMPT PS.6.4.1 Investigate the relationship between force & direction *Motion & Design STC Kit (con’t)* NS.1.4.6 Estimate and measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) LS.2.4.1 Classify vertebrates into major subgroups: Mammals birds fish amphibians reptiles

• What influence does mass and distance have on gravity? • What characteristics should be used to classify organisms? • Why do scientists use a classification system for organisms? Vocabulary: Classify, mass, vertebrate, organisms, amphibian

Scott Foresman Leveled Readers: Simple Machines (Below Level) Using Simple Machines (On Level) On the Building Site (Advanced) Classifying Plants & Animals (Below Level) Plant and Animal Classification (On Level) Reptile or Amphibian? (Advanced)

What class of vertebrate would you prefer to be: mammal, bird, reptile, amphibian, or fish? Of the vertebrate class you selected, what kind of animal would you choose to be and why? Describe your life as this animal.

Social Studies Unit: Southeast Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate & natural resources affect the way people live & work in this region? 2. How does the past affect this region and the U.S.? 3. What are the economics of this region? 4. What are the environmental issues in the region? Social Studies G.3.4.4 Explain how people are influenced by, adapt to, & alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion).

Economics Environmental Issues

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections TE 196 #4 Visual Literacy Illustrations; Make It Relevant TE 197 Writing Connections Write an informative summary of the BP Oil Spill including what happened and how it was cleaned up. Assessment: Read a Double-Bar Graph—Homework & Practice Book p. 54

Vocabulary oil spill double bar graph Clear cutting environmental laws

Page 4: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1 Refer to details & examples in a text when explaining inferences from the text. CC4RL3 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). CC4RL4 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). CC4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Question Author’s Craft: Point of View Genre: Realistic Fiction/Informational Text

Moon Runner by Carolyn Marsden TE 162/infer feelings TE 150 CLLG 74 CLLG 75 – text to self TE p. 178 Determine main idea EXT Unit 4, p. C8

T199 Whole Group Tab-Open Response Prompt

CC4L2d. Spell grade-appropriate words correctly, consulting references as needed. CC4L3a. Choose words and phrases to convey ideas precisely.* CC4L4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. CC4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic

VOCABULARY Homophones, Homonyms, & Homographs

gigantic miniature especially lapped vanished deliberately jealous haze lure crisp ACADEMIC VOCABULARY: Character, infer, traits

WSG pp. 136 - 137 Word Cards 171 - 180 Other Resources: Intro Vocabulary TE pp. T158-T159 Vocab. Strategies pp. T184-T185 Projectable 18.5

Weekly Test 18.7-18.8 T198-T199

CC4RF3.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.

SPELLING Prefixes re -, un-, dis-

WSG. pp. 74 - 75 Other Resources: Weekly Plan TE: 188 – 189 Spelling Word Sort Practice Book p. 210 Proofreading for Spelling

UNIT 4 LESSON 18

Page 5: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.e. Form and use prepositional phrases. CC4L2.a. Use correct capitalization. CC4L2.d. Spell grade-appropriate words correctly, consulting references as needed. CC4L3.a. Choose words & phrases to convey ideas precisely.* CC4L4.a. Use context as a clue to the meaning of a word or phrase.

GRAMMAR Prepositions & Prepositional Phrases

Weekly Plan T190-191 Weekly Test 18.8-18.9 T198-T199

CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). CC4L1e Form & use prepositional phrases. CC4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons. CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC4L2a Use correct capitalization. CC4L2c Use a comma before a coordinating conjunction in a compound sentence.

WRITING Sentence Writing Focus: Informative

SUW Lessons: 3-9 Kinds of Sentences Combined with Sentence Structure, 3-9b 3-10 Topic Sentences 3-11 Topic Sentence Variety, Tool 3-11b 4-18 Defining a Topic Sentence 4-19 Topic Sentence Variety    

Tool 10-10e, Quick Check for Topic Sentence Mastery

SCIENCE FOCUS/ESSENTIAL QUESTIONS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS PS.7.4.3 Construct simple circuits from circuit diagrams *Conductors & Insulators STC Kit (6 week unit)*

How do electric charges flow from one place to another? Vocabulary: Construct, conductor, insulator

Scott Foresman Leveled Readers: Electricity & Magnetism (Below) Electric & Magnetic Power (On Level) Poles Apart (Advanced)

“What would life be like without electricity? What would people have to do for light? How would they accomplish chores such as washing clothes and cleaning the house? How else would life be different? Use enough detail in your writing that you are clearly understood.

UNIT 4 LESSON 18

Page 6: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

Social Studies Focus/Vocabulary Materials/Links to Lessons LESSON 18 Unit: Mid-West Essential Question(s) 1. What is unique about the Midwest Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region? 2. What are the economics of this region? Social Studies G.1.4.3 Locate each of the five regions of the United States and describe each region’s major physical features: Northeast, Southeast, Midwest, Southwest, West G.1.4.4 Determine absolute locations (latitude and longitude) of places studied using a grid map of the Northeast G.1.4.11 Explore weather changes in various regions. G.1.4.13 Utilize the map legend/key to interpret historical and political maps. G.1.4.15Identify and label political map features: boundaries, capitals, cities G.1.4.11 Explore weather changes in various regions 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 population in the United States. G.2.4.3 Discuss the advantages and disadvantages of life in a suburban area. G.2.4.4 Compare and contrast the human characteristics of early settlements and contemporary communities in the five regions of the United States. G.3.4.2 Discuss the reasons for human settlement patterns (e.g., jobs, climate, family). G.3.4.3 Explain how communities share ideas and information with each other. G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion). G.3.4.5Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornadoes, tsunamis),

Social Studies Focus Geography of the Midwest Economics of the Midwest

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON p. 74 Understanding Characters Use one of the books on the Midwest with this lesson, Riding Freedom from Journeys Lesson 16 Book pass on the Midwest Region Introduce Midwest by providing other books from the library on the MW or states in the MW. Provide other printed related MW—brochures, advertisements, news articles, magazine articles, train schedules. Writing Connections Sentence Writing Using the Midwest Gallery Walk PowerPoint Presentation, students will write correct sentences as captions to the photos. Assessment Midwest Document Based Questions Introduce the Unit 4 Document and work on the different parts throughout the Midwest Unit. Suggestion: Following this lesson do Part B: Map of the Middle West. Question: Describe ways in which the Middle West became an important agriculture region. Introduce Billboard Activity Taken from TLC Lesson U.S. Geography: The Midwest Billboard advertising an agricultural product found in the Midwest. Continues into week 22

Vocabulary prairie drought tornado ore township ordinance advertising steamboat entrepreneur stockyard Great Plains assembly line mass production Interior Plains Central Plains Corn Belt America’s Breadbasket agriculture industrial economy urbanization

Page 7: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI7 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 CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text.

COMPREHENSION/FLUENCY Skill: Persuasion Strategy: Infer/Predict Author’s Craft: Hyperbole Genre: Biography

Harvesting Hope: The Story of Cesar Chavez • CLLG p. 76 • CLLG p. 77 • TE: 248 Graphics in text • Persuasion; Infer/Predict

pg. T252

Weekly Tests: 19.4-19.5 T270-T271

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. CC4L6. Acquire and use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARY STRATEGY: Use a Dictionary ADD ACADEMIC VOCAB: Persuade, author’s goal, dictionary entry, pronunciation, pronunciation key Overcome Association Capitol Drought Dedicate Publicity Violence Conflicts Horizon Brilliant

WSG pp. 138-139 Vocab. Cards 181-190 Projectable 19.5

Weekly Test 19.2—19.3 T270-T271

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Suffixes –ful,-less,-ness,-ment

WSG pp. 76-77 Spelling Test T261 Day 5

UNIT 4 LESSON 19

Page 8: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC4L3a Choose words & phrases to convey ideas precisely. CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

GRAMMAR Transitions

Weekly Plan pp. T262-263 Weekly Test 19.8-19.9 T271-T272

CC4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC4W2a 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. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CC4W2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic.

WRITING Informative: Technical Focus: Types & Organization

SUW Lessons: 9-12 Writing Reports & Science Experiments, Tool 9-12c, 9-12d 9-13 Technical Writing 5-3 Organizing Writing, Step by Step, 5-3a, 5-3b 5-5 Blocking Out Essays & Reports 5-11 Using First, Second, & Third as Transitions

Tool 10-15a Information/ Expository Paragraphs Scoring Guide

CONTENT AREA STANDARDS & LESSONS SS STRANDS FOCUS MATERIALS PS.6.4.1 Investigate the relationship between force & direction NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) LS.2.4.1 Classify vertebrates into major subgroups: Mammals birds fish amphibians reptiles *Motion & Design STC Kit (con’t)*

• What influence does mass and distance have on gravity? • What characteristics should be used to classify organisms? • Why do scientists use a classification system for organisms? Vocabulary: Classify, mass, vertebrate, organisms, amphibian

Scott Foresman Leveled Readers: Simple Machines (Below Level) Using Simple Machines (On Level) On the Building Site (Advanced)

Classifying Plants and Animals (Below Level) Plant and Animal Classification (On Level) Reptile or Amphibian? (Advanced)

Page 9: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

Social Studies Unit: Mid-West Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the Midwest Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region? 2. What are the economics of this region? 3. What role does government have in the Midwest? Social Studies G.2.4.4 Compare & contrast the human characteristics of early settlements and contemporary communities in the five regions of the U.S. G.3.4.2 Discuss reasons for human settlement patterns (e.g., jobs, climate, family) G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion)

Agriculture and Geography Government

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON p. 81 Make the Switch Do the Interactive Read-Aloud/Shared Reading Journeys TE T34-T36; SE 548-550. CLLG LESSON p. 77 Informational Text Writing Connections Writing to Inform: Technical Create a flow chart of how milk gets from the cow to the store. Assessment Midwest Document Based Question 3: Diagram of Modern Farm Technology

Vocabulary prairie Interior Plains Great Plains Central Plains Corn Belt migration entrepreneur America’s Breadbasket meatpacking urbanization industrial economy stockyard

Page 10: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

UNIT 4 LESSON 20 READING WORKSHOP: WHOLE GROUP LESSON

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RI5 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. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC4RI8 Explain how an author uses reasons and evidence to support particular points in a text.

COMPREHENSION/ FLUENCY Skill: Main Idea & Details Strategy: Visualize Genre: Narrative, Non-fiction, Poetry Fluency: Phrasing, Punctuation

Sacagawea by Lise Erdich • TE p. T328 Infer • CLLG p.78 important details • TE p. T306 Main idea • CLLG p. 78 Author inference • CLLG p. 79 Poetry/creates images

Weekly Test 20.4-20.5 T346-T347

CC4l2.d. Spell grade-appropriate words correctly, consulting references as needed. CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.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. CC4L5.b. Recognize & explain the meaning of common idioms, adages, & proverbs. CC4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation & endangered when discussing animal preservation).

VOCABULARY Strategy: Compound Words WORD CARDS: 191-200 territory accompany proposed interpreter duty supplies route corps clumsy landmark ACADEMIC VOCAB: Compound Word

WSG pp. 140-141 Other resources: Introduce Vocabulary TE pp. T302-T303 Vocabulary Strategies TE pp. 332-333 Projectable 20.5

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Words with VCCV Pattern

WSG pp. 79-80

Page 11: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

UNIT 4 LESSON 20 WRITING WORKSHOP: WHOLE GROUP LESSONS

CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening.

GRAMMAR Relative Pronouns & Adverbs

Weekly Plan: TE: 338-339 EXT. pp. C8-C9

Weekly Test 20.8-20.9 T346-T347

CC4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CC4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information or explanation presented.

WRITING Informative: Technical Focus: Elaboration & Conclusion

SUW Lessons: 5-15 Increasing Elaboration in Essays & Reports 5-16 Using Informational Outlines to Improve Elaboration 5-17 Writing Successful Conclusions 5-18 Conclusions Have a Purpose

Tool 10-15a Information/ Expository Paragraphs Scoring Guide

CONTENT AREA STANDARDS & LESSONS SS STRANDS FOCUS MATERIALS & LINKS TO LESSONS PS.6.4.1 Investigate the relationship between force & direction NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) LS.2.4.1 Classify vertebrates into major subgroups: Mammals birds fish amphibians reptiles *Motion & Design STC Kit (con’t)*

• What influence does mass and distance have on gravity? • What characteristics should be used to classify organisms? • Why do scientists use a classification system for organisms? Vocabulary: Classify, mass, vertebrate, organisms, amphibian

Scott Foresman Leveled Readers: Simple Machines (Below Level) Using Simple Machines (On Level) On the Building Site (Advanced) Classifying Plants and Animals (Below Level) Plant and Animal Classification (On Level) Reptile or Amphibian? (Advanced)

Page 12: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

Social Studies Focus Materials/Links to Lessons Essential Questions 1. What is unique about the Midwest Region? 2. What characteristics make this a region? Guiding Questions 1. How do geography, climate and natural resources affect the way people live and work in this region? 2. How does the past affect this region and the U.S.? 3. What do historical maps tell us about the past? Social Studies: G.2.4.4 Compare & contrast the human characteristics of early settlements & contemporary communities in the 5 regions of the U.S. C.5.4.4 Examine characteristics needed for active citizenship. Common Core: CCRL.4.1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CCRL.4.2 Determine the main ideas of a text and explain how it is supported by key details; summarize the text. CCRI.4.5 Describe the overall structure of event, ideas, concepts, or information in a text or part of a text. CCRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Pioneer Life Native Americans Lewis and Clark Historical Map

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections: Journeys/Mini Lesson Main & Details CLLG p. 78 Sacagawea and Native American Poetry TE p. T289-T327/SE pp. 498-521 Lewis and Clark’s Packing List--Vocabulary Reader Writer from the Prairie—Leveled Reader Chief Washakie—Leveled Reader Laura Ingalls Wilder—Leveled Reader Writing Connections Writing to Inform: Technical Use a map of the United States to trace the route of Lewis and Clark, label where Laura Ingalls Wilder lived in “On the Banks of Plum Creek”, and other key historical events from the region. Give the map a title and create a Map Key. Assessment: Midwest Document Based Question Part A: Short-Answer Questions—Document 1: Excerpt from A Little House on the Prairie Introduce the following assignment that should be completed in week 22 of the study of the Midwest.

Vocabulary dugout sod bedsteads self-sufficient Lewis & Clark seaman Sacagawea historical maps prairie Homestead Act journal Tecumseh

Page 13: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

UNIT 5 LESSON 21 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC4RI5 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. CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text.

COMPREHENSION/FLUENCY Skill: Theme Strategy: Summarize Author’s Craft: Idioms Genre: Fantasy & Informational

The World According to Humphrey by Betty G Birney • TE: p. 18 • TE: p. 14 - Persuade • CLLG p. 80 • EXT p. C3

Make the Switch CLLG p. 81

Weekly Tests: 21.4-21.5 T56-T57 CLLG Writing About Reading Prompt pg. 29 ***Rubric SUW Tool 10-11a

CC4L4 Determine or clarify the meaning of unknown & multiple- meaning words and phrases based on the grade 4 Reading & content, choosing flexibly from a range of strategies. CC4L4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases.

VOCABULARY STRATEGY: Multiple-meaning words WORD CARDS: Cards 201-210 ADD ACADEMIC VOCAB: Theme, summarize, infer, multiple –meaning words

• WSG pp. 142-143 • Intro Vocabulary: T14-T15

Weekly Tests: 21.2-21.3 T56-T57

CC4RF3.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. CC4L2.d. Spell grade-appropriate words correctly, consulting references as needed.

SPELLING & DECODING VCV Patterns & Word parts

WSG pp. 81-82 Practice Book pg 246 Proofreading

Spelling Test T47, Day 5

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L5.b. Recognize & explain the meaning of common idioms, adages, & proverbs. CC4L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

GRAMMAR Comparative & Superlative Adjectives & Adverbs

See Weekly Plan pp. T48T-49 Weekly Test 21.8-21.9 pp. T56-T57

Page 14: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

UNIT 5 LESSON 21 CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC4W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4W1c Link opinion & reasons using words & phrases (e.g., for instance, in order to, in addition). CC4W1d Provide a concluding statement or section related to the opinion presented.

WRITING Opinion Focus: Persuasive Writing

SUW Lessons: 9-1 Persuasive Writing 9-2 Supporting an Opinion with Facts 9-3 Writing to Compare/Contrast

Tool 9-3c Tool 9-3f Tool 9-3j

CONTENT AREA STANDARDS & LESSONS SS STRANDS FOCUS MATERIALS & LINKS TO LESSONS PS.6.4.1 Investigate the relationship between force & direction NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) LS.2.4.1 Classify vertebrates into major subgroups: Mammals birds fish amphibians reptiles *Motion & Design STC Kit (con’t)*

• What influence does mass and distance have on gravity? • What characteristics should be used to classify organisms? • Why do scientists use a classification system for organisms? Vocabulary: Classify, mass, vertebrate, organisms, amphibian

Scott Foresman Leveled Readers: Simple Machines (Below Level) Using Simple Machines (On Level) On the Building Site (Advanced) Classifying Plants and Animals (Below Level) Plant and Animal Classification (On Level) Reptile or Amphibian? (Advanced)

Page 15: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

 

 

 

 

 

 

UNIT 5 LESSON 22 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL4 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). CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text.

COMPREHENSION/ FLUENCY Skill: Cause & Effect Strategy: Infer/Predict Author’s Craft: Idioms Genre: Biography & Play

I Could DO That by Linda Arms White Connect to Plays T106- T109 CLLG p. 82 TE 92 Cause & Effect Working For The Vote TE: 106-108 CLLG p. 83

CC4L4c Consult reference materials, both print & digital, to find the pronunciation & determine or clarify the precise meaning of key works & phrases CC4L5b Recognize & explain the meaning of common idioms, adages, & proverbs. CC4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

VOCABULARY STRATEGY: Use a Dictionary WORD CARDS: Cards 211-220 ADD ACADEMIC VOCAB: Cause, effect

WSG pp. 144-145 Introduction to Vocabulary T88-T89 Projectable 22.2

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Syllable patterns & words VCCV & VCV Patterns

WSG pp. 83-84

Page 16: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L3c Differentiate between contexts calling for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate ( small-group discussion). CC4L3a Choose words & phrases to convey ideas precisely.

GRAMMAR Negatives

See Weekly Plan T120-121

CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC4W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts & details. CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts & relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC4SL5 Add audio recordings & visual displays to presentations when appropriate to enhance the development of main ideas or themes. CC4SL6 Differentiate between contexts calling formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task & situation.

WRITING Opinion Focus: Opinion/Persuasive Writing & Speeches

SUW Lessons: 9-1 Persuasive Writing 5-1 Elements of Accordion Essays 5-3 Organizing & Writing, One Step at a Time 8-11 Persuasive Speeches 8-12 Stand Up & Sound Off 8-13 Focus on Your Audience

SUW Tool 10-17a Persuasive Essay Scoring Guide

SCIENCE FOCUS MATERIALS PS641 Investigate the relationship between force & direction NS146 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) LS.2.4.1 Classify vertebrates into major subgroups: Mammals birds fish amphibians reptiles *Motion & Design STC Kit (con’t)*

What influence does mass and distance have on gravity? What characteristics should be used to classify organisms? Why do scientists use a classification system for organisms? Vocabulary: Classify, mass, vertebrate, organisms, amphibian

Scott Foresman Leveled Readers: Simple Machines (Below Level) Using Simple Machines (On Level) On the Building Site (Advanced) Classifying Plants and Animals (Below Level) Plant and Animal Classification (On Level) Reptile or Amphibian? (Advanced)

Page 17: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

Social Studies Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the Midwest Region? 2. What characteristics make this a region? Guiding Question(s) 1. How does the past affect this region and the U.S.? 2. Why do we study Henry Ford? Social Studies: G.3.4.2 Discuss the reasons for human settlement patterns (e.g., jobs, climate, family) G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.2.4.4 Compare & contrast the human characteristics of early settlements and contemporary communities in the five regions of the U.S. G.1.4.13 Utilize the map key/legend to interpret historical & political maps H.6.4.20 Compare the area of the United States before and after the Louisiana Purchase H.6.4.21 Identify the following individuals and their roles in the Louisiana Purchase: Thomas Jefferson, Lewis and Clark, Sacagawea

Henry Ford Economics

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON p. 76 Biography Writing Connections Opinion/Persuasive Writing and Speeches Create a speech to persuade settlers to come to the Midwest in the 1860’s. Use your advertisement as a visual for your speech. You can modify this to the year 2013. Assessment Complete advertisement assigned in Week 20 Make an Advertisement TE/SE p. 259 with rubric Make an advertisement for the Homestead Act to attract settlers to the Midwest. Include a visual in your advertisement. Midwest Document Based Questions- Midwest—Part B: Essay

Vocabulary Assembly line Automobiles Henry Ford

Page 18: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

UNIT 5 LESSON 23 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL4 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). CC4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CC4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CC4RI3 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. CC4RI7 Interpret information presented visually, orally, or quantitatively (in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears.

COMPREHENSION/ FLUENCY Skill: Text & Graphic features Strategy: Monitor & Clarify Genre: Informational Text

The Ever-Living Tree TE: T160 CLLG p. 84 CLLG p. 85 EXT pp. C6 - C7 “Research & Technology”

Weekly Tests: 23.2-23.5 T204-T205 Whole Group Tab-Open Response Prompt

CC4L4b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). CC4L5 Demonstrate understanding of figurative language, word relationships, & nuances in word meanings. CC4L6. Acquires & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being & that are basic to a particular topic.

VOCABULARY STRATEGY: Prefixes pre-, inter-, ex- ACADEMIC VOCAB: Graphic features visuals

WSG pp. 146-147 Word Cards pp. 231-240 Other Resources: Introduce Vocabulary pp. T160-T161 Projectable 23.5

Weekly Tests: 23.6-23.7 T204-T205

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context & out of context

SPELLING & DECODING Difficult VCCV patterns

WSG pp. 84-85 Spelling Test Day 5

Page 19: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

CONTENT AREA STANDARDS & LESSONS

SS STRANDS FOCUS MATERIALS Notebook Prompt LS.2.4.2 Classify some invertebrates according to their structure: mollusks, segmented worms, arthropods LS.2.2.5 (Review of 2nd grade SLE) Identify the major parts & functions of the skeletal system LS.2.3.2 (Review of 3rd grade SLE) Identify major parts & functions of the following systems: respiratory, muscular LS.2.4.3 (Review of 3rd grade SLE) Identify major parts and functions of the following systems: Digestive, circulatory, nervous

• What characteristics should be used to classify organisms? • Why do scientists use a classification system for organisms? • Identify the major body systems. Vocabulary: Identify, invertebrate, function, systems

Scott Foresman Leveled Readers: Classifying Plants & Animals (Below Level) Systems of the Human Body (Below Level) The Body’s Systems (On Level) Fighting Infections (Advanced)

How do the different parts of a body system work together to carry out a specific function?

UNIT 5 LESSON 23 WRITING WORKSHOP: WHOLE GROUP LESSONS

CC4L2.b. Use commas & quotation marks to mark direct speech & quotations from a text. CC4L2d Spell grade-appropriate words correctly, consulting references as needed.

GRAMMAR Quotations

See Weekly Plan pp. T196- T197

Weekly Test 23.12-23.13 T204-T205

CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC4W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts & relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC4SL5 Add audio recordings & visual displays to presentations when appropriate to enhance the development of main ideas or themes.

WRITING Opinion Focus: Persuasive Speeches

SUW Lessons: 9-1 Persuasive Writing 5-1 Elements of Accordion Essays 5-3 Organizing & Writing, One Step at a Time 8-11 Persuasive Speeches 8-12 Stand Up & Sound Off 8-13 Focus on Your Audience Tools 9-3c, 9-3f, 9-3j (Compare & contrasting tools)

Tool 10-17a Persuasive Essay Scoring Guide

Page 20: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

Social Studies Unit: Southwest Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the Southwest Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region? Social Studies G.1.4.3 Locate each of the 5 regions of the United States & describe each region’s major physical features: Northeast, Southeast, Midwest, Southwest, West G.1.4.4 Determine absolute locations (latitude and longitude) of places studied using a grid map of the Southwest. G.1.4.7 Locate major mountain ranges in the United States. G.1.4.9 Locate major rivers in the United States G.1.4.11 Explore weather changes in various regions. G.1.4.13 Utilize the map legend/key to interpret historical & political maps. G.1.4.15 Identify & label political map features: boundaries, capitals, cities 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).

Southwest geography

Social Studies Content: See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON 23 Text & Graphic Features –Text & Graphic Features are used throughout this week as the students learn about the Geography of the Southwest. Discussions on how they enhance understanding of the region should be ongoing. Book pass on the Southwest Region Introduce Southwest by providing books from the library on the SW or states in the SW. Provide other printed related SW—brochures, advertisements, news articles, magazine articles, train schedules. Writing Connections: Persuasive Speech After learning about the Geography of the Southwest, write a persuasive speech on why it would be a good place to live. Use facts about what you have learned to support your position. Assessment Labeled Southwest Region U.S. Map Physical Features including map key Southwest Document Based Question Describe ways in which people have adapted to the Southwest region. Begin with Document 3: Map of Irrigation in the Southwest. You will work with different documents throughout the unit on the Southwest and answer the question at the end of the unit using the information you have collected from all the documents.

Vocabulary Mesa butte arroyo aquifer irrigation pueblo adobe mission Land grant arid migrant worker

Page 21: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content

 

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

UNIT 5 LESSON 24 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3 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). CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures.

COMPREHENSION/ FLUENCY Skill: Compare & contrast Strategy: Summarize Genre: Realistic Fiction Fluency: Intonation

Summary: CLLG p. 32

Owen & Mzee: The True Story of a Remarkable Friendship, CLLG p. 86, TE pp. T242-T253

Sea Sanctuary, CLLG p. 87

“Writing About Reading Prompt” CLLG p. 32 Score with: Short Answers Scoring Guide, SUW 10-11a

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation

VOCABULARY STRATEGY: Suffixes –ed, -ly ACADEMIC VOCAB: compare contrast suffix analyze evaluate outline research source

WSG. pp. 148 – 149 Word Cards 231-240 Vocabulary Reader: Dangerous Waves

CC4RF3.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.

SPELLING VCCCV Pattern

WSG pp. 86 – 87

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.d. Order adjectives within sentences according to conventional patterns CC4L1.f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.* CC4L2.a. Use correct capitalization.

GRAMMAR More Commas

TE pp. T268 – T271

CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.

WRITING Focus: Narrative/ Imaginative Prewrite

SUW Lessons: 6-4 Prewriting with a Map 6-6 Six Steps for Planning & Writing a Story/Narrative 6-7 Quick Sketch & Quick Note Planning 6-8 Sequencing Events 6-9 Creating & Developing Characters

Tool 10-18a Story/Narrative Writing Scoring Guide

Page 22: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content

 

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

CONTENT AREA STANDARDS & LESSONS SS STRANDS FOCUS MATERIALS Notebook Prompt LS.2.4.2 Classify some invertebrates according to their structure: mollusks, segmented worms, arthropods

LS.2.2.5 (Review of 2nd grade SLE) Identify the major parts & functions of the skeletal system LS.2.3.2 (Review of 3rd grade SLE) Identify major parts & functions of the following systems: respiratory, muscular

LS.2.4.3 (Review of 3rd grade SLE) Identify major parts and functions of the following systems: Digestive, circulatory, nervous

What characteristics should be used to classify organisms? Why do scientists use a classification system for organisms? Identify the major body systems. Vocabulary: Identify, invertebrate, function, systems

Scott Foresman Leveled Readers: Classifying Plants & Animals (Below Level) Systems of the Human Body (Below Level) The Body’s Systems (On Level) Fighting Infections (Advanced)

How do the different parts of a body system work together to carry out a specific function?

Page 23: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content

 

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

Social Studies Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the Southwest Region? 2. What characteristics make this a region? Guiding Question: How does the past affect this region and the U.S.? Social Studies: G.2.4.4 Compare & contrast the human characteristics of early settlements and contemporary communities in the 5 regions of the United States. G.3.4.2 Discuss the reasons for human settlement patterns (e.g, jobs, climate, family). G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, and ozone depletion). C.4.4.4 Describe how United States citizens apply fundamental principles of democracy. H.6.4.7 Identify major historical events that occurred during the 20th century. H.6.4.19 Discuss the causes and effects of Westward Expansion. H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic). E.8.4.3 Examine the impact of scarcity of natural resources on production decisions. E.9.4.4 Research public goods & services that are provided by taxes. E.9.4.7 Discuss the effect of supply & demand in a community.

History of the Southwest Mexican/American War Great Depression Dust Bowl

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON 23 “Text & Graphic Features” Text and Graphic Features are used throughout this week as the students learn about the Geography of the Southwest. Discussions on how they enhance understanding of the region should be ongoing. Writing Connections: Persuasive Speech After learning about the Geography of the Southwest, write a persuasive speech on why it would be a good place to live. Use facts about what you have learned to support your position. Assessment Label Southwest Region U.S. Map Physical Features including map key Southwest Document Based Question: Describe ways in which people have adapted to the Southwest region. Begin with Document 3: Map of Irrigation in the Southwest. You will work with different documents throughout the unit on the Southwest and answer the question at the end of the unit using the information you have collected from all the documents. -or- Create a poster to go with the Writing for this week (Persuasive Speech on why the Southwest would be a good place to live.)

Vocabulary Dust Bowl Great Depression Pueblo mission land grant Treaty of Cahuenga Mexican American War Treaty of Guadalupe Indian Territory Louisiana Purchase drought migrant economy

Page 24: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

Unit 5 Lesson 25

GRADE 4 Curriculum Map: Literacy & Integrated Content  

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute to the discussion & link to the remarks of others. CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

COMPREHENSION/ FLUENCY Skill: Author’s Purpose Strategy: Question

Summary: CLLG p. 33 The Fun They Had from Isaac Asimov: The Complete Stories • CLLG pp. 88 • Student Book p. 636

Technology for all Learners • CLLG p. 89

“Writing About Reading Prompt” CLLG p. 33 Score with Short Answers Scoring Guide SUW 10-11a

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire & use accurately grade-appropriate general academic and domain- specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation

VOCABULARY & STRATEGIES STRATEGY: Greek & Latin Word Parts (meter, therm, aud, fac) WORD CARDS: 231-240 ADD ACADEMIC VOCAB: infer, question, apostrophe, contraction

WSG. pp. 148 – 149 Vocabulary Reader: Remarkable Robots

CC4RF3.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.

SPELLING VV Pattern

WSG pp. 88-89

WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.d. Order adjectives within sentences according to conventional patterns CC4L1.f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.* CC4L2.a. Use correct capitalization.

GRAMMAR Proper Mechanics

TE pp. T339-T341

CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.

WRITING Focus: Narrative: Imaginative Prewrite

SUW Lessons: 6-6 6 Steps for Writing a Story (Continued) 6-15 Function & Variety of Story Transitions 6-17 Options for Writing the End of a Story 6-19 6 Tips for Writing First Draft

Tool 10-18a, Story Writing Scoring Guide

Page 25: GRADE 4 Curriculum Map: Literacy & Integrated Content grade 3rd quarter 2014.pdf · GRADE 4 Curriculum Map: Literacy & Integrated Content ... Guide TE=Teacher’s Edition LRSD Elementary

GRADE 4 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 25

 

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014

 

SCIENCE STANDARDS FOCUS MATERIALS NOTEBOOK PROMPT LS.2.4.2 Classify some invertebrates according to their structure: mollusks, segmented worms, arthropods LS.2.2.5 (Review of 2nd grade SLE) Identify the major parts & functions of the skeletal system LS.2.3.2 (Review of 3rd grade SLE) Identify major parts & functions of the following systems: respiratory, muscular LS.2.4.3 (Review of 3rd grade SLE) Identify major parts & functions of the following systems: Digestive, circulatory, nervous

What characteristics should be used to classify organisms? Why do scientists use a classification system for organisms? Identify the major body systems Vocabulary: Identify, invertebrate, function, systems

Scott Foresman Leveled Readers: Classifying Plants & Animals (Below Level) Systems of the Human Body (Below Level) The Body’s Systems (On Level) Fighting Infections (Advanced)

How do the different parts of a body system work together to carry out a specific function?

Social Studies Focus Materials Essential Questions: 1. What is unique about the Southwest Region? 2. What characteristics make this a region? Guiding Questions: 1. How do geography, climate and natural resources affect the way

people live and work in this region? 2. How does the past affect this region and the U.S.? 3. What are the economics of this region? Social Studies: G.2.4.4 Compare & contrast the human characteristics of early settlements & contemporary communities in the 5 regions of the U.S. G.3.4.2 Discuss the reasons for human settlement patterns (e.g., jobs, climate, family) E.7.4.2 Analyze how scarcity caused early exploration (e.g., gold, spices, silk). H.6.4.7 Identify major historical events that occurred during the 20th century. H.6.4.19 Discuss the causes & effects of Westward Expansion. H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic). H.6.4.20 Compare areas of the United States before & after the Louisiana Purchase.

Time Lines/Chronology Colorado River John Wesley Powell

Social Studies Content See Social Studies Curriculum map for additional lessons, resources and information Reading Connections CLLG LESSON 25 “Author’s Purpose” Writing Connections: Write a journal entry of the most exciting part of John Wesley Powell’s journey. Assessment Track journey of John Wesley Powell Timeline of Journey Author’s Purpose Journal Entries and Down the Colorado: John Wesley—Discuss the purpose the Journal Entries Powell, The One-Armed Explorer by Deborah Kagan Ray Explain why the development of the Grand Canyon was important to the settlement and economy of the Southwest. Southwest Document Based Question Document 1—Native American Artifacts Discuss how this document provides support for the overall Document Based Question: Describe ways people have adapted to the Southwest Region

Vocabulary Grand Canyon Chaco Canyon canyon expedition explorer national Park portage whitewater