Literary Indicator - Greenwood School District
|Literary Indicator |Informational Indicator |Complementary
Indicator/s |Ongoing
Indicators |MAP
Mean 201-210
| |Clarification of
Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | | |4th Grade Second Nine Weeks Row 1 | |4th Grade Second Nine Weeks Row 1 | |
|Fourth|4-1.2 Analyze literary texts to draw conclusions and make inferences. |4-2.2 Analyze |4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. |
|Grade | |informational | |
|– | |texts to draw |4-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes) as sources of information. |
|Second| |conclusions and| |
|Nine | |make |4-6.1 Clarify and refine a research topic. |
|Weeks | |inferences. | |
| | | |4-6.2 Use print sources. |
| | |Social Studies | |
| | |4-2.5 |4-6.3 Organize information by classifying or sequencing. |
| | |Slave trade, | |
| | |Middle Passage,|4-6.4 Paraphrase research information accurately and meaningfully. |
| | |goods | |
| | |exchanged. |4-6.7 Use Vocabulary that is appropriate for the particular audience or purpose. |
| | | | |
| | |4-2.7 |Writing Workshop |
| | |French & Indian|Essay |
| | |War, slave | |
| | |revolts, Native| |
| | |American wars, | |
| | |trade. | |
| | | | |
| | |4-3.1 | |
| | |Political/econo| |
| | |mic factors | |
| | |leading to | |
| | |American | |
| | |Revolution (F&I| |
| | |War, Stamp Act,| |
| | |Tea Act, | |
| | |Intolerable | |
| | |Acts, | |
| | |Colonists’ | |
| | |resistance). | |
| | | | |
| | |4-3.2 | |
| | |American, | |
| | |British, | |
| | |European | |
| | |leaders (King | |
| | |George III, G. | |
| | |Washington, B. | |
| | |Franklin, T. | |
| | |Jefferson, J. | |
| | |Adams, T. | |
| | |Paine, P. | |
| | |Henry, Marquis | |
| | |de Lafayette). | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Astronomy | |
|Fourth|4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on |4-2.3 Analyze |4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and |
|Grade |the meaning of literary texts. |informational |alliteration). |
|– | |texts to locate| |
|Second| |and identify |4-6.1 Clarify and refine a research topic. |
|Nine | |facts and | |
|Weeks | |opinions. |4-6.2 Use print sources. |
| | | | |
| | | |4-6.3 Organize information by classifying or sequencing. |
| | |Social Studies | |
| | |4-3.3 |4-6.4 Paraphrase research information accurately and meaningfully. |
| | |Declaration of | |
| | |Independence |4-6.7 Use Vocabulary that is appropriate for the particular audience or purpose. |
| | | | |
| | |4-3.4 |4-6.8 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations. |
| | |Key battles of | |
| | |Am. Rev. | |
| | |(Lexington & | |
| | |Concord, Bunker|Writing Workshop |
| | |Hill, |Fiction |
| | |Charleston, | |
| | |Saratoga, | |
| | |Cowpens, | |
| | |Yorktown) | |
| | | | |
| | |4-3.5 | |
| | |How alliances | |
| | |w/ French, | |
| | |Netherlands, | |
| | |Native | |
| | |Americans led | |
| | |to American | |
| | |victory | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Astronomy | |
Fourth Grade – Second Nine Weeks |4-1.10 Analyze cause-and-effect relationships in literary texts. |4-2.8 Analyze informational texts to identify cause-and-effect relationships
Social Studies
4-3.6
Roles of women, African Americans during/after war (Martha Washington, Molly Pitcher, Abigail Adams, Crispus Attucks, Peter Salem)
4-3.7
Effects of Am. Rev. (abolition, Land Ordinance of 1785, Northwest Ordinance of 1787)
4-4.1
Articles of Confederation, U.S. Constitution
Science
(for the nine weeks)
Astronomy |4-1.5 Analyze the impact of characterization and conflict on plot.
4-6.1 Clarify and refine a research topic.
4-6.2 Use print sources.
4-6.3 Organize information by classifying or sequencing.
4-6.4 Paraphrase research information accurately and meaningfully.
4-6.7 Use Vocabulary that is appropriate for the particular audience or purpose.
Writing Workshop
Literary Essays
|4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods.
|Determines events as examples of cause and effect in literary text.
• Recognizes the author’s use of conflict as a technique to create interest in literary texts.
• Identifies the development of plot in a literary text.
• Recognizes how characters are developed in a literary text.
• Assesses character development in a literary text.
• Orders/paraphrases a sequence of events in informational texts.
| |Break material into its parts and determine how the parts relate to one another and to an an overall structure or purpose.
What is the relationship between?
Identify, classify, compare, contrast, differentiate, organizing, attributing
|Cause Effect
Identify the motive (cause) of a character’s action (stated or inferred) (Richardson, p.230)
Students flag the effect and create questions using Think Trix. (Richardson p. 225-227) Think Trix cards can be found in The New Guided Reading Handbook 2007-2008.(p. 125)
Evaluate relationship as being inferred or stated. (p. Richardson p. 225-227)
Characterization (accompanies Complementary Indicator)
Character Trait Web (Richardson, p. 230)
Sociogram (Richardson p. 230)
Cause Effect
• Students flag the effect and create questions using Think Trix. (Richardson p. 225-227)
• Evaluate cause/effect relationships as being stated or inferred.(Richardson p. 227)
• Students make predictions with charts, graphs, etc…
|Knockabout and Knockaboom by J Patrick Lewis
A World of Wonders , Illustrated by Alison Jay
When It Is Snowing by Siv Cedering
The Place My Words Are Looking For
|Phoebe the Spy, Griffin
• We the Kids: The Preamble to the U.S. Constitution, Catrow
☺The Scarlet Stocking Spy, Noble
• A is for Abigail, Cheyney
• Sam the Minuteman, Benchley
• Independent Dames, What you Never Knew About Women of the American Revolution, Anderson
• The Battle of Bunker Hill – An Interactive History Adventure, Burgan
• Molly Pitcher, Brimmer
← Redcoats and Petticoats, Kirkpatrick
• Abigail Adams, Wallner
• The Secret Message, Bodie
• Dear Santa, Please Come to the 19th Floor, Yin
|According to the passage, why did… or what caused?
What was the effect of...
Testing as a Genre
Summarizing | |
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