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Roswell Independent School District Curriculum Map 2011

Grade Level: Fourth Strand/Benchmark: Language Arts Semester 1 Reading Comprehension

Target &Essential Questions

Quarter 1 Activities and Resources


New Mexico Standards & Benchmarks

Core Standards

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension.

Essential Question: How does reading fluently support comprehension?

Q1: Read orally at grade level.

Activity: Students will use internet resource, Ten Important Sentences, to help build comprehension (main idea, recalling details, fact/opinion, sequencing, cause/effect)

Assessment: Determined by activity cards for each unit available at pearsonsuccessnet.com

Resource: Internet, type: pearsonsuccessnet.com; click teacher resource; click teaching guides; click Ten Important Sentences; choose activity and assessment Targets 1-2

Q2: Read orally at grade level.

Activities: Students will use Ten Important Sentences to help build comprehension (main idea, recalling details, fact/opinion, sequencing, cause/effect)

Assessment: Determined by activity cards for each unit available at pearsonsuccessnet.com

Resource: Internet, type: pearsonsuccessnet.com; click teacher resource; click teaching guides; click Ten Important Sentences; choose activity and assessment Targets 1-2

Benchmark 1-A: 3. Read a variety of texts, including: fiction (e.g., legends, novels, folklore, and science fiction), non-fiction (e.g., auto-biographies, informational books, diaries, and journals), poetry, drama.

College and Career Readiness

Range of Reading and Level of Text Complexity 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

2. Target: Employ questioning and summarization to clarify meaning of grade level text.

Essential Question:

1. How does asking question help clarify meaning of text?

Q1: Recall details and formulate questions before, during, and after reading to develop comprehension.

Activity: Students will work with a partner or in a group. They will use story cubes to recall details and ask questions to strengthen comprehension. Assessment: Student participation, oral discussion

Q2: Use paraphrasing to summarize and clarify meaning in a given story.

Activity: Students will use interactive flip chart, “Learn to Summarize,” from Promethean Planet to practice paraphrasing/summarizing picture books and other grade level texts

Benchmark 1-A: 1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources; ask for help, paraphrase, and question).

College and Career Readiness Key Ideas and Details

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

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Core Standards

2. How does summarizing text support comprehension?

Resource: Story cubes can be purchased at A to Z. Story cubes can also be made using Puff Kleenex boxes or other cardboard boxes in the shape of a cube. Cover the box in wrapping paper. Create questions that focus on the story (beginning, middle, end, plot, characters, setting, etc…)

Foldable Story Cube www.superteacherworksheets.com click reading worksheets; reading story cube

QUIP (Questions Into Paragraphs) Chart

www.ehow.com; metacognitive awareness guide Targets 1-2

Assessment: Oral discussion, journal writing, graphic organizer

Resources: www.prometheanplanet.com, under keywords type: Learning to Summarize; grade level texts, journals, and/or graphic organizers Targets 1-2

2. Visualize and recall story details, including characterization and sequence.

3. Target: Make connections: text-to-text, text-to-self, text-to-world.

Essential Question: How does background knowledge aid/support

Q1: Use background knowledge to generalize connections between stories in the theme.

Activity: Students will use pair/share to create graphic organizers comparing a character’s

Q2: Use background knowledge (personal experiences) to interact with a character in the story.

Activity: Students will work in a small group or with a partner. They will read a story, and

K-4 Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-

Craft and Structure

4.RL.6 Assess how point of view or purpose shapes the content and style of a text

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Core Standards

comprehension?

actions/motives to other literary characters in any given theme.

Assessment: Completion of graphic organizer

Resources: Scott Foresman TE (ex: Because of Winn Dixie-20j)

Graphic Organizers www.HaveFunTeaching.com

Graphic Organizers Pearsonsuccessnet.com, click teacher resources; digital white board transparencies, graphic organizers Target 3-4

compare/contrast the characters to self and others using graphic organizers and verbal communication.

Assessment: Students will make a creative display illustrating similarities and differences among characters, self, and others.

Resources: SF Basal, a variety of grade level text,

Real- Life Connector-www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Target 3-4

read the text, consult other sources, ask for help, paraphrase, question).

K-4 Benchmark III-B: 5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes.

Integration of Knowledge and Ideas

4.RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4. Target: Infer meaning that is stated both explicitly and non-explicitly in text to draw conclusions using deductive and inductive reasoning.

Essential Question: How does prior knowledge help

Q1: Use picture walks to infer meaning about text.

Activity: Students will participate in picture walks using a variety of literature including SF basal, leveled readers, AR books, Weekly Readers, and other printed material to infer meaning.

Assessment: student participation in oral discussion, written/ oral

Q2: Utilize title, captions, etc. to draw conclusions about a given text.

Activity: Students will use titles, captions, and pictures in newspapers, Weekly Readers, and other media to predict and draw conclusions about text content.

Assessment: Completed graphic organizers, charts, oral discussion,

K-4 Benchmark I-B:

2. Use multiple representations of information (e.g., maps, charts, photos) to find information.

K-4 Benchmark III-B:

5. Respond to fiction, non-fiction, poetry and drama, using

4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

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Core Standards

the reader draw logical conclusions and make reasonable judgments about text?

predictions (journal writing, group discussion, pair/share with partner)

Resources: SF basal, library books, leveled readers, and/or other printed material Target 1-4

mini presentations

Resources: Weekly Readers, newspapers, informative text, other literature, etc… Target 1-4

interpretive, critical and evaluative processes.

Word Analysis

5. Target: Utilize vocabulary concept maps, charts or graphs and/or other resources to understand vocabulary.

Essential Question: How do graphic organizers help you understand unfamiliar vocabulary?

Q1 Use a dictionary, thesaurus and student strategies (read it, write it, draw it) to understand simple concept maps, graphs or charts as whole group. Activity: Students will use a dictionary, thesaurus, and/or student strategies to work through leveled (below, at, above) SF Practice Station Flip charts to reinforce weekly vocabulary, concepts, comprehension, and fluency. Assessment: Student participation; individual work Resources: Internet: pearsonsuccessnet.com; click teacher resources; teaching guides; practice station flipcharts Dictionaries; thesauruses Target 5-6

Q2 Use acquired knowledge to create simple concept maps, graphs or charts to interpret different segments of word parts such as root, prefix, suffix, parts of speech as small group, partnership, or individually.

Activity: Students will work independently, with a partner, or in a small group to create Wanted Posters for lesson vocabulary. The Wanted Posters should include: word, definition, picture, part of speech, example sentences

Resources: paper, crayons/pencils, dictionaries, glossary in assigned text Target 5-6

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources, ask for help, paraphrase, question).

4. Increase vocabulary through reading, listening and interacting.

4.RI.4 Interpret meanings of words and phrases as they are used in a text, and analyze how specific word choices shape meaning or tone.

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Core Standards

6. Target: Understand /Determine meaning of unknown vocabulary words within context.

Essential Question: How is identifying and understanding vocabulary important to your learning?

Q1: Select unfamiliar words to analyze as a whole group.

Activity: Students will divide into teams to play a variety of games including Guess My Word, What’s On My Back, and Mix, Match, Freeze to learn weekly lesson vocabulary.

Assessment: teacher created assessment

Resources: Guess My Word/ education.com

What’s On My Back- Teacher creates vocabulary cards. The cards are taped on the students’ backs. Students take turns giving hints/ clues to each other until all the words are guessed.

Mix, Match, Freeze- Teacher will write words and definitions on a sentence strip. Teacher will cut words and definitions apart, and then divide cards evenly among students. Teacher will call out mix. Students will mingle among each other. Teacher will call out match. Students will match definitions with vocabulary words. Teacher will

Q2: Research given vocabulary to identify word origin and/or multiple meaning, and meaning within context.

Activity 1: Students will review fact sheet which defines homophones/ gives examples. Students will then play an interactive matching game with homophones.

Activity 2: Students will play a variety of interactive games that focus on context clues to determine meaning of given vocabulary words.

Assessment: Interactive quiz, printable worksheets, instant feedback from interactive computer games

Resource: res.aldtwo.org/3.5Elaresources.htm

www.quia.com; context clue millionaire game www.toonuniversity.com; words in context

K-4 Benchmark I-B:

1. Use key words, indices, cross-references and letters on volumes to find information.

K-4 Benchmark I-D:

1. Use word identification strategies appropriately and automatically when encountering words (e.g., graph phonic, syntactic, semantic).

2. Identify key words and discover their relationships.


4.RI.4 Interpret meaning of words and phrases as they are used in a text, and analyze how specific word choices shape meaning or tone.

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Core Standards

call Freeze. Pairs of students will take turns reading vocabulary words and definitions. Other students will provide feedback using thumbs up/ thumbs down. Target 5-6

www.gameaquarium.org; kids lab

Target 5-6, 10

Writing

7. Target: Utilize planning strategies to organize a written document such as brainstorming, mapping, webbing, journaling or note-taking.

Essential Question: Why is it important to have a plan before writing?

Q1: Brainstorm/organize a personal narrative, poem, or book share using simple graphic organizers as a whole group.

Activity: Students will work with comic strips to fill in gaps within the comic series.

Assessment: completed comic strip

Resource: www.education.com; type in cat comics in search engine (there are a variety of activities to choose from) Target 7-8

Q2: Brainstorm/organize a narrative from a characters’ perspective as a small group, with a partner, or individually utilizing graphic organizers, note taking, or writing journals.

Activity: Students will work in small groups or with a partner. They will use Fairy Tales to plan/write a personal narrative from a character’s point of view.

Assessment: graphic organizer, narrative

Resources: Collection of Fairy Tales including: Goldilocks and the Three Bears, The Three Little Pigs (different versions including “The True Story of the Three Little Pigs), Little Red Riding Hood,

K-4 Benchmark II-C

2. Use planning strategies that generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).


Text Types and Purposes

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Production and Distribution of Writing

4.W.5 Develop and strengthen writing as needed by planning,

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Core Standards

Jack and the Beanstalk, etc.. Target 7-9

revising, editing, rewriting, or trying a new approach.

8. Target: Write complete meaningful sentences with significant details to convey a message within a paragraph.

Essential Question: How do vivid words and significant details give life to a writing piece?

Q1: Compose simple, compound and complex sentences with subject/verb agreement.

Activity: Students will use Writing Process Unit 1 in SF Reader’s/Writer’s notebook to plan and compose a short personal narrative.

Assessment: graphic organizer, completed personal narrative

Resource: SF Reader’s/Writer’s notebook, Student Edition pgs. 105-108 Target 7-8

Q2: Utilize who, what, when, where, why, and how to develop meaningful sentences that convey a concise message.

Activity: Students will use who, what, when, where, why, and how cards to brainstorm/ create complex sentences.

Assessment: completed complex sentences

Resource: There are detailed instructions on how to write meaningful sentences in in the Step Up to Writing manual. Teacher/students may also create color coded cue cards (how, who, what, when, why, where), and then brainstorm lists under each category. The students can pull ideas from each category to compose Super Sentences. Target 7-9

K-4 Benchmark II-B:

1. Use simple and compound sentences in writing and speaking.

7. Spell correctly roots, inflections, affixes and syllable constructions.



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

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Core Standards

9. Target: Write constructive or extended responses using reasoning and critical thinking.

Essential Question: How does a well written response demonstrate understanding?

Q1: Write a basic constructive/extended response as a whole group using ACE (Answer, Cite, Expand) or RACE (Restate, Answer, Cite, Expand).

Activity: After teacher has modeled ACE/RACE, students will work in large group to construct a response to a question. Students will restate the question, answer the question in a complete sentence, cite evidence or details from the story, and expand thinking by making text-to-text, text-to-self, and text-to-world connections.

Assessment: student participation, oral discussion, completed response

Resource: Open-ended questions constructed from SF Reading Basal, grade level literature, Weekly Readers, magazines, newspapers, and other assigned media Target 7-9

Q2: Write elaborate constructed/expanded responses to grade level content using ACE or RACE.

Activity: Students will use work samples provided by the teacher to distinguish the difference between basic and elaborate responses. They will then work with a partner or independently to create an elaborate response to grade level content.

Assessment: A rubric will be used to analyze the response quality of each component.

Resource: http://sqsnm.org/docs/pdsa/2006UpdatedAceSlides.ppt Target 7-9

K-4 Benchmark I-C:

2. Respond to non-fiction using interpretive, critical and evaluative processes.

K-4 Benchmark II-B:


2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.




10. Target: Revise a written document focusing on sequence of events and ideas,

Q1: Evaluate/Critique (proofread) a real world written document (i.e. newspaper articles or other written

Q2: Utilize correct sentence structure to convey complete thoughts (subject/predicate).

K-4 Benchmark II-B:

4. Use parentheses, commas in direct


Production and

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Core Standards

transitional words, sentence structure, word usage and details.

Essential Question: How does word usage and organization of events improve your writing?

media.

Activity: Students will practice editing printed articles from the Roswell Daily Record, Weekly Reader, or other written media.

Activity 2: Students will play editing games on the computer or Promethean board to practice editing skills.

Assessment: Student work; feedback from computer-assisted technology

Resource: newspapers, Weekly Readers, other written media

Maggie's Earth Adventures teacher.scholastic.com/activities/adventure/grammar2.htm - Cached-

Target 10-11

Activity: Students will watch “A Closer Look at Sentence Structure from Discovering Language Arts: Style, Structure, and Tone on the computer or on the Promethean Board. They will then edit a writing piece using correct sentence structure to convey complete thoughts.

Assessment: Student work

Resource: www.pppst.com/

(Pete’s PowerPoint), click language arts; free presentations in PowerPoint format and free activities for kids, free video clips, language arts, Discovery Grammar Videos, 3-5 Videos- A Closer Look at Sentence Structure

Target 10-11

quotations and apostrophes in the possessive case of nouns and in contractions.

6. When appropriate, capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper nouns and the first word in quotations.


Distribution of Writing


11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and

Q1: Critique (proofread) a written paragraph using editing marks and focus on capitalization, punctuation, and spelling as whole group or small

Q2: Draft/edit three paragraphs focusing on frequently confused words (their, there, and they’re), and subject/verb agreement.

K-4 Benchmark II-B:

4. Use parentheses, commas in direct quotations and

Text Type and Purpose

4.W.4 Produce clear and coherent writing in

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Core Standards

word usage.

Essential Question: How does editing improve your writing?

group.

Activity: Students will work in small group or in a whole group to edit paragraphs using appropriate proofreading marks.

Assessment: Student work; edited paragraphs

Resource: www.superteacherworksheets.com

Click editing/proofreading, proofreading wheel

Under proofreading wheel there are an assortment of editing and proofreading paragraphs.

Target 10-11

Activity: Students will use the website

http://www.readwrtiethink.org/files/resources/interactives/fairytales/

to draft/edit a fractured fairytale.

Assessment: students’ work- plan, draft, final copy

Target 10-11

apostrophes in the possessive case of nouns and in contractions.

5. Use underlining, quotation marks or italics to identify titles of documents.

6. When appropriate, capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper nouns and the first word in quotations.


which the development, organization, and style are appropriate to task, purpose, and audience.

4.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Conventions of Standard English

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

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Core Standards

12. Target: Compose a concise three-paragraph essay using the writing process in legible handwriting.

Essential Questions: 1. What’s the connection between reading and writing? 2. Do stories/essays need a beginning, middle, and end? Why?

Q1: Write a simple paragraph that contains a topic sentence, main idea, and supporting details for an introduction paragraph.

Activity: Students will use a graphic organizer to brainstorm a topic, main ideas, and supporting details. They will use the graphic organizer to write simple paragraph.


Resource: Step Up to Writing- informal outline

Graphic Organizers www.HaveFunTeaching.com

Graphic Organizers Pearsonsuccessnet.com, click teacher resources; digital white board transparencies, graphic organizers

Target 7-12

Q2: Write multiple paragraphs on a unified topic with sequence coherence and appropriate transitions.

Activity: Students will watch a slide show, Writing a Five Sentence Paragraph, followed by a short review. Students will then write three to five paragraphs on a unified topic, using proper sequencing and transition.


Resource: writing.pppst.com

Target 7-12

K-4 Benchmark II-A

2. Use language to: present information and ideas clearly and concisely, interview, solve problems and make decisions.

K-4 Benchmark II-B:



8. Compose multiple paragraphs with topic sentences, specific, relevant details, logical progression and movement of ideas, coherence, elaboration, and concluding statement


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


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

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Core Standards

related to the topic.

Literature

13. Target: Analyze literary connections across a variety of cultures using cause/effect or compare/contrast strategies.

Essential Questions:

1. Why is compare/contrast an important reading strategy? 2. How does cause/effect help

Q1: Compare and contrast grade level fairytales, myths, and accounts of events from various cultures.

Activity: Students will read different versions of classic fairytales and myths from around the world (Cinderella, Three Little Pigs, etc…). They will create a Venn Diagram or another graphic organizer to compare and contrast the myths and fairytales

Activity 2: Students will read “Knots on a Counting Rope”. They will then view/participate in the interactive flip chart, Knots on a

Q2: Respond to literature by explaining characters actions and motives using cause and effect and or compare and contrast strategies.

Activity: Students will create Character Trading Cards to describe the character, look at their own thoughts and feelings, explore how the character develops, identify important thoughts and actions, and make personal connections to the character.

Assessment: completed Character

K-4 Benchmark I-C

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes by analyzing author’s word choice and context, examining reasons for characters’ actions and motives, and/or considering a situation or problems from different characters’ perspectives.

3. Analyze characters,

Key Ideas and Details

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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

13







Core Standards

understand connections between cultures?

Counting Rope, on Promethean Planet. Finally, they will compare contrast differences between southwest tribes and other cultures using Venn Diagrams and other graphic organizers

Assessment: completed graphic organizers, oral discussion; instant feedback from internet resource

Resources: internet4classrooms.com, type Garden of Happiness in search bar, select number 11

Additional Resources: Roswell Public Library, school library

Target 3, 7, 13

Trading Cards

Resource: http://wwww.readwritethink.org; click explore teacher resources 3-4, character trading cards

Target 3, 7, 13

events and plots from different texts and cite supporting evidence.

4. Analyze how language and visuals bring characters to life, enhance plot development and produce a response.

5. Demonstrate deductive and inductive reasoning by drawing logical conclusions.

ideas.

4.RL.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

14. Target: Clarify meaning, speculate about text, and determine the author’s intent, style, content through questioning.

Q1: Formulate questions regarding problem/ solution in a given text as a whole group.

Activity: The teacher will read a short story to the students. Students will collaborate with one another to develop “What If…” questions

Q2: Formulate questions about characters in a story as a small group.

Activity: Students will partner read assigned and self-selected grade level text. They will formulate questions about actions

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult

Comprehension and Collaboration

4.SL.1 a-d. Prepare for and participate effectively in a range of conversations and collaborations with

14







Core Standards

Essential Question: Why is questioning text important?

regarding the problem/solution.

Assessment: Oral discussion, “What if…” questions

Resources: leveled readers, library books

Target 13-14

and motives of characters in a text, and how the character’s behaviors guide story development. On chart paper, students will list “What if…” questions, and show how the story’s plot may have been different if characters behaved differently.

Assessment: Oral discussion, “What if…” questions, student work

Resources: leveled readers, library books

Target 13-14

other sources; ask for help, paraphrase, and question).


5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes.

diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

15. Target: Apply figurative language (similes, metaphors, analogies).

Essential Question: How does figurative language enhance a writing piece?

Q1: Identify similes, metaphors, and analogies in grade level content.

Activity: Students will identify different types of figurative language through interactive participation with Promethean Planet’s flip chart, “Figurative Language.”

Resource: www.boggles.worldesl.com; ironic

Q2: Demonstrate the use of similes, metaphors and analogies in oral or short written meaningful sentences.

Activity: Students will play the Chinese Whisper Game to use figurative language to describe alien life

Assessment: Written description and picture of an “alien”

K-4 Benchmark I-C:

1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes.


Craft and Structure

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

15







Core Standards

simile worksheet; www.prometheanplanet.com type figurative language in search engine, open/download Figurative Language Target 15

Resource: www.boggles.worldesl.com; click simile whispers at the bottom of the page, click open, save, or save as depending on how you want to use the game Target 15

or tone.

Media And Technology

16. Target: Navigate resource materials for general research including newspaper, internet, literary works (fiction/non-fiction) to demonstrate awareness of cultures around the world.

Essential Question: Why is a variety of media essential for understanding cultures around the world?

Q1: Decipher appropriate resource material for research.

Activity: Students will research SF question of the week. They will generate a research plan, including identification of key words and appropriate resources (maps, atlas, internet, etc...) for research.

Assessment: oral discussion, verbal feedback, observations

Resources: SF TE Weekly Language Arts Skill Target 16

Q2: Comprehend various resource materials to demonstrate awareness of cultural purpose and function of language.

Activity: Students will view interactive flip chart, AiA: The World Seen by the Eyes of the Children: Kit 1.” They will discuss observed similarities and differences among various cultures.

Assessment: Students will create their own art piece to represent cultural differences in the school, community, and world. www.prometheanplanet.com, type in culture in key word search,

K-4 Benchmark I-B:

1. Use key words, indices, cross-references and letters on volumes to find information.

Research to Build and Present Knowledge

4.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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Core Standards

scroll to AiA: The World Seen by the Eyes of the Children: Kit 1. (pg 3) Target 3, 16, 17

17. Target: Share presentations/writings using appropriate presentation strategies and technology.

Essential Question: How does collaboration and sharing of ideas expand your knowledge?

Q1: Share a simple paragraph that contains a topic sentence, main idea, and supporting details.

Activity: Students will create/write dialog for comic strips, and present it to the class. Assessment: completed comic strip, presentation

Resource: www.education.com; type in cat comics in search engine (there are a variety of activities to choose from)

SF Ten Important Sentences Target 7, 8, 17

Q2: Share a written response on a unified topic with sequence coherence, appropriate transitions and a closing statement.

Activity: Students will watch a slide show, Writing a Five Sentence Paragraph, followed by a short review. Students will then write three to five paragraphs on a unified topic, using proper sequencing and transition. Students will present their final paper to the class.


Resource: writing.pppst.com

Target 7-12, 17

K-4 Benchmark II-A:

1. Demonstrate competence in speaking to convey information.



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

4.SL.2. Integrate and evaluate information presented in diverse media and formats.

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Core Standards

1. Target: Read grade level text with fluency (use of voice and tone) at a rate that supports comprehension.

Essential Question: How does reading fluently support comprehension?

Q3: Read orally at grade level using clear enunciation, intonation and expression.

Activity: Students will play Book Bingo while reading grade level text. Bingo cards include a variety of genres and authors.

Assessment: completed bingo cards, written information about each book on back of bingo card-5 W’s

Resource: www.superteacherworksheets.com- book bingo

Target 1-2

Q4: Read and comprehend a variety of grade level texts using clear enunciation, and expression. Activity: Students will work in small groups. They will read grade level text with similar themes. They will give book talks us give l use complete play Book Bingo while reading grade level text. Bingo cards include a variety of genres and authors.

Assessment: completed bingo cards, written information about each book on back of bingo card-5 W’s

Resource: Real- Life Connector-www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Target 1-2

Benchmark I-D: 3. Adjust speed of reading to suit purpose and difficulty of material.

4. Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

Benchmark II-A: 5. Read aloud grade-level text with fluency and comprehension.


Range of Reading and Level of Text Complexity

4.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text 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.

2. Target: Employ questioning and summarization to clarify meaning of grade level text.

Q3: Identify non-essential information within a passage or story.

Activity: Students will read a passage or story with a partner/ small group.

Q4: Generate questions and summarize grade level text to make connections text-to-text, text-to-self, text-to-world to interpret meaning.

K-4 Benchmark I-C: 2. Respond to non-fiction using interpretive, critical and evaluative processes.

College and Career Readiness 2. Determine a theme of a story, drama, or poem from details in

18







Core Standards

Essential Question: 1. How does asking question help clarify meaning of text?

2. How does summarizing text support comprehension?

They will identify parts of the text that are nonessential for understanding the passage.

Assessment: Oral discussion, participation

Resource: SF basal, grade level readers, other printed media

Target 1-3

Activity: Students will read a book of their choice. They will create a book jacket highlighting important parts of the story including setting, characters, plot development, climax, resolution, rating, and text connections (text, self, world) On the inside of the book jacket, students will create a question game for their peers to play. When the book jackets and games are completed, students will switch projects with their peers. Other students will review the book jackets, and then play the game; answering questions about the book.

*This activity includes summarization and questioning to strengthen comprehension. It also encourages students to read different genres and authors through pair/share and peer recommendations.

Assessment: Oral discussion, participation, book jackets, student created game


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).

19







Core Standards

Resource: SF basal, grade level readers, other printed media

Target 1-3 3. Target: Make connections: text-to-text, text-to-self, text-to-world.

Essential Question: How does background knowledge aid/support comprehension?

Q3: Correlate connections between two or more stories across a theme using similarities and differences.

Activity: Students will make connections between characters in two or more stories. They will create a display to show how characters, plots, or author’s perspective are similar and different.

Assessment: student work, graphic organizers

Resources: grade level texts, library books, graphic organizers

Resource: Real- Life Connector-www.superteacherworksheets.com; click reading, literature circle roles (real-life connectors) Graphic organizer www.educationoasis.com

SF: The Big Question- for each unit

Q4: Compare and contrast grade level appropriate literature through differing perspectives. Activity: Students will make connections between characters in two or more stories. They will work in small groups to present the pros and cons of the character’s actions and motives.

Assessment: Students will participate in debate to present their perspective of the character’s actions, motives, behaviors.

Resources: grade level texts, library books

Example of debate: The Trial of the Big Bad Wolf-Reader’s Theater

www.clccharter.org/donna/...mock20%trial

K-4 Benchmark I-C

3. Analyze characters, events and plots from different texts and cite supporting evidence.


K-4 Benchmark III-A:

3. Consider a situation or problem from different characters’ point of view.

4. Trace the exploits of character types across literature and media depicting various cultures.

College and Career Readiness 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the texts (e.g., a character’s thoughts, words, or actions).

Craft and Structure 4.RL.6 Assess how point of view or purpose shapes the content and style of a text.


4.RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to

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Core Standards

Target 1-3 Target 1-3 compare the approaches the authors take.

4. Target: Infer meaning that is stated both explicitly and non-explicitly in text to draw conclusions using deductive and inductive reasoning.

Essential Question: How does prior knowledge help the reader draw logical conclusions and make reasonable judgments about text?

Q3: Examine title, captions, pictures, and prior knowledge to infer meaning in text.

Activity: Applying prior knowledge, students will use interactive flip chart to make inferences about sentences, titles, captions and pictures.

Assessment: At the end of the flip chart, “Making Inferences,” students will complete a quiz using active expressions or active votes.

Resources: www.prometheanplanet.com Making Inferences

Other resources: interactive sites www.globalclassroom.org/2005/inservice/reading.html www.freeology.com making inferences Target 4

Q4: Validate logical conclusions and determine understanding of word choice and perspective. Activity: Students will justify opinions/thoughts during literature discussion or content lesson by providing examples; citing context clues, word choice, and details in pictures or text. Assessment: participation, oral discussion, teacher observation Resources: text books, literature books Other resources: interactive sites www.globalclassroom.org/2005/inservice/reading.html www.freeology.com making inferences Target 1-4

K-4 Benchmark I-C




2. Describe the contextual differences of various forms of literature.



4.RI.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Craft and Structure

4.RI.4 Interpret meaning of words and phrases as they are used in a text, , and analyze how specific word choices shape meaning or tone relevant to 4th grade

21







Core Standards

topic or subject area.


4.RI.8 Explain how author’s use reason and evidence to support particular points in a text.

Word Analysis

5. Target: Utilize vocabulary concept maps, charts or graphs and/or other resources to understand vocabulary.

Essential Question: How do graphic organizers help you understand unfamiliar vocabulary?

Q3 Create a concept map, graph or chart to interpret multiple meaning words and figurative language.

Activity: Students will work independently, with a partner, or in a small group to create Wanted Posters for lesson vocabulary. The Wanted Posters should include: word, definition, picture, part of speech, example sentences

Resources: paper, crayons/pencils, dictionaries, glossary in assigned text Target 5-6

Q4 Implement a variety of concept maps, graphs, and charts to convey vocabulary components in presentation or written form. Activity: Students will read a short story, and use familiar word parts along with context clues to define lesson vocabulary. Assessment: Student Reader Writer Notebook (example 282 student edition, TE 116e) Resources: grade level text, SF student practice book, dictionaries, glossaries, thesauruses

Benchmark II-A:


K-4 Benchmark II-C:

2. Use planning strategies that generate topics and organize ideas.



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

22







Core Standards

Teachers may also reference Envision It found at www.pearsonsuccessnet.com Click teacher’s resources

6. Target: Understand /Determine meaning of unknown vocabulary words within context.

Essential Question: How is identifying and understanding vocabulary important to your learning?

Q3: Devise vocabulary to convey meaning using synonyms, antonyms, homophones.

Activity: Students will construct Tic-Tac-Toe cards. With a partner, students will play Tic-Tac-Toe using antonyms, synonyms, and homophones

Assessment: Student participation, oral discussion in which students provide examples of multiple meaning words, antonyms, and synonyms.

Resource: www.education.com

Target 5-6

Q4: Apply /Critique meaningful words when writing and speaking to increase vocabulary knowledge. Activity: Students will write vocabulary words on index cards. At the beginning of each day, a student picks a card. Students must define the word (verbally or written). Throughout the day, students are to use the chosen word as many times as possible. At the end of the day, students share how many times the word was used either in conversation or written language. The student who uses the word the most puts their name under the word on the word wall. Assessment: participation, student work Resource: : www.education.com Target 5-6

Benchmark 1-A:

1. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., re-read the text, consult other sources; ask for help, paraphrase, question).

4. Increase vocabulary through reading, listening and interacting.




23







Core Standards

Writing

7. Target: Utilize planning strategies to organize a written document such as brainstorming, mapping, webbing, journaling or note-taking.

Essential Question: Why is it important to have a plan before writing?

Q3: Brainstorm/organize a narrative from a characters perspective to include who, what, where, when, why, how, and descriptive details to express complete ideas and thoughts.

Activity: Student will view interactive slide show that explains the 5W’s. They will then read imaginary/real newspaper articles; answering the 5W’s. Finally, they will brainstorm a narrative from an assigned/selected character’s point of view using 5W’s Daily News.

Resource: www.slideshare.net What are the 5 W’s; www.ed/Worksheets.com free worksheets, select grade level – select 5W’s game and/or 5W’s fiction story cards Target 5-7

Q4: Design a graphic organizer which incorporates facts, details, examples, and explanations for an expository writing, brochures, letters, or speeches.

Activity: Students will work in small groups or with a partner. They will use Fairy Tales to plan/write a personal narrative from a character’s point of view.

Assessment: graphic organizer, narrative

Resources: Collection of Fairy Tales including: Goldilocks and the Three Bears, The Three Little Pigs (different versions including “The True Story of the Three Little Pigs), Little Red Riding Hood, Jack and the Beanstalk, etc.. Target 7-9

K-4 Benchmark II-C




4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.



8. Target: Write complete meaningful

Q3: Implement descriptive vocabulary to convey a message in a

Q4: Compose a variety of meaningful sentences to formulate

K-4 Benchmark II-B:

2. Combine short,


24







Core Standards

sentences with significant details to convey a message within a paragraph.

Essential Question: How do vivid words and significant details give life to a writing piece?

variety of sentences.

Activity: Students will use vivid vocabulary to formulate a variety of sentences. They will then write an original short story based on an assigned prompt.

Activity 2: Students will use interactive site, Complete the Story, to create a variety of sentences that forms a descriptive paragraph or short story.

Assessment: student work; short story

Resource: www.edworksheets.com,writing

www.pittsburg.k12.ca.us/stoneman/resources-students4vocab.aspx

Other resource: SF Basal Target 5-8

a descriptive paragraph.

Activity: Students work through flipchart with a partner. The chart explains why it is important to use descriptive sentences. Chart gives examples and explains how to form sentences. Students must construct meaningful sentences to formulate a descriptive paragraph.

Assessment: student work

Resource: www.pppst.com language arts, type in six sassy sentences

Target 5-8

related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.

4. Use parentheses, commas in direct quotations and apostrophes in the possessive case of nouns and in contractions.




9. Target: Write constructive or extended responses using reasoning and

Q3: Write concise constructed/expanded responses with relevant details using ACE or RACE.

Q4: Evaluate/justify ACE or RACE responses as being relevant to learning and communicating.

K-4 Benchmark I-C:

4. Analyze how language and visuals


Text Types and

25







Core Standards

critical thinking.

Essential Question: How does a well written response demonstrate understanding?

Activity: Students will write a concise constructed/ response to grade level content. They will use a rubric and check list to self-assess their work before turning it in.



Activity: Students will write a concise constructed/ response to grade level content. They will use a rubric and check list to self-assess individual work. Finally, they will evaluate/justify their response using supporting details from the passage.



bring characters to life, enhance plot development and produce a response.


Purposes




4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Target: Revise a written document focusing on sequence of events and ideas, transitional words,

Q3: Improve word usage and ideas to enhance the richness of a written document.

Activity: Students will create an

Q4: Critically analyze a written document for transitional words, sequence of events and details to establish logical progression.

K-4 Benchmark II-B: 2. Combine short, related sentences with appositives, participial phrases, adjectives,


4.W.5 Develop and

26







Core Standards

sentence structure, word usage and details.

Essential Question: How does word usage and organization of events improve your writing?

imagery using descriptive words and phrases. The words and phrases will describe the scene accurately so the picture can be visualized. Phrases and words cannot be used more than once.

Assessment: student work

Resource: www.kimskorner4teachertalk.com create a scene with words

Target 7-10

Activity: Student will be provided with a list of transitional words and phrases. Students will then highlight transitional words or phrases in assigned passage, and discuss choice of transitional words with partner.

Activity 2: Students will complete transition word activity available at www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english

Then, they will create original sentences using assigned transitional words and/or phrases.

Target 7-10

adverbs and prepositional phrases.

K-4 Benchmark II-C:

3. Focus revision on sequence of events and ideas, transitional words and sentence patterns.

strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

11. Target: Edit a written document focusing on conventions of capitalization, punctuation, spelling and word usage.

Q3: Proofread and publish a written document improving word usage and sequence of events with correct conventions of grammar and word usage.

Activity: Students will write an expository essay using sequencing words to show progression of events.

Q4: Compare and Contrast two non-fiction written documents for conventions, transitional words, sequence of events and details to establish logical progression.

Activity: Student will be provided with a list of transitional words and phrases. Students will then

K-4 Benchmark II-B:




27







Core Standards

Essential Question: How does editing improve your writing?

Next, they will use the editing wheel to check the written document for completion.

Assessment: essay, check list for editing wheel

Resource: www.superteacherworksheets.com

Target 11

highlight transitional words or phrases in assigned passage, and discuss choice of transitional words with partner.

Activity 2: Students will complete transition word activity available at www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english

Then, they will create original sentences using assigned transitional words and/or phrases. Target 11

K-4 Benchmark II-C:



12. Target: Compose a concise three-paragraph essay using the writing process in legible handwriting.

Essential Questions: 1. What’s the connection between reading and

Q3: Compose a narrative essay incorporating topic sentence, main idea, relevant details, and logical progression of ideas, coherence, elaboration and concluding statement related to the topic.

Activity: Students will brainstorm/compose a narrative essay related to the topic.

Q4: Compare/contrast expository to narrative writing identifying format, similarities and differences in order to compose a simple expository essay.

Activity: Students will view the power point, Expository Writing. In large group, they will discuss similarities and differences

K-4 Benchmark II-C:

1. Produce a variety of written compositions using:

a. descriptive writing (e.g., using relevant details and ideas that figuratively recreate an



4.W.2a-e Write informative/explanatory texts to examine and convey complex ideas and information

28







Core Standards

writing? 2. Do stories/essays need a beginning, middle, and end? Why?

Assessment: Personal and Fictional narrative rubric

Resource: www.fsusd.k12.ca.us

Target 12

between expository and narrative writing. Next, students will sort teacher created cards into “Expository” or “Narrative” groups. They will justify their reasoning by using examples or details from the passage or the power point.

Assessment: Student created graphic organizer, draft, and final essay

Resource: www.writing.pppst.com/expository.html; click on expository writing

Target 12

event or experience),

b. narrative writing (e.g., using sequence, point of view and character to tell a story), and

c. expository writing (e.g., identifying and staying on the topic; developing the topic with simple facts, details, examples and explanations).



clearly and accurately through the effective selection, organization, and analysis of content.



29







Core Standards

Literature

13. Target: Analyze literary connections across a variety of cultures using cause/effect or compare/contrast strategies.

Essential Questions:

1. Why is compare/ contrast an important reading strategy?

2. How does cause/effect help understand connections between cultures?

Q3: Utilize cause/effect and/or compare & contrast strategies to evaluate literature for cultural connections.

Activity: Students will read an article and a poem to compare/contrast author’s word choice, style, and content on the subject of Venus Flytraps. They will use a Venn Diagram to show similarities and differences. They will also compare format of the two types of writing. This activity can be used with any article or story.

Assessment-graphic organizers, comprehension questions, graphic organizers

Resources:

www.superteacherworksheets.com

reading comprehension, grade 4, comparing texts, Venus Flytrap

Target 3, 7, 13

Q4: Respond to literature using interpretive, critical, and evaluative processes to analyze grade level literature using cause/effect and compare/contrast strategies.

Activity: Students will create a presentation of their choice (power point, skit, artwork, etc…) to demonstrate cause/effect or compare/contrast grade level text.

Example: Magic Tree House: Finding the Titanic (Why did the Titanic hit the iceberg? How were the different classes of people treated differently? Did a person’s socio-economic status influence the person’s chance of survival? Etc…)

Assessment: student presentation

Resource: grade level text, self-selected reading material

Target 3, 7, 13

K-4 Benchmark III-A:

1. Examine the reasons for characters’ actions.

2. Identify and examine characters’ motives.

3. Consider a situation or problem from different characters’ point of view.

4. Trace the exploits of character types across literature and media depicting various cultures.


2. Describe the contextual differences of various forms of literature.

3. Describe the reasons why an author would choose a particular


4.RL.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4.RI.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

4.RL.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of

30







Core Standards

genre. Knowledge and Ideas


4.RI.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

14. Target: Clarify meaning, speculate about text, and determine the author’s intent, style, content through questioning.

Essential Question: Why is questioning text

Q3: Formulate questions about word choice and imagery in a story with a partner.

Activity: Students will work with a partner or in a group. They will use question cubes to discuss word choice and imagery in a story.

Assessment: Student participation,

Q4: Formulate questions to clarify meaning in order to speculate about text and determine author’s intent, style, and content individually.

Activity: Students will construct fortune tellers to formulate questions and clarify meaning about text, and author’s purpose/style. They will take turns

Benchmark II-A:

1. Actively contribute to a discussion.

2. Use language to: present information and ideas clearly and concisely, interview, solve problems and


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

31







Core Standards

important? oral discussion

Resource: Story cubes can be purchased at A to Z. Story cubes can also be made using Puff Kleenex boxes or other cardboard boxes in the shape of a cube. Cover the box in wrapping paper. Create questions that focus on the story (beginning, middle, end, plot, characters, setting, etc…)

Foldable Story Cube www.superteacherworksheets.com click reading worksheets; reading story cube

QUIP (Questions Into Paragraphs) Chart

www.ehow.com; metacognitive awareness guide Targets 14

answering questions with a partner or small group using the fortune teller.

Assessment: participation, oral discussion, accurateness in answering questions.

Resource:

Google : Fortune Teller and other activities www.familyeducation.com

Target 14

make decisions.

their own clearly and persuasively.

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

15. Target: Apply figurative language (similes, metaphors,

Q3: Propose and identify other figurative language (personification, idioms, alliterations, hyperbole) in

Q4: Apply figurative language to produce a written composition which presents ideas clearly and

K-4 Benchmark II-A

2. Use language to: present information and

Craft and Structure

4. Interpret words and phrases as they are used

32







Core Standards

analogies).

Essential Question: How does figurative language enhance a writing piece?

grade level literature.

Activity: Students will explain the meaning of idioms through the use of an interactive flip chart. After using active expressions, students will write their own idioms.

Assessment: quiz using active expressions, student work

Resource: www.prometheanplanet.com

Target 15

concisely.

Activity: Students will create and illustrate poetry books that include idioms, alliterations, personifications, and hyperboles.

Assessment: student created poetry books

Resource:

www.promethanplanet.com figurative language

Target 15

ideas clearly and concisely, interview, solve problems and make decisions.

in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Media And Technology

16. Target: Navigate resource materials for general research including newspaper, internet, literary works (fiction/non-fiction) to demonstrate awareness of cultures around the world.

Essential Question: Why is a variety of

Q3: Examine resource materials for cultural bias and grade level appropriateness.

Activity: Students will work in small group to view illustrations, captions, and grade level text. They will discuss if the media depicts biases towards different cultures. They will also determine if they find the media easy to understand, interesting to look at, and informative at a level

Q4: Select print and digital resource materials to produce a written document for a specific topic or purpose.

Activity: Students will work in small group to view illustrations, captions, and grade level text. They will discuss if the media depicts biases towards different cultures. They will also determine if they find the media easy to understand,

K-4 Benchmark I-B:

2. Use multiple representations of information (e.g., maps, charts, photos) to find information.


4.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while

33







Core Standards

media essential for understanding cultures around the world?

they can understand.

Assessment: oral discussion, participation

Resources: grade level text, newspapers, magazine, other printed material

Target 16-17

interesting to look at, and informative at a level they can understand. Students will select an illustration or passage from a digital resource, and write an opinion paper discussing bias or grade level appropriateness.

Assessment: oral discussion, participation

Resources: grade level text, newspapers, magazine, other printed material

Target 16-17

avoiding plagiarism.

4.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

17. Target: Share presentations/writings using appropriate presentation strategies and technology.

Essential Question: How does collaboration and sharing of ideas expand your knowledge?

Q3: Make an oral presentation using clear and concise language that incorporates technology.

Activity: Students will write a narrative essay. They will type it on the computer, and use the computer to edit their writing.

Assessment: completed narrative essay

Resource: SF, Customized Writing

Q4: Using technology, create a presentation of a selected genre of student’s choice to demonstrate awareness of literature.

Activity: Students will create a Power Point or Promethean Flip Chart and insert audio recordings to coincide with selected genre in order to demonstrate literature awareness.

Assessment: completed project

K-4 Benchmark II-A: Demonstrate competence in speaking to convey information.


3. Make oral


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

Presentation of Knowledge and Ideas

4.SL.4 Present information, findings,

34







Core Standards

Target 17

Resource: SF, Customized Writing, computer, grade level literature

Target 17

presentations, using technologies when appropriate, with an awareness of audience and purpose.

4. Use appropriate non-verbal communication while giving presentations.

K-4 Benchmark II-B:

9. Speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation.

and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

roswell independent school district curriculum … independent school district curriculum map 2011...

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