3rd Grade - DePaul University



4th Grade THIRD QUARTER LEARNING PRIORITIES

Common Core Fourth Grade Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Refer to details and examples in a text when explaining what the text says explicitly and when |1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing |

|drawing inferences from the text. |inferences from the text. |

|2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. |2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. |

|3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in |3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including |

|the text (e.g., a character’s thoughts, words, or actions). |what happened and why, based on specific information in the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including those that allude to|4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a |

|significant characters found in mythology (e.g., Herculean). |grade 4 topic or subject area. |

|5. Explain major differences between poems, drama, and prose, and refer to the structural elements of |5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, |

|poems and drama when writing or speaking about a text. |ideas, concepts, or information in a text or part of a text. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Make connections between the text of a story or drama and a visual or oral presentation of the text, |7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, |

|identifying where each version reflects specific descriptions and directions in the text. |time lines, animations, or interactive elements on Web pages) and explain how the information contributes to |

| |an understanding of the text in which it appears. |

|8. (Not applicable to literature) |8. Explain how an author uses reasons and evidence to support particular points in a text. |

|9. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, |9. Integrate information from two texts on the same topic in order to write or speak about the subject |

|myths, and traditional literature from different cultures. |knowledgeably. |

Writing: Opinion (CPS Framework Assessment Specification)

CCSSW4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

that Support the Gradual Release of Responsibility

Comprehension and Collaboration

• CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

1. CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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

3. CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4. CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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

• CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas

• CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

Planning Resource: FOURTH GRADE ESSENTIAL ISAT SCIENCE CONTENT

Aligned with the Illinois Learning Standards and ISAT Samples and Specifications

|FORCE AND MOTION |Inquiring about |

|balance/equilibrium |ENERGY/ELECTRICITY AND LIGHT |

|friction |attraction |

|gravity |electrical energy |

|magnetism | |

|simple machines: level, included plane, pulley, screw, and wheel and axle—how they function, how |heat |

|they apply forces with advantage, relate to tasks |light |

| | |

| |magnet |

| |mechanical energy |

| | |

| |nonmetal |

| |prism |

| | |

| |repel |

| |static electrical charge |

| | |

|MATTER |Inquiring about |

|contact |BASIC EARTH SCIENCE |

|density |Air |

|dissolve |climate |

|expand | |

|gas |coal, oil |

|liquid |decompose |

|particles | |

|solid |earth’s surface and landforms |

|temperature |erosion |

| | |

| |fossil fuel |

| |igneous |

| | |

| |land |

| |land formations |

| | |

| |metamorphic |

| |minerals |

| | |

| |natural gas |

| |natural resource |

| | |

| |non-renewable resource |

| |renewable resource |

| | |

| |water |

| |sedimentary |

| | |

| |weather |

| |water cycle |

| | |

|BASIC ASTRONOMY |LIVING THINGS |

|constellation |amphibian |

|galaxy |bird |

| | |

|lunar eclipse |characteristics |

|mass of a planet |inherited |

| | |

|order of planets from the sun |living |

|relative positions |needs |

| | |

|revolution |non-living |

|rotation |reptile |

| | |

|solar eclipse | |

|sunlight | |

| | |

|INQUIRY |ENVIRONMENT AND INTERACTION OF LIVING THINGS |

|Students observe, analyze, and read |decomposer |

|Continue science topical word wall. |ecosystem |

|Students interpret data table or graph | |

|Students make glossary |food chain |

|Students write summary |food web |

|Inquiry, Data Analysis, forming a hypothesis; observation; Measurement, Evaluation, Content | |

| |life cycle |

| |photosynthesis |

| | |

| |plants, plant growth |

| |producer |

| | |

| |reproduction |

| | |

| | |

Fourth Grade: THIRD QUARTER Learning Priorities Weeks 21-22

| |Week 21 |Week 22 |

|Reading Literature |How do you read a story? |Answer inferential questions and respond with evidence |

|CCSSRL.4.1 |Guide students to clarify their strategies |character traits and actions |

|Infer with evidence |What strategies do you use to: |Motive Implied Cause-effect |

|and |Analyze author’s purpose and techniques the writer uses to accomplish it. |Prediction theme purpose |

|Writer’s Craft and Structure—analyze how the |Analyze problem and solution |How does the writer communicate to help you understand character, plot, setting, |

|writer communicates ideas. |Infer feelings, traits, predictions. |mood, theme? |

| |Figure out the theme | |

| | |How is one story like another? |

| | |How is each different? |

|Science |Integrate information from two different texts to respond to a big question |Integrate information from two different texts to respond to a big question with |

|CCSSRI.4.1 |with cited examples. |cited examples. |

|Answer with evidence |Use text features to locate the information. |Use text features to locate the information. |

|CCSSRI4.2 summarize, main idea | | |

|CCSSRI5. Author’s choices |Include texts with graphs and tables. |Include texts with graphs and tables. |

|CCSSRI9 integrate information from two different | | |

|texts. | | |

|Social Science |How do you read nonfiction? |How do you read nonfiction? |

|CCSSRI.4.1 |Focus on text features and structure |Focus on text features and structure |

|Answer with evidence |Students apply strategies to identify relevant information from two texts to |Students apply strategies to identify relevant information from two texts to respond|

|CCSSRI4.2 summarize, main idea |respond to analytic questions—compare, contrast, cause-effect, central idea. |to analytic questions—compare, contrast, cause-effect, central idea. |

|--use text features and structure to figure out |Use two different texts. | |

|what’s important (CCSSR5) | |Integrate from two different texts. |

|Integrate information from 2 texts (CCSSR9) | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

| | | |

|Word Knowledge |What are important science words—sort by topic |What are important words about reading—sort by genre |

|CCSSRI.4.4 | | |

|Analyze word patterns and use | | |

|Infer from context | | |

|Writing |Organize then write extended response |Organize then write extended response |

|opinion | | |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then solve | | |

|it |Math Journal |Math Journal |

| |extended response |extended response |

Fourth Grade: THIRD QUARTER Learning Priorities Weeks 23-24

| |Week 23 |Week 24 |

|Reading Literature |How do you read a poem? |What strategies do readers use to… |

|CCSSRL.4.1 |How does the writer help you understand the idea? |interpret a poem |

|Analyze, then infer with evidence | |analyze a story |

|CCSSRL4.2 theme |(includes metaphor, simile, images as well as theme/main idea—ISAT probably will | |

|4.5 and 6 |use theme, NWEA uses main idea) |What’s different and what’s the same: different genres of fiction? |

|Author’s purpose and techniques | | |

|Science |Use text features to locate information. |Use text features to locate the information. |

|use text features to figure out ideas and | | |

|information(CCSSR5) |Include texts with graphs and tables. |Include texts with graphs and tables. |

|Social Science |How do you read nonfiction? |How do you read nonfiction? |

|use text features and structure (CCSSR5) |Focus on text features and structure |Focus on text features and structure |

|integrate from different texts (CCSSR9) |Students apply strategies to identify relevant information from two texts to |Students apply strategies to identify relevant information from two |

| |respond to analytic questions—compare, contrast, cause-effect, central idea. |texts to respond to analytic questions—compare, contrast, cause-effect,|

| | |central idea. |

| |Use two different texts. | |

| | |Integrate from two different texts. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |what are important words about nonfiction reading? |What are important words you need to know to solve math problems? |

|CCSSRI.4.4 | | |

|Analyze word structure | | |

|Infer from context | | |

|Writing |Organize then write extended response |Organize then write extended response |

|opinion | | |

| | | |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Math Journal |Math Journal |

| |extended response |extended response |

Fourth Grade: THIRD QUARTER Learning Priorities Weeks 25-26

| |Week 25 |Week 26 ISAT |

|Reading Literature |Infer the purpose of the passage—to teach a lesson or to persuade|What do you put into a reader’s guide for: |

|Craft and Structure (4, 5, 6) |or another purpose. |poems |

| |Analyze why the author includes details, events, and characters |stories—different kinds of stories |

| |to accomplish that purpose. |nonfiction? |

|Science |Write nonfiction reader’s guide: how to… |read, experience, draw, list facts, write about |

|CCSSRI.4.1 Analyze |classify information, identify how the writer includes facts to |TOPIC AND BIG QUESTION: |

|CCSSRI4.2 Use structure of the text and |support ideas. | |

|other strategies to comprehend |identify any opinions |Outline the passage. |

|nonfiction |Analyze how a nonfiction/informational text writer uses headings | |

| |and other features to explain a topic in a passage. |Explain how a nonfiction/informational text writer uses headings and other features to explain a topic in |

| |figure out the writer’s purpose—it is MORE than inform. |a passage. |

| | |Infer how the writer wants you to feel about the topic. |

|Social Science |Write nonfiction reader’s guide: how to… |read, experience, draw, list facts, write about |

|CCSSRI.4.1 Analyze |classify information, identify how the writer includes facts to |TOPIC AND BIG QUESTION: |

|CCSSRI4.2 Use structure of the text and |support ideas. | |

|other strategies to comprehend |identify any opinions |Outline the passage. |

|nonfiction |Analyze how a nonfiction/informational text writer uses headings | |

| |and other features to explain a topic in a passage. |Explain how a nonfiction/informational text writer uses headings and other features to explain a topic in |

| |Figure out the writer’s purpose—it is MORE than inform. |a passage. |

| | |Infer how the writer wants you to feel about the topic. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction| | |

|Word Knowledge |How do you infer from context? |List words of hope! |

|CCSSRI.4.4 | | |

|Analyze word structure | | |

|Infer from context | | |

|Writing |How do you organize an extended response? |write about an obstacle you have overcome. |

|opinion | | |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, | | |

|then solve it |Math Journal | |

| |how do you write an extended response? |Math Journal |

Fourth Grade: THIRD QUARTER Learning Priorities Weeks 27-28

| |Week 27 |Week 28 |

|Reading Literature |Analyze questions, respond thoughtfully |Analyze questions, respond thoughtfully |

|CCSSRL.4.1 analyze, infer |Identify differences between inferential and analytic questions. |Identify differences between inferential and analytic questions. |

|4.2 Summarize, evaluate |Ask/answer analytic and inferential questions with evidence—including |Ask/answer analytic and inferential questions with evidence |

| |questions about the writer’s purpose and techniques. |including questions about the writer’s purpose and techniques. |

|4.5 and 4.6—author’s purpose and | | |

|techniques |Justify the basis for response to multiple choice question—can you support |Justify the basis for response to multiple choice question—can you support your choice with |

| |your choice with logic? |logic? |

|Science |Answer with examples and strategies: |read, experience, draw, list facts, write about |

|CCSSRI4.1 |How do you figure out which information and ideas are important when you read| |

|Read closely, analyze |nonfiction? |TOPIC |

| | |BIG QUESTION: |

| | |Draw a conclusion: what is the purpose of the passage? Explain how you figured that out. |

| | |Illustrate what you learned. Write a four-sentence summary. |

|Social Science |Answer with examples and strategies: |read, experience, draw, list facts, write about |

|CCSSRI.4.1 |How do you figure out which information and ideas are important when you read|TOPIC AND BIG QUESTION: |

|Read closely, analyze |nonfiction? | |

| | |Draw a conclusion: what is the purpose of the passage? Explain how you figured that out. |

| | |Illustrate what you learned. Write a four-sentence summary. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Identify possessives in reading. |Identify/use compound words. |

|CCSSRI.4.4 word structure and usage; | | |

|infer from context | | |

|Writing |Outline essay or report, emphasis on focus, support |Write essay or report based on outline from previous week, emphasis on focus and support and |

|Opinion | |transitions |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, | | |

|then solve it |Math Journal |Math Journal |

| |Short Response |Short Response |

Fourth Grade: THIRD QUARTER Learning Priorities Week 29

| |Week 19 |

|Reading Literature |Write with examples about |

|CCSSRL.4.2 |genres of fiction |

|Summarize, interpret |how they are alike |

| |how they are different |

|Author’s purpose and techniques 4.5 and 4.6 | |

| |Explain how to use structures and features to comprehend nonfiction. |

| | |

|Science |Make a booklet or report that tells/shows what you have learned about a topic in |

|CCSSRI.4.1 |science |

|Read closely, analyze |Answer UNIT-Level BIG QUESTION |

|CCSSR9 Integrate information and ideas from different texts | |

|Social Science |Make a booklet or report that tells/shows what you have learned about a topic in |

|CCSSRI.4.1 |social science |

|Read closely, analyze |Answer UNIT-Level BIG QUESTION |

|CCSSR9 Integrate information and ideas from different texts | |

|Fluency |Explain how to read with expression and appropriate rate—and demonstrate. |

|Rate, comprehension, expression, diction | |

|Word Knowledge |Give examples of words: contractions, possessives, compound |

|CCSSRI.4.4 | |

|Infer from context |Write your own guide to figuring out a word you don’t know: |

| |from context—with examples |

| |by structure—prefix, suffix, root |

|Writing |Analyze a nonfiction/informational text . |

|Opinion |Tell how the writer: |

| |made it interesting |

| |supported ideas with information |

| |included important facts |

| |Also tell if the writer has included opinions and how you know. |

|MATH | |

|Practice Standard 1: analyze problem, then solve it |Write a booklet or guide about this quarter’s math learning. |

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