Responsive Curriculum Design for Fourth Grade English ...
Responsive Curriculum Design for Fourth Grade English Language Arts
|Standards for this Unit: |
|Informational Text |
|4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |
|4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or historical text, including what happened and why, |
|based on specific information from the text. |
|4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
|Foundational Skills |
|4.4.a: Read on-level text with purpose and understanding. |
|4.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|Speaking and Listening |
|4.1: Engage effectively in a range of collaborative discussions (1:1, in groups, and teacher-led) with diverse partners on grade 4 |
|topics and texts, building on others’ ideas and expressing their own clarity. |
|4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,|
|and orally. |
|Language |
|4.1 a-c: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, |
|choosing flexibly from a range of strategies (e.g., context through definitions, examples or restatements; common grade-appropriate |
|Greek and Latin affixes and roots; consult reference materials) |
|Central Issue for This Unit |
|What does it take to be an entrepreneur? |
|Formative Assessments |Summative Assessments |
|Weekly conferences for goal-setting self-assessment |Presentation rubric on entrepreneurs |
|Text evidence checklist |End-of-unit essay |
|Exit slips and quickwrites |Informal reading inventory |
|Richly Detailed Source Materials |
|Wulffson, D. (2000). Toys! Amazing stories behind some great inventions. New York:Henry Holt. |
|Websites of child entrepreneurs (e.g, developed by three teens to sell magnetic new driver notification |
|signs to be attached to the car door). |
|Digital slideshow called “Inventions by Kids” () |
|Interrelated Daily Lesson Sequence and Instructional Purposes |
|Day 1: Introduction to entrepreneurs, using Invention by Kids website (establishing purpose) |
|Day 2: “Play-Doh” close reading and discussion (modeling and thinking aloud) |
|Day 3: “Slinky” close reading and discussion (modeling and thinking aloud) |
|Day 4: Small groups meet to read and discuss “Seesaw” and “Lego”; journal writing (guided instruction and collaborative learning) |
|Day 5: Small groups meet to read and discuss “Tops,” “Mr. Potato Head,” and “Playing Cards” (guided instruction and collaborative |
|learning) |
|Days 6-10: Students read remainder of book independently, others confer with teacher and set goals; journal writing (guided instruction |
|and independent learning) |
|Day 11: Students reconvene small groups to discuss remainder of group; journal writing (guided instruction, collaborative learning, and |
|independent learning) |
|Day 12: Classwide discussion of key ideas and introduction of presentation rubric (collaborative and independent learning) |
|Days 13-14: Research and development of group presentations (collaborative learning) |
|Days 15-20: Student presentations and essay development (collaborative learning and independent learning) |
|Culminating Projects |
|Group presentation on analysis of literary devices used in assigned reading. |
|Literacy analysis essay critiquing the three readings and comparing authors’ craft across the three. |
|Grouping Considerations: |Grouping Considerations: |
|Homogeneous groups for guided instruction (List student groups) |Heterogeneous groups for collaborative learning (List student |
| |groups) |
|Focus on Diverse Learners |
|English Learners |Students with Disabilities |Advanced Learners |
|Additional guided instruction on general |Use parallel texts during independent reading|Use parallel texts to supplement independent |
|academic and domain specific vocabulary. |Discuss written production with assistive |reading |
|Pair with language brokers during |technology specialist |Discuss alternative presentation modes with |
|collaborative learning. |Use Bookshare resources for audio support of |TAG specialist |
|Push-in support with bilingual specialist. |three readings. |Expand research to include a research on |
| | |“near-miss” inventions (e.g., Walter Hunt |
| | |invents the safety pin but sells his patent |
| | |before ever profiting from it.) |
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