Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum Maps42005250Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. Curriculum Maps, Grades 3-5Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the learning target statements to help.Study the suggested performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks. Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.TN DOE Curriculum StandardsLearning OutcomesContent & TasksWeek 1 – Lesson 15Reading SelectionEcology for Kids (Lexile Level 770)Wonderful Weather (NP; paired selection)Break It Down (Donyall Dickey, Complex Text, RI.4.4)Climates-An Introduction of Climates (Lexile Level 770) Zones (Lexile Level 800) Idea: Protect your environment.Reading Literature and Informational TextRI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI .4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI .4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in text.Strategies and SkillsComprehension SkillMain Idea and DetailsAuthor’s Word ChoiceAnalyze an Argument Comprehension Strategy Monitor/ClarifyLearning Targets (I Can…)Identify main idea and details in two or more texts.Describe how a narrator’s or speaker’s point of view influences how events are described.Read and comprehend informational texts.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 15Journeys Progress Monitoring, Lesson 15Journeys Reader’s Notebook, Lesson 15Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalUse projectable 15.2 web the main idea and details of An Ocean of Resources.Sample MICA Items for RL.4.2 and RL.4.4 an assessment using Question IDs 44322 and 44334Text Dependent QuestionsWhy is it important to preserve the rain forest? Cite evidence from the text.(general understanding)Why is the ozone layer important for living things on Earth? (key details)One page 444, what does it mean to have something directly affect you? Use evidence from the text to support your answer. (vocabulary)What reasons and evidence does the author use to support his message about the sun? (opinion)Literacy Station ActivitiesComprehension Station –use a graphic organizer to web the main idea and supporting details of Ecology for Kids. Use projectable 15.2. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigor.Link to practice main idea: HYPERLINK "" to practice main idea to comprehending ecosystems Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingExplain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high frequency, single words or answer yes/no or either/or questions.Explain the main idea and key details by summarizing the text using L1 and/or using Pictures and Photographs, and key vocabulary in phrases and short sentences.Explain the main idea and key details by summarizing the text using key vocabulary in a series of simple, related sentences.Explain the main idea and key details by summarizing the text using key vocabulary in expanded and some complex sentences.Explain the main idea and key details by summarizing the text using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Strategies and Skills: ExpressionLearning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Read poetry with expression.Phonics and fluency: Three syllable wordsPerformance assessmentsRecognize and use three syllable wordsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study-Count the syllables in each line of the poem, Wonderful Weather. Identify all words with three syllables. After identifying all the three syllable words have segment each word, say the chunks, blend them together and say the result, then try to recognize the words. Make corrections as necessary. Now add writing: Cover the word and have the reader write it from memory after reading it. The reader should say each chunk out loud while writing it. Do not say separate sounds while writing a chunk, but instead, slowly say the entire chunk. Advanced Phonics Part 2: AP.008-Syllable Game, AP.009-Syllable Score, AP.010-Syllable SortFluency station (optional)-timed reading to practice pace and expression, performance reading. Fluency Part 2, F.011-Reading ChunksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Pre-assessment writing task: Practice Writing Test on MIST Portal OR Microsoft Word Post-assessment writing task: Self-reflection on practice MIST testUse scoring rubric from TNReady Speaking and ListeningSL.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 paceSL 4.5- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themesStrategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Paraphrase information from a text.Prepare and present my research findingsSummarize a text or passages from a text.Performance AssessmentsTeacher observationsParticipating in and conducting discussions, read alouds, and question/answer sessions.Oral presentations (group or individual)Using formal English in appropriate situationsLanguage L.4.1-Demonstate command of theconventions of standard English grammarsage when writing or speaking. L.4.2- Demonstrate command of theconventions of standard English capitalization, punctuation, and spelling whenwriting.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.Strategies and SkillsSkillsIrregular VerbsStrategyLearning Grammar through Writing Targets (I Can…)Review the qualities of regular and irregular verbs Identify both regular and irregular verbs while reading Write using both regular and irregular verbs correctly Edit writing for capitalization errors and spelling errorsRecognize and use grade appropriate vocabulary within context.Use context clues to comprehend grade level vocabulary.Determine the meaning of unfamiliar words using context clues, dictionaries, and glossariesVocabularyUsing contextVocabulary for Explicit InstructionTraces, affect, ecology, destruction, context (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Use projectable 15.3 and read “An Unfriendly Ecosystem”.Link to context clues practice to irregular verb practice Vocabulary Part 3, V.020-Word CluesLanguage ArtsIrregular verbsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors Week 2 – Lesson 16Reading SelectionsRiding Freedom (Lexile Level 640)Spindletop (Lexile Level 750, paired selection)The Pony Express (Lexile Level 830) spread the story of ancestors who built big U.S. railroad (Lexile Level 860) Idea: Success is near.Reading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the textRL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.Strategies and SkillsComprehension SkillCompare and ContrastGenre: Historical FictionPersonification Comprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Compare and contrast the thoughts, words, and actions of characters in literature.Analyze the elements of a story structure: character, setting, and plot.Identify the elements of a historical fiction story.Identify personification in literaturePerformance Assessments Journeys Grab-and-Go Assessments, Lesson 16Journeys Progress Monitoring, Lesson 16Journeys Reader’s Notebook, Lesson 16Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalHave students generate questions from the text, Riding Freedom. Students exchange papers to answer questions. (vocabulary/text structure)Text Dependent QuestionsWhy do you think Charlotte was able to calm the horses as she waits for the lightning? (general understanding)The author uses the phrase, “moans of the wood”. What does this mean? Use contextual evidence to support your answer. (vocabulary/text structure)On page 479, do you agree or disagree with the decision Charlotte made to not let the man stay in the coach? Why? Use evidence from the text to support your answer. (opinion)Literacy Station ActivitiesComprehension Station-Use projectable 16.2 to compare and contrast characters in Riding Freedom. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigor) Part 2, C.010-Side-by-Side StoriesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Identify the theme of the story in grade level texts in L1 and /or answer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.Identify theme in grade-level texts in L1 and/or answer wh- questions about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.Identify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.Identify theme of story in texts within grades 3-4-complexity level by producing complex sentences with varying grammatical structures and content-based vocabulary. Identify theme of story in grade level texts by producing multiple, complex sentences of varying grammatical structureswith precise, content-based vocabulary.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingDefine academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.Define key, academic words and phrases in adapted, informational text using simple, related sentences.Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesFor additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Strategies and Skills: RateLearning Targets (I Can…)Read aloud with accuracy, appropriate rate, and expression.Use tone, volume, and pace to read with expression.Use text cues to adjust intonation.Decoding and fluency: Sound/Spelling ChangesPerformance assessmentsSuffixes –able and –ibleThree-syllable wordsRead grade level text with fluency, accuracy, expression, and comprehension.Read orally with accuracy, appropriate rate, and expression.Use of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study- Students work in pairs with suffix cards that end with the suffixes –able, -ible. Sort spelling words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration. Link to suffix activities station (optional)-timed reading to practice pace and expression, performance reading. Fluency Part 1, F.002, Affix WizWriting/ResearchW.4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W.4.1b- Provide reasons that are supported by facts and details.W.4.1c- Link opinion and reasons using words and phrases.W.4.1d- Provide a concluding statement or section related to the opinion presented. Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Pre-assessment writing task: Practice Writing Test on MIST Portal OR Microsoft Word Post-assessment writing task: Self-reflection on practice MIST testUse scoring rubric from TNReady Speaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Strategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Compare and contrast story settings, drawing on details and other evidence in the text.Participate in a collaborative discussion, drawing on preparation and carrying out assigned roles.Make contributions to the discussion, review key ideas expressed and draw conclusions.Performance AssessmentsParticipating in and conducting discussions, read-alouds, and q/a sessionsAccountable talk sessionsThink, pair, sharePrepare material for class/group discussionTeacher observationsLanguageL4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.Strategies and SkillsSkillsAdjectivesStrategyLearning Grammar through Writing Targets (I Can…)Identify adjectives in sentences.Identify and explain personification.Explain the meaning of metaphors.VocabularyFigurative LanguageVocabulary for Explicit InstructionEscorted, situation, personification, describe, stagecoach (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Read Hired by The Pony Express. Have students use projectable 16.3 to figure out boldfaced examples of figurative language.Link to figurative language practice to adjective practice and ArtsAdjectivesPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors Week 3 – Lesson 17Reading SelectionsThe Right Dog for the Job (Lexile Level 940)Knowing Noses (Lexile Level 790; paired selection)Snowy Town (Lexile Level 890) House Guard Dogs are Heroes (Lexile Levels 950) Idea: People and animals share the same fate.Reading Literature and Informational TextRL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)RL.4.4-Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the textRI.4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Strategies and SkillsComprehension SkillSequence of EventsMain Idea and DetailsDomain-Specific VocabularyComprehension StrategySummarizeLearning Targets (I Can…)Explain how authors use sequence as a structure for narrative next.Summarize a text by indicating the sequence of events.Identify main idea and details in two or more texts.Determine the meaning of words in context.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 17Journeys Progress Monitoring, Lesson 17Journeys Reader’s Notebook, Lesson 17Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalUse projectable 17.2 to chart the events in chronological order using the text, Knowing Noses.Sample MICA Items for RL.4.3 and RL.4.4 an assessment using Question IDs 44521 and 44524Text Dependent QuestionsWhy do you think Sandy might be a good choice to raise Ira? Use evidence from the text to support your answer. (general understanding)Explain how Ira’s experiences with Kathleen are different from those with Sandy, the puppy raiser. Use evidence from the text to support your answer. (general understanding)Re-read page 504. Why might a symbol be more useful than words to identity wheel-chair access areas? Use evidence from the text to support your answer. (vocabulary/text structure)What important task does Ira learn to perform early? Why is this an important task for a service dog? Cite evidence from the text (key details/inference). Literacy Station ActivitiesComprehension Station-Create a timeline for charting sequence events using the text, The Right Dog for the Job. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigorComprehension Part 1, C.004-The Main Events WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingDefine academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.Define key, academic words and phrases in adapted, informational text using simple, related sentences.Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessaryStrategies and Skills: IntonationLearning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Recognize and use sound/spelling changes.Use word parts to decode longer words.Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: More Sound/Spelling ChangesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/word study: Have students notice that decoding unfamiliar words, you sometimes have to use several strategies/clues: synonyms, comparison, contrast, explanation, and examples or infer the meaning of the unfamiliar word by replacing it with the unfamiliar word. Give students a passage with unfamiliar words to use the strategies or clues taught to understand decoding unfamiliar words. For enrichment use the 5th grade link below: Fluency station (optional)-timed reading to practice pace and expression, performance reading Fluency Part 2, F.012-Division DecisionsWriting/ResearchW.4.1b- Provide reasons that are supported by facts and details.Writing/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain or inform.Use Linking words to connect my key points. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks You have read two stories about dogs. Write an essay in which you compare and contrast the methods used to develop their service/guide dogs and regular dogs at pets. Remember to cite evidence from both texts to create your key points.Use scoring rubric from TNReady: Speaking and ListeningSL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL 4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situationStrategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text.Performance Assessments Participating in and conducting discussions, read-alouds, and q/a sessionsAccountable talk sessionsThink, pair, sharePrepare material for class/group discussionTeacher observationsLanguageL4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phraseL4.4b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph)L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbsStrategies and SkillsSkillsAdverbsStrategyLearning Grammar through Writing Targets (I Can…)Discuss how to write adverbs.Identify adverbs while reading.Ensure that I am using adverbs correctly when I write. Edit writing for capitalization errors and spelling errors.Recognize and use grade appropriate vocabulary within context.Use and understand words with suffixes –ion, -ation, and -ition.Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.VocabularySuffixes -ion, -ation, -itionVocabulary for Explicit InstructionReward, foster, service, symbol, retrieve (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- With a partner, scan the text, The Right Dog for the Job. Find words that end with the suffixes -ion, -ation, -ition.Links to suffix practice to adverb practice ArtsAdverbsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errorsWeek 4- Lesson 18Reading SelectionsHercules’ Quest (Lexile Level 770)The Seven Wonders of the World (Lexile Level 830) Crete, An Ancient City is Uncovered (Lexile Level 830) Renaissance-Introduction to the Renaissance (Lexile Level 790) Idea: You are special in your own way.Reading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the textRL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Strategies and SkillsComprehension SkillStory StructureThemeAllusion Comprehension StrategyQuestioningLearning Targets (I Can…)Recognize character, setting, and plot in a storyDetermine the theme of a pare and contrast the treatment of similar themes, topics, and events.Recognize an allusion. Performance Assessments Journeys Grab-and-Go Assessments, Lesson 18Journeys Progress Monitoring, Lesson 18Journeys Reader’s Notebook, Lesson 18Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalUse projectable 18.2 to map Theseus and the Minotaur.Text Dependent QuestionsWhat is so special about Hercules? Use evidence from the text to support your answer. (general understanding)Why does Hera drop snakes on baby Hercules? Cite evidence from the text. (key details)On page 532, the author states, “Hercules beamed with pride as the lion lay dead at his feet. What does beamed mean? Use context clues to determine your answer from the text. (vocabulary)Do you think Hera and Zeus made good use of their powers? Why or why not? Use evidence from the text to support your answer (opinion). Literacy Station ActivitiesComprehension Station- Use protectable 18.2 to map Hercules’ Quest. Story structure graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigorComprehension Part 1, C.004-The Main Events WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingCompare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English use single words, to complete Venn Diagram; or answer yes/no and either/or pare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English using phrases to answer questions and match to images and Pictures and pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in a series of simple, related pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in expanded and some complex pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Strategies and Skills: Accuracy and Self-CorrectionLearning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: Prefixes re-, un-, dis-Performance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study-- With a partner, scan the text, Hercules’ Quest. Find words that begin with the prefixes re-, un-, dis. Sort spelling words based on their prefixes. Create a chart using prefix words, prefix meanings, prefixes used in a sentence, and prefix illustration.Link to prefix practice station (optional)-timed reading to practice pace and expression, performance reading Fluency Part 2, F.016-Reading ResultsWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain or inform.Use Linking words to connect my key points. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Learning Targets (I Can…)Write to explain or inform.Give between 4 to 5 details from the text that support my main idea . Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks You have read two stories about special powers. Write an essay in which you compare and contrast the Hercules’ powers used to the Seven Wonders of the World. Remember to cite evidence from both texts to create your key points.Use scoring rubric from TNReady: Speaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 4.1b- Follow agreed-upon rules for discussions and carry out assigned roles SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally SL 4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Strategies and SkillsUse Formal and Informal EnglishTNCore Accountable Talk resource: Targets (I Can…)Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance AssessmentsJourneys Grab-and-Go Fluency TestsOral reportsCold ReadsAdding audio and visual informationUsing formal English in appropriate situationsParticipating in and conducting discussions, read alouds, and q/sessionsTeacher observationLanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.Strategies and SkillsSkillsPrepositionsPrepositional PhrasesStrategyLearning Grammar through Writing Targets (I Can…)Recognize and explain the role of prepositional phrases in sentences.Use prepositional phrases correctly when speaking and writing. Edit writing for capitalization errors and spelling. Determine the meaning of unfamiliar words using context clues, dictionaries, and glossariesVocabularyAdages and ProverbsVocabulary for Explicit InstructionResourceful, beamed, allusion, quest, analyze, Greek (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Using a piece of text, have students underline prepositions and highlight phrases.Use projectable 18.3 to chart adages and proverbs.Choose a famous adage or proverb. Explain and illustrate what they are really saying. Link to adages and proverbs exercises to prepositions and prepositional phrases practice ArtsPrepositions and Prepositional PhrasesPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errorsWeek 5 – Lesson 19Reading SelectionsHarvesting Hope (Lexile Level 850)The Edible Schoolyard (Lexile Level 830; paired selection)The Five Food Groups for Kids (Donyall Dickey, Complex Text, RI.4.7)The Importance of Nutrition Labels (Donyall Dickey, Complex Text, RI.4.7)Big Idea: Healthy lives matter.Reading Literature and Informational TextRL 4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI .4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Related Science StandardGLE 0407.3.1 Demonstrate that plants require light energy to grow and survive. Strategies and SkillsComprehension SkillConclusions and GeneralizationsProblem and SolutionIdioms Comprehension StrategyInfer/PredictLearning Targets (I Can…)Draw and make generalizations based on text evidence.Locate evidence from the text to support inferences and predictions.Recognize and identify the problem and the solution presented in a story.Identify and analyze elements of a biography.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 19Journeys Progress Monitoring, Lesson 19Journeys Reader’s Notebook, Lesson 19Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalCreate your own pie chart plate. See example on page 578 in the story, The Edible Schoolyard.Text Dependent QuestionsOn page 562, the author uses the word “drought”. What does drought mean? How might a drought affect the foods you eat? Use evidence from the text to support your answers. (vocabulary/general understanding)Why do you think the author uses words such as “battered” and “filthy” to describe the place where Cesar’s family lived in California? (vocabulary/text structure)Using text details, what can you conclude about how the migrant workers’ treatment affected them? (inference)How does the author want readers to feel about La Causa? Use evidence from the text to support your response. (inference)Cesar made the contract announcement from the capitol building steps. Why do you think he choose this location? Do you think he made the right decision to make this announcement on the capitol building steps? Why or why not? (inference/opinion)Literacy Station ActivitiesComprehension Station- Use projectable 19.2 to map conclusions and generalizations using Harvesting Hope. Draw conclusions using text, write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension Comprehension Part 2, C.022-Text Structure SortLink to idiom practice Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingRead and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or match word and phrase citations to the overall structure of a text. Read and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or identify overall structure using phrases and short sentences. Read and analyze how the overall structure contributes to the development of ideas from an adapted informational text using key vocabulary in simple, related sentences.Read to analyze how the overall structure contributes to the development of ideas from informational text within grades 3-4-complexity level using key vocabulary in expanded sentences with emerging complexity.Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF 4.4a- Read on-level text with purpose and understanding RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsStrategies and Skills: StressParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. Learning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Use knowledge of syllable patterns to decode unfamiliar words.Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: More Common suffixesRead orally with accuracy, appropriate rate, and expressionRecognize common suffixesDecode words with common suffixesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study-Choose a passage and have students work in pairs to decode words with suffixes. Identify and chart different words with suffixes –ful, -less, -ness, -ment. Draw (or use) a four-column chart with headings –ful, -less, -ness, -ment. Then write the words in the correct columns of the chart and have students copy it into their notes. Have students add words on display on chart, then write suffixword meanings, suffix word used in a sentence, and suffix word illustration.Link to suffix practice station (optional)-timed reading to practice pace and expression, performance readingWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Targets (I Can…)Write to explain or inform.Give 4 to 5 details from the text that support my main idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks You have read two stories about cooking. Write an essay in which you compare and contrast the methods Ramona and Beezus used to develop their recipes with the methods used by professional chefs. Remember to cite evidence from both texts to create your key points.Use scoring rubric from TNReady: Sample MICA Writing Task an assessment using Question ID 44959Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Strategies and SkillsUse Formal and Informal EnglishTNCore Accountable Talk resource: Targets (I Can…)Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance AssessmentsJourneys Grab-and-Go Fluency TestsOral reportsCold ReadsAdding audio and visual informationUsing formal English in appropriate situationsParticipating in and conducting discussions, read alouds, and q/sessionsTeacher observationLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing..Strategies and SkillsSkillsRelative PronounsAdverbsStrategyLearning Grammar through Writing Targets (I Can…)Identify and use relative pronouns properly.Identify adverbs and the verbs that they describe while reading. Use adverbs correctly to enhance writing and speaking.Identify and adjust incorrect verb tense.Use reference materials to find pronunciations and word meanings.VocabularyReference MaterialsVocabulary for Explicit Instruction Conflicts, capitol, idioms, harvesting, edible (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Using reference materials have students locate and organize information on a topic. Link to Reference Materials to pronoun practice to adverb practice ArtsRelative Pronouns AdverbsPerformance Assessments Edit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Week 6 – Lesson 20Reading SelectionsSacagawea (Lexile Level 830)Native American Nature Poetry (Lexile Level-NP; paired selection)Native Americans (Lexile Level 870) Expansion-Westward Expansion Timeline (NP) Idea: Cultures vary between groups of people.Reading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.3-Explain events, procedures, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in text.RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Related Social Studies Standard4.47 Detail the events, struggles, success and main people of the exploration of the Louisiana Purchase and map the routes across the continent, including the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Fremont. Strategies and SkillsComprehension SkillMain Ideas and DetailsText StructureOnomatopoeia Comprehension StrategyVisualizeLearning Targets (I Can…)Determine the main idea of a story and identify details that support the main idea.Identify how an author structures the text.Determine the theme of a story.Identify and analyze elements of a biography.Interpret information using charts, maps, and timelines.Use headings, graphics, and charts.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 20Journeys Progress Monitoring, Lesson 20Journeys Reader’s Notebook, Lesson 20Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsPerformance Task- OptionalUse a graphic organizer to web/map the main idea and details of Native Americans.Sample MICA Item for RI.4.2 and RI.4.3 an assessment using Question ID 43176 and 43191Text Dependent QuestionsIf you were Lewis and Clark, would you have hired Sacagawea and Charbonneau? Cite evidence from the text to support your response.(general understanding)How do you think Sacagawea felt when she arrived at the Shoshone camp? (key details)On page 591, the author writes, “The wily Charbonneau proposed that they hire him as a guide and an interpreter.” What does the words Proposed and interpreter mean? Use contextual evidence to support your answer.(vocabulary) What would have happened if Sacagawea had not joined them? Would they have made it? (inference)If you were born 200 years ago, would you have wanted to be part of the Lewis and Clark expedition? Why or why not? Use evidence from the text to support your opinion. (opinion)Literacy Station ActivitiesComprehension Station- Use projectable 20.2 to web the main idea and details of Sacagawea. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts Comprehension Part 2, C.107 Main Idea Mania WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingExplain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or match single words to Pictures and Photographs; use single words to complete Venn Diagram; or answer yes/ or either/or questions.Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or use short phrases to answer questions; match to images and Pictures and Photographs; or complete Venn Diagram.Use key vocabulary in simple, related sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. Use key vocabulary in expanded and some complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text Use precise vocabulary in multiple, complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.4.4a- Read on-level text with purpose and understanding RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessaryStrategies and Skills: Phrasing: PunctuationLearning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Use knowledge of syllable patterns to decode unfamiliar words.Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: VCCV Pattern and Word PartsRead orally with accuracy, appropriate rate, and expressionRecognize common suffixesDecode words with common suffixesRecognize words with VCCV syllabication patternsUse the VCCV pattern to decode longer wordsDecode words with the VCV syllable pattern.Use word parts to decode longer wordsPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study-Sort VCCV words using the pattern. Underline the vowels once and the consonants twice. Create words with VCCV syllable patterns on two different shaped cards (e.g., shamrock and a pot of gold), cut out and laminate. Use these VCCV pattern cards in a variety of station activities. For example: Students work in pairs placing all cards face down. They flip over one shamrock and one pot of gold at a time. If they do not match, they are placed down again. Continue until all matches are found (shamrock-zip/pot of gold-per= zipper)Link to pattern practice station (optional)-timed reading to practice pace and expression, performance readingWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Imagine you are going to visit a California Native American region from long ago where you will be able to make a work of art from the region. California Natives of the coast made baskets, in the mountains and valley they made musical instruments and jewelry, and in the desert pottery was made. Which work of art work you like to make? Write an opinion piece to state which region you would visit and which item you would like to make. Describe the item you will make and how you would make it with many details. Support your opinion with at least two reasons to explain why you would like to make this item the most.Use scoring rubric from TNReady: Speaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Strategies and SkillsUse Formal and Informal EnglishTNCore Accountable Talk resource: Targets (I Can…)Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situationsTeacher observationsLanguageL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L4.5 -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Strategies and SkillsSkillsAbbreviationsStrategyLearning Grammar through Writing Targets (I Can…)Identify abbreviations while readingUse correct abbreviations when I am writingUse context as a clue to the meaning of a word.Recognize and use word parts to comprehend the meaning of unfamiliar words.Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings. Choose a logical word to complete an analogy using synonyms and antonyms.VocabularyShades of MeaningVocabulary for Explicit Instruction Duty, territory, route, culture, abbreviate, expedition (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Shades of meaning (using words to describe the small, subtle differences in meaning between similar words or phrases); Vocabulary Station- identify abbreviated words; practice writing abbreviations to replace regular words.Link to Shades of Meaning ArtsAbbreviationsPerformance Assessments Use of abbreviations in writingEdit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Teacher observationWeek 7 – Trade Book (Week 1 of 3; Chapters 1-8)Reading SelectionTuck Everlasting by Natalie Babbitt (Lexile 770)Big Idea: What if you could live forever?Reading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting,or event in a story or drama, drawing onspecific details in the text (e.g., a character’sthoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Strategies and SkillsComprehension SkillStory Elements (Plot, Setting, Character)ThemeCause and EffectComprehension StrategySummarize Learning Targets (I Can…)Identify the theme of a text.Recognize the structure of a story.Recognize that poems, drama, and prose use different structural elements.Recognize cause and effect relationships in a novel.Refer to the structural elements of a literary work when explaining their differences.Performance AssessmentsWritten summary of assigned chapter(s)Respond to a series of text dependent questionsWritten summary of a “fresh read” text or texts drawing on specific details from the textBook reports (oral and written)Graphic organizers for character trait analysisTeacher observationPerformance Task- OptionalIn a literature circle (group), discuss and identify the main character in the novel and give some background about her. Where does she live? What seems to be troubling her? What action does she take that sets the story in motion?Text Dependent QuestionsWhat does Mr. Tuck dream? What does the dream suggest about Mr. Tuck’s attitude toward his life? Use evidence from the text to support your answer. (key details)What secret do the Tucks share with Winnie? Why do they kidnap her? How does Winnie feel about the Tucks? Would you feel the same way? Why or why not? Cite evidence from the text to support your answers (key details/inference)Who overhears the Tuck’s secret? How do the actions of this character create suspense, or tension, in the plot? (inference)*See additional questions in the back of the book and on the SCS weebly, . The password is readandwrite.Literacy Station ActivitiesComprehension Station- Use a character map to web each of the characters’ qualities in Tuck Everlasting. Write a summary of an event, compare and contrast two characters from the story Comprehension Part 1, C002-Character ConnectionsWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingExplain answers to questions about what is explicitly stated in grade-level texts in L1 and/or answer questions about what is explicitly stated by producing single word answers, pointing to Pictures and Photographs or answering yes/no.Explain answers to questions about what is explicitly stated in grade-level texts in L1 and/or explain answers to wh- questions using Pictures and Photographs and key vocabulary in phrases and short sentences.Explain answers to questions about what is explicitly stated in adapted grade-level texts using key vocabulary in a series of simple, related sentences.Explain answers to questions about what is explicitly stated in texts within grades 3-4-complexity band using key vocabulary in expanded and some complex sentences.Explain answers to questions about what is explicitly stated in grade level texts using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.4.4a- Read on-level text with purpose and understanding RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Strategies and Skills: Fluency and AccuracyLearning Targets (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels)Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: Review stressed and unstressed syllablesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOral reading from novel in small groupsLiteracy Station ActivitiesDecoding/Word Study-Using nursery rhymes, write the stressed (/) and unstressed symbols (^) above the words from each line. Common nursery rhymes:Little Miss Muffet, Mary Mary, Mary quite contrary, Patty cake, patty cake, and Humpty Dumpty sat on the wall.Fluency station (optional)-timed reading to practice pace and expression, performance reading Fluency Part 1, F.006-Give Me Five; Fluency Part 2-Chunk It UpWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Mae Tuck says that the spring is “a big, dangerous secret.” Do you agree? Write an opinion piece. Be sure to address: what happened if the secret was revealed to the public? How would people’s lives be changed for better or worse? How would society be affected? How might the planet be affected? Share writings in class. Have students take a vote to find out how many students think the spring should be kept a secret.Use scoring rubric from TNReady: Speaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.Strategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text.Identify behaviors that are appropriate for group activities.Performance Assessments Participating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situations LanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Strategies and SkillsSkillsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsStrategyLearning Grammar through Writing Targets (I Can…)Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts.VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Week 8 – Trade Book (Week 2 of 3; Chapters 9-20)Reading SelectionTuck Everlasting by Natalie Babbitt (Lexile 770)Big Idea: What if you could live forever?Reading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting,or event in a story or drama, drawing onspecific details in the text (e.g., a character’sthoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Strategies and SkillsComprehension SkillStory Elements (Plot, Setting, Character)ThemeCause and EffectComprehension StrategySummarize Learning Targets (I Can…)Identify the theme of a text.Recognize the structure of a story.Recognize that poems, drama, and prose use different structural elements.Recognize cause and effect relationships in a novel.Refer to the structural elements of a literary work when explaining their differences.Performance AssessmentsWritten summary of assigned chapter(s)Respond to a series of text dependent questionsWritten summary of a “fresh read” text or texts drawing on specific details from the textBook reports (oral and written)Graphic organizers for character trait analysisTeacher observationClose reading on Chapter 12. See the SCS weebly for supporting documents. . The password is readandwrite.Performance Task- OptionalDescribe in depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene.Text Dependent QuestionsWhen Mr. Tuck takes Winnie rowing, what does he talk about? How does he feel about living forever? How does Winnie respond to what he says? Use evidence from the text to support your answers. (key details)Chapter 12 in the first paragraph, the author uses the phrase, “like color spilled from a paintbox.” What is the meaning of this phrase as used in the passage? Cite evidence from the text to support your answer. (vocabulary & text structure)What suggestion does Jesse make to Winnie? Does her interest in Jesse surprise you? Explain using evidence from the text. (inference)*See additional questions in the back of the book and on the SCS weebly, . The password is readandwrite.Literacy Station ActivitiesComprehension Station- Winnie has mixed feelings about her experiences with the Tucks. Each of these feelings is an effect caused by a particular event. Use graphic organizer (T-chart) to record Winnie’s responses to the events that happen while she is with the Tucks.Using a Venn diagram, compare and contrast the Tucks’ house and way of life with the Fosters’. Write a summary of an event Comprehension Part 1, C,007-Story PiecesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingDefine academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.Define key, academic words and phrases in adapted, informational text using simple, related sentences.Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Strategies and Skills: AccuracyLearning Targets (I Can…)Decode words with more than one syllable.Read words with vowel + r syllable patterns.Read with fluency from a variety of texts (poetry, drama, current events, novels)Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Decoding and fluency: Vowel + r syllable patternsPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study- Sort words with vowel + r syllables. Have students create more words with this pattern. Divide students into pairs. Give each pair a stack of facedown word cards and some “category” cards (i.e., ar, or, er, ir, and ur). Have students take turns saying a word and categorizing it according to its r-controlled sound and spelling.Here is a link to explicit Instruction for phonics Intervention-Vowel r-ir, er, ur More lesson for other r-controlled patternsFluency station (optional)-timed reading to practice pace and expression, performance reading 4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),illustrations, and multimedia when useful to aiding comprehension W.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text. W.4.2c- Link ideas within categories of information using words and phrasesW.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topicW.4.2e- Provide a concluding statement or section related to the information or explanation presented. Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Targets (I Can…)Write to explain or inform.Give between 4 to 5 details from the text that support my main idea . Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingSelf-edit draft to bring to a final copyWriting Tasks Analysis: after reading Chapter 12 of Natalie Babbitt’s Tuck Everlasting, write an essay describing in depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene.Use scoring rubric from TNReady: Speaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- 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.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.Strategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsUsing formal English in appropriate situationsTeacher observationsLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Strategies and SkillsSkillsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsStrategyLearning Grammar through Writing Targets (I Can…)Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts.VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors HYPERLINK "" (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Week 9 – Trade Book (Week 3 of 3; Chapters 21-25 and Epilogue)Reading SelectionTuck Everlasting by Natalie Babbitt (Lexile 770)Big Idea: What if you could live forever?Reading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting,or event in a story or drama, drawing onspecific details in the text (e.g., a character’sthoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Strategies and SkillsComprehension SkillStory Elements (Plot, Setting, Character)ThemeCause and EffectComprehension StrategySummarize Learning Targets (I Can…)Identify the theme of a text.Recognize the structure of a story.Recognize that poems, drama, and prose use different structural elements.Recognize cause and effect relationships in a novel.Refer to the structural elements of a literary work when explaining their differences.Performance AssessmentsWritten summary of assigned chapter(s)Respond to a series of text dependent questionsWritten summary of a “fresh read” text or texts drawing on specific details from the textBook reports (oral and written)Graphic organizers for character trait analysisTeacher observationPerformance Task- OptionalIn a literature circle (group), discuss how young people act differently from elders.Sample MICA Item for RL.4.4 an assessment using Question ID 44524Text Dependent QuestionsWhat plan does Miles have to free Mae from jail? How will Winnie help? What will happen if Mae is sent to the gallows? Cite evidence from the text to support your answers. (key details)In the epilogue, what parts of the description suggest the passage of time? What has happened to the woods and spring? Why does Tuck say, “Good girl” when he sees Winnie’s gravestone? Use evidence from the text to support your answers. (keys details/inference)Tuck moves a toad out of harm’s way as he and Mae leave Treegap. What do you make of this incident? Use evidence to support your answers. (Inference)*See additional questions in the back of the book and on the SCS weebly, . The password is readandwrite.Literacy Station ActivitiesComprehension Station- In chapters 22-24, the author uses descriptions of the weather to emphasize the dramatic events that occur as well as the dramatic inner changes in the main character. Use a chart to note how the weather changes along with the action. For example, chapter 22-hottest day of August so far (weather) + Jesse tells Winnie about the plan to free Mae from jail; he gives are a bottle of spring water and remind her to join him in the future. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension activities from Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingCite details and examples from text when making inferences using L1 and/or using Pictures and Photographs, Gestures or high frequency, single words in phrases.Cite details and examples from text when making inferences using L1 and/or using Pictures and Photographs or key vocabulary in phrases and short sentences. Cite details and examples from text when making inferences using key vocabulary in simple, related sentences.Cite details and examples from text when making inferences using key vocabulary in expanded and some complex sentences.Cite details and examples from text when making inferences using precise, vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Strategies and Skills: AccuracyLearning Targets (I Can…)Decode words with more than one syllable.Read words with vowel + r syllable patterns.Read with fluency from a variety of texts (poetry, drama, current events, novels)Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Decoding and fluency: Vowel + r syllable patternsPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study- Have students complete a word web for a specific r-controlled sound. First, write an r-controlled sound in the middle bubble. Then, have students complete the web by writing a word in each of the five smaller bubbles that include that sound. When the webs are complete, have students read the words to a partner. Repeat with other r-controlled sounds.Here is a link to explicit Instruction for phonics Intervention-Vowel-or lesson for other r-controlled patternsFluency station (optional)-timed reading to practice pace and expression, performance reading.Writing/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Writing pre-assessment of paragraph written from a prompt about a textPOW + TREELL mnemonic and graphic organizer (Username: tneducation; password: fastestimproving)Modeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionWriting post-assessment to similar promptLearning Targets (I Can…)Introduce your topic clearly and group related information into paragraphs.Provide reasons for your opinion that are supported by facts and details from the text.Use words and phrases to link your opinion with your reasons (e.g., another, for example, for instance, also, in addition).Provide a concluding statement or section related to the opinion presented. Writing Tasks After reading Natalie Babbitt’s excerpt from Tuck Everlasting, write an opinion piece about whether the author’s description of the setting helps to reveal how Tuck Feels about life. Use evidence from the chapter book to support your response.Remember to:Make a statement about how Tuck feels about life.Give an opinion whether the author’s description of the setting helps to reveal how Tuck feels about life.Include reasons for your opinion and support them with detailed evidence from the text.Use scoring rubric from TNReady: Speaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- 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.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.Strategies and SkillsParticipating in and conducting discussions, read-alouds, and q/a sessions. Think, pair, and share.Preparing materials for class discussions. TNCore Accountable Talk resource: Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsUsing formal English in appropriate situationsTeacher observationsLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Strategies and SkillsSkillsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsStrategyLearning Grammar through Writing Targets (I Can…)Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts.VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. ................
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