Fourth Grade - Richland Parish School Board
Fourth Grade
ELA
Comprehensive Curriculum Activities
Timeline
Joan Rhodes
4th Grade ELA Unit Notes
← These units are guidelines to help you pull the CC into your teaching.
← Units can be used out of order; however, unit 8 should stay at the end since it is a review of previous units.
← You can substitute your activities for these, but make sure the GLEs are covered. Please note that many guiding questions are higher-order.
← Assessments can be changed to suit your needs.
← Unit assessments are just examples; ideally, you should create a unit test using GLEs and guiding questions.
← BLM numbers are the page numbers on them
← Literacy Strategies are found when you click on the link in the CC.
← If you substitute activities, look at the terms used in the CC, our students often could do what the LEAP asked if they understood the terminology used in the question!
← If you feel your students are not reading on a level high enough to do Literature Circles competently, you should be doing small group reading with them to bring up their reading level. (Differentiated Instruction)
← Once Literature Circles are established, you should continue them throughout the year.
← Unit 4: Research, unit 6: Nonfiction, and unit 7: Biographies, can be tied into science or social studies, giving more time for ELA.
← Most units conclude with a writing and presentation activity to be rubric scored – perfect for DIG Folders and portfolios. Good way to integrate technology; Word, PowerPoint, internet research, etc.
← Your Basal has lots of rubrics you can use if needed.
4th Grade ELA
Unit #: 1 Unit Title: Read All About It Time Frame: 4 weeks
Unit 1 Guiding questions:
1. Can students use graphic organizers to compare/contrast a variety of texts, including fiction and nonfiction?
2. Can students respond to texts by using prior knowledge and life experiences?
3. Can students identify the elements of a myth and a legend?
4. Can students describe a character’s traits, actions, relationships, and motivation?
5. Can students use “pre reading”, and “during reading” comprehension strategies as they read and respond to various genres?
6. Can students discuss texts with one another?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary |
|Resources: |needs to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV |
|reading books, DOLs, |activity. (Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # |
|DOVs, writing |4 for ideas. Teachers should read aloud to students daily, after the genre study is over, you can read |
|prompts, trade books |chapter books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 - Genre |Act. 5: Genre (see |Basal activities |Basal activities |Act. 6: Define Genres |Basal activities |
|CC Act. 5,6 |act) | | |(see act.) | |
|Resources: |Give st. BLM #6 - | | |st. will complete BLM | |
|Trade books of |genre | | |# 8 – compare/contrast| |
|different genres, |characteristics, | | |with T. help | |
|fiction/nonfiction |start a reading | | | | |
|cards, BLM # 6, 7, |notebook, give st. | | | | |
|8, basal |BLM # 7 – Read. | | | | |
| |Invent. | | | | |
| |T. will read aloud a | | | | |
| |different genre book | | |Assessment: (I) | |
| |each day all week. | | |Look at | |
| | | | |compare/contrast | |
| |Assessment: (I) | | |charts | |
| |fiction/nonfiction | | | | |
| |cards – show book, | | |GLEs: 11, 13, 14d, 14e| |
| |have st. hold up | | | | |
| |correct card | | | | |
| |GLEs: 4, 12, 14e | | | | |
|Week: 2 Read. |Act 7: Before Reading|Basal Activities |Basal Activities |Act. 9: Examine |Basal Activities |
|Strategies |(see act) | | |Elements (see act) | |
|CC Act. 7,8,9 |T. models before | | |T. can use Basal story| |
|Resources: |reading strategies | | |for this activity. Use| |
|Folktales, reading |using a folktale | | |BLM # 10 – Chapter | |
|notebook, BLM # 10 |Act. 8 During reading| | |Matrix Poster | |
| |(see act) | | | | |
| |T. models during | | | | |
| |reading activities | | | | |
| |w/same book | | | | |
| |Assessment: (I) | | |Assessment: (I) | |
| |Look at responses in | | |Look at Chapter Matrix| |
| |reading notebooks | | |Posters | |
| |GLEs: 2, 3, 5a, 5c, | | | | |
| |5d,7, 8, 9, 11, 13, | | |GLEs: 3, 5b, 5c, 7, | |
| |14b, 14d, 14e, 18, 19| | |11, 14c, 20e, 21 | |
|Week: 3 |Act. 4,10,11 |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 4, 10, 11 |Literature Circles | | | | |
|Resources: |IF will model | | | | |
|Trade books, IF |Literature Circles to|Literature Circles|Literature Circles |Literature Circles | |
|modeling, Lit. Circle|classes, share all | | | | |
|materials BLM #10 |materials needed | | | | |
| |Assessment: (F) | | | | |
| |Use Literature Circle| | | | |
| |Rubric to grade each | | | | |
| |group | | | | |
| |GLEs: 5a, 5b, 11, 13,| | | | |
| |14b, 14c, 17, 18, | | | | |
| |19d, 20e, 21, 22, | | | | |
| |23b – f, 24, 26b, 37 | | | | |
|Week: 4 |Act. 12 Reader’s |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 12 |Theater | | | | |
|Resources: |T. will select a | | | | |
|Reader’s Theater |play. St. will be | | | | |
|Scripts, |given roles in small |Reader’s Theater |Reader’s Theater |Reader’s Theater | |
|props (optional) |groups. St. will | | | | |
| |practice reading | | | | |
| |their parts together | | | | |
| |to practice fluency | | | |Unit 1 Assessment:|
| |and choral reading. | | | |(F) |
| |T. should let | | | |Develop a rubric |
| |students present play| | | |or check sheet for|
| |when they are ready | | | |students’ reading |
| |(may take several | | | |notebooks and |
| |days of practice) | | | |reading |
| |Assessment: (F) BLM #| | | |inventories. |
| |31 | | | | |
| |Use presentation | | | | |
| |Rubric to grade each | | | | |
| |group | | | | |
| |GLEs: 9, 10, 22, 34 | | | | |
4th Grade ELA
Unit #: 2 Unit Title: The Writing Process Time Frame: 4 weeks
Unit 2 Guiding questions:
7. Can students write expository, descriptive, narrative, and persuasive compositions?
8. Can students write formal and informal letters, book reports, and informational reports?
9. Can students write a multi-paragraph composition with an introduction and conclusion with supporting details in a logical order?
10. Can students use standard punctuation, capitalization, usage, mechanics, spelling when writing?
11. Can students use effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary |
|Resources: |needs to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV |
|reading books, DOLs, |activity. (Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # |
|DOVs, writing |4 for ideas. Teachers should read aloud to students daily, after the genre study is over, you can read |
|prompts, trade books |chapter books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 |Act. 5:Why Write?(see|Act. 6: Gather from|Basal activities |Basal Activities |Basal activities |
|CC Act. 5,6 |act) |your world (see | | | |
|Resources: |Brainstorm a list of |act.) | | | |
|Writing examples, |examples of writing. |St. collect ideas, | | | |
|writer’s notebook, |Discuss authors’ |words, etc. to keep| | | |
|dictionary, internet |purposes for writing.|in their writer’s | | | |
| |Let students use |notebook. | | | |
| |internet to put best |Assessment: (I) | | | |
| |websites in their |Check writer’s | | | |
| |notebooks |notebook | | | |
| |Assessment: (I) |GLEs: 3, 23b | | | |
| |Check writer’s | | | | |
| |notebooks |Basal activities | | | |
| |GLEs: 8, 16, 18, | | | | |
| |41a&c, 48 | | | | |
|Week: 2 |Act. 7: Works Worth |Basal Activities |Act. 8: The Power of |Basal activities |Basal Activities |
|CC Act. 7,8, |Reading (see act.) | |Words (see act.) | | |
|Resources: |St. bring writing | |T. leads st. to | | |
|Various texts, |samples to class, | |brainstorm what makes an| | |
|IF modeling, |discuss why they are | |effective add. Class | | |
|compare/contrast |worth reading. | |decides on a product to | | |
|worksheet (IF) |St. classify works as| |“sell”, st. create an | | |
|Various adds |to writing mode. IF | |add describing it. With | | |
| |will model a | |T. help, st will. create| | |
| |compare/contrast | |a rubric to grade the | | |
| |graphic organizer. In| |adds | | |
| |pairs, st. will | |Assessment: (F) | | |
| |compare/contrast 2 | |Adds will be graded | | |
| |works. | |using a rubric created | | |
| |Assessment: (I) | |by the class | | |
| |Pairs will share | |GLEs: 18, 22, 23a – d, | | |
| |compare/contrast | |37, 39 | | |
| |conclusions with | | | | |
| |class. | | | | |
| |GLEs: 14e&f, 16, 18, | | | | |
| |20 a-e, 24 | | | | |
|Week: 3 |Act. 9: In My Opinion|Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9 |(see act.) | | | | |
|Resources: |St. make an animal | | | | |
|clay |with clay. St. trade;| | | | |
|Books, LEAP 21 |“make revisions” and | | | | |
|Writing Rubric(BLM # |discuss. T. will | | | | |
|2,3) |relate this to | | | | |
|Writer’s checklist |revising writing. St.| | | | |
|(BLM# 4), |write a book report. | | | | |
|computer |St, will trade and | | | | |
| |check each other’s | | | | |
| |rough drafts using | | | | |
| |the writer’s | | | | |
| |checklist. St. can | | | | |
| |write final on the | | | | |
| |computer (optional) | | | | |
| |Assessment: (F) | | | | |
| |T, assess using BLM #| | | | |
| |2 | | | | |
| |GLEs: 20 a-d, 22, 23 | | | | |
| |a-g, 26c, 28, 29, | | | | |
| |36d, 47 | | | | |
|Week: 4 |Act. 10, 11: Writing |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 10,11 |(see act.) | | | | |
|Resources: |Writing compositions | | | | |
|Writing prompts, LEAP|using the writing | | | | |
|21 Writer’s |process. “Students |Continue writing |Continue writing process|Continue writing |Continue writing |
|Checklist, LEAP 21 |will write at least |process | |process |process |
|Ruibric: BLM # 2,3,4 |three paragraphs and | | | | |
|RAFT: BLM # 12 |construct rubrics for|Assessment: (I) | | | |
| |organization, |Teacher/student | | | |
| |content, and |conferences on | | |Unit II |
| |conventions”. * Act. |student writing at | | |Assessment: (F) |
| |11 is a prewriting |various stages | | |T. develops a |
| |strategy called RAFT.| | | |rubric or check |
| |You may use it, or 4 | | | |sheet for |
| |square, or 6+1 | | | |students’ writer’s|
| |Traits. | | | |notebook |
| |Assessment: (F) | | | | |
| |Writing will be | | | | |
| |scored using the | | | | |
| |writing rubric | | | | |
| |GLEs: 20 a-d, 23 a-g,| | | | |
| |24, 27, 28, 29, 30 | | | | |
| |a&b, 31b-d | | | | |
4th Grade ELA
Unit #: 3 Unit Title: Critical Thinking Time Frame: 4 weeks
Unit 3 Guiding questions:
12. Can students make and confirm predictions?
13. Can students support differences between fact and opinion?
14. Can students identify the author’s viewpoint?
15. Can students determine and justify solutions to problems in texts?
16. Can students use skimming and scanning skills in complex reading selections?
17. Can students recognize the importance of HOTS skills in the reading process? Do they consider prior knowledge and life experiences as they read?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary |
|Resources: |needs to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV |
|reading books, DOLs, |activity. (Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # |
|DOVs, writing |4 for ideas. Teachers should read aloud to students daily, after the genre study is over, you can read |
|prompts, trade books |chapter books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 |Act. 5: Quest. In my |Basal activities |Basal activities |Basal Activities |Basal activities |
|CC Act. 5, |mind (see act.) | | | | |
|Resources: |Teach students the | | | | |
|BLM # 13 (Reciprocal |process of reciprocal | | | | |
|teaching), basal |teaching to enhance | | | | |
|story, Literacy |comprehension using | | | | |
|Strategy, pg. 16 |your basal story. | | | | |
| |There are 4 parts, can| | | | |
| |do 1 per day. | | | | |
| |Assessment: (I) | | | | |
| |check BLM # 13 | | | | |
| |GLEs: 8, 14d, 15, 19d,| | | | |
| |19e | | | | |
|Week: 2 |Act. 6: Reading More |Basal Activities |Act. 7: Depth of Reading |Basal activities |Basal Activities |
|CC Act. 6,7 |(see act) | |(see act) | | |
|Resources: |Using basal or another| |St. read a fictional | | |
|Story or basal, |story, have students | |story analytically, then | | |
|compare/contrast |compare a character to| |create their own graphic | | |
|chart, |themselves using | |organizer to illustrate | | |
|BLM# 14: HOTS, |compare/contrast | |specific components in | | |
|reading response |worksheet. Then have | |their journals. T. goes | | |
|journals |students write a | |over Bloom’s BLM # 14 | | |
|Fact/opinion index |dialogue between | |with students. St. use | | |
|cards |themselves and the | |BLM # 14 to help them | | |
| |character. | |write 3 lower-level and 3| | |
| |Assessment: (I) | |higher-level questions. | | |
| |Give students index | |Assessment: (I) | | |
| |cards with “fact” | |Give students example | | |
| |written on 1 color | |questions and have them | | |
| |card, and “opinion” | |orally identify levels | | |
| |written on another | |GLEs: 4, 7, 14 a&g, 16, | | |
| |color. Read several | |19 b&d | | |
| |story excerpts and | | | | |
| |have students hold up | | | | |
| |fact or opinion card | | | | |
| |as warranted. | | | | |
| |GLEs: 14c, 19a,b,c,e | | | | |
|Week: 3 |Act. 8 Points of View |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 8 |(see act.) | | | | |
|Resources: |T. models seeing | | | | |
|Current events from |things from different | | | | |
|newspapers, |viewpoints. T. picks a| | | | |
|magazines, books, |topic (can tie in Soc.| | | | |
|internet, T. made |Studies). St. | | | | |
|rubric |investigate and write | | | | |
| |about it from several | | | | |
| |points of view. | | | | |
| |Assessment: (F) | | | | |
| |T. made rubric | | | | |
| |GLEs: 8, 15, 19c, 41a,| | | | |
| |42, 43c,d,e,g, 44, 45,| | | | |
| |50 | | | | |
|Week: 4 |Act. 9 Take a Stance |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9 |(see act.) | | | | |
|Resources: |T. will give students | | | | |
|BLM # 15: T. made |an opinionare about a | | | | |
|opinionare, St. made |topic (can be Soc. | | | |Unit III |
|persuasion scale, |St.) After | | | |Assessment: (F) |
|BLM # 2,3: LEAP |completing, st. read a| | | |1. Before oral |
|writing rubric, |book about topic, | | | |presentations, |
|BLM # 31- Oral |change their answers | | | |have students |
|Presentation Rubric, |as needed, then write | | | |create a “power of|
|Writer’s notebooks |a persuasive | | | |persuasion” scale |
| |composition to | | | |to judge the |
| |persuade others to see| | | |effectiveness of |
| |it from their point of| | | |the presentations.|
| |view. Give orally. Can| | | |Have them add |
| |use technology, | | | |“persuasive” words|
| |visuals, etc. to | | | |and phrases into |
| |enhance presentations.| | | |their writer’s |
| |Assessment: (F) | | | |notebooks. |
| |Oral Presentation | | | |2. Continue |
| |Rubric | | | |checking reading |
| |LEAP Writing rubric | | | |and writing |
| |GLEs: 15, 19e, 26a, | | | |notebooks. |
| |30a, 31c,d, 34, | | | | |
| |36a,c,d | | | | |
4th Grade ELA
Unit #: 4 Unit Title: Research* Time Frame: 4 weeks
Unit 4 Guiding questions:
18. Can students determine which resources are appropriate for a specific purpose?
19. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams, schedules, tables, and maps?
20. Can students paraphrase information and take notes from multiple sources?
21. Can students produce a bibliography?
22. Can students use available technology to publish a variety of works?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary|
|Resources: |needs to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV|
|reading books, DOLs, |activity. (Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. |
|DOVs, writing prompts, |# 4 for ideas. Teachers should read aloud to students daily, after the genre study is over, you can read |
|trade books |chapter books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 |Act. 5: Start With |Act.6: Begin With |Basal activities |Basal Activities |Basal activities |
|CC Act. 5,6 |the End In Mind (see |an Interest (see | | | |
|Resources: |act) |act.) | | | |
|BLM # 16: Sample |Use website to let |T. models a | | | |
|Research Rubric, |students examine |research project, | | | |
|Internet, |reports and answer |posts a poster of | | | |
|website: |questions. T. help |the stages. St. | | | |
| |students create a |brainstorm | | | |
| |research report |questions and pick | | | |
|BLM # 17: KWL chart |rubric. |several to put on a| | | |
| |Assessment: (I) |KWL chart. | | | |
| |Check student-created|Assessment: (I) | | | |
| |rubric |Teacher/student | | | |
| |GLEs: 14a, 41a, b, |conferences at | | | |
| |43a |regular intervals. | | | |
| | |GLEs: 14a, 19d, | | | |
| | |23a&b, 35, 43a-g | | | |
|Week: 2 |Act. 7:Self-Selected |Act 8: Mini – |Basal activities |Basal activities |Basal Activities |
|CC Act. 7,8 |Research Topics (see |Lessons (see act) | | | |
|Resources: |act.) |This is ongoing | | | |
|BLM # 18: ISP Chart, |T. models how to |throughout the | | | |
|research folders, |narrow your topic, |research project. | | | |
|rubric |generate questions, |T. guides students | | | |
|(This week is focused |etc. T. passes out |through the process| | | |
|on beginning the |research folders and |by conducting daily| | | |
|research report. It |ISP charts. |whole – class and | | | |
|will not be completed |Assessment:(F) |individual lessons | | | |
|until week 4) |T. made rubric for |on topics needed to| | | |
| |beginning of research|complete the | | | |
| |project. Include |report. | | | |
| |title/topic, related |Assessment:(I) | | | |
| |key words/phrases to |T. observations | | | |
| |research, list of |during conferences | | | |
| |resources, 5 guiding |GLEs: 19b, 41a,b, | | | |
| |questions. |43a,b,c, 48 | | | |
| |GLEs: 19d, 23a, 23b, | | | | |
| |23d, 44, 48 | | | | |
|Week: 3 |Act. 9: Divide and |Act 9: (continued) |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9 |Conquer (see act) (do|St. continue | | | |
|Resources: |all week) |GISTing from each | | | |
|IF model lesson, |IF will model how to |source and draft a | | | |
|Research folder, |use split – page note|rough outline. | | | |
|transparency of |taking strategy. IF | | | | |
|encyclopedia page, |will model GISTing. | | | | |
|Literacy Strategies: |These strategies will| | | | |
|Pg. 22; Split-page note|help students find |Basal Activities | | | |
|taking, |and organize their | | | | |
|pg. 3; GISTing |information for their| | | | |
| |report. | | | | |
| |Assessment: (I) | | | | |
| |T. observation | | | | |
| |GLEs: 14f, 33, 41b, | | | | |
| |43a, 44, 45, 46, 49 | | | | |
|Week: 4 |Act. 10: Publish and |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 10 |Present (see act) (do| | | | |
|Resources: |all week) | | | | |
|Research folders, BLM #|St. use their | | | | |
|19: Info. For |outlines to write | | | |Unit IV |
|Bibliography, BLM # 16:|their research | | | |Assessment: (F) |
|Research Rubric |report. Rough drafts | | | |Rubric for |
|BLM # 31: Oral |are read by peers, | | | |research report |
|Presentation Rubric |st. make revisions | | | |Rubric for Oral |
| |and conference with | | | |Presentation |
| |T. They go over | | | | |
| |rubric, and decide | | | | |
| |how to share report. | | | | |
| |St. are given | | | | |
| |bibliography | | | | |
| |materials to create a| | | | |
| |bibliography (see | | | | |
| |act) | | | | |
| |Assessment: (I) | | | | |
| |T. conferences | | | | |
| |GLEs: 23c-g, 26b, 34,| | | | |
| |36a-c, 37, 38 | | | | |
* This entire research unit could be tied into a science or social studies topic. That will give you extra time to complete this plus your basal activities.
4th Grade ELA
Unit #: 5 Unit Title: Poetry Time Frame: 4 weeks
Unit 5 Guiding questions:
23. Can students define or give examples of types of poetry?
24. Can students explain why people read poetry?
25. Can students identify literary devices used by poets?
26. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject?
27. Can students describe the mood or feeling created by a poem?
28. Can students use poetic language and form to express their own thoughts and feelings?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary needs |
|3, 4 |to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV activity. |
|Resources: |(Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # 4 for ideas. |
|reading books, |Teachers should read aloud* to students daily, after the genre study is over, you can read chapter books to them. |
|DOLs, DOVs, | |
|writing |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|prompts, trade | |
|books | |
|Week: 1 |Act. 5: Poetry Corner |Act.11: Collecting |Basal activities |Basal Activities |Basal activities |
|CC Act. 5,11 |(see act) |Seeds for Poetry | | | |
|Resources: |T. introduces poetry |(see act) | | | |
|Writer’s |by reading different |(ongoing) | | | |
|notebook, |forms. St. define |Have students | | | |
|various types |poetry. St. will |“collect” ideas, | | | |
|of poems, chart|compare forms of |words, thoughts, | | | |
|paper, chart: |poetry on a chart. (CC|pictures, etc. in | | | |
|pg. 56 of CC |pg. 56) |their writer’s | | | |
| |Assessment: (I) |notebooks for | | | |
| |Poetry Chart, poetry |future poetry. | | | |
| |definition in writer’s|Assessment: (I) | | | |
| |notebook |T. checks student | | | |
| |GLEs: 7, 11, 12, 18 |notebooks | | | |
| | |GLEs: 8, 19e, 23a, | | | |
| | |b | | | |
|Week: 2 |Act. 6: Use my Senses |Basal activities |Basal activities |Act. 9: Literary Devices|Basal Activities |
|CC Act. 6,9 |(see act) | | |Workshop (see act) | |
|Resources: |T. conducts focus | | |T. will do a mini-lesson| |
|Travel |lessons to teach | | |on figurative language. | |
|magazines, post|imagery, voice, and | | |T. reads examples and | |
|cards, writer’s|word choice throughout| | |discusses. St. work in | |
|notebook, Carl |week | | |groups to find examples | |
|Sandburg’s poem|Assessment:(I) | | |and share their top | |
|“Fog”, post-it |Students use the poem | | |three with class | |
|notes, poems |“Fog” to find the | | |Assessment: (I) | |
| |poetic device used, | | |T. uses a T. made check | |
| |what comparisons the | | |sheet during share time.| |
| |poet is making, and | | |GLEs: 6, 19b, 25 | |
| |discuss their | | | | |
| |interpretations of | | | | |
| |poem | | | | |
| |GLEs: 22, 23b, 25 | | | | |
|Week: 3 |Act. 7: Learn from |Basal Activities |Act. 8: Poetry Panel of |Basal Activities |Basal Activities |
|CC Act. 7,8 |Authors (see act) | |Experts (see act) | | |
|Resources: |St. work in groups | |Choral Reading for | | |
|Writer’s |with different poems | |Fluency: | | |
|notebook, chart|to “experience” poetry| |In pairs or groups, st. | | |
|paper, poems, |and describe how it | |pick a favorite poem and | | |
|BLM # 2-3 LEAP |makes them feel. Then | |practice reading it orally| | |
|Writing Rubric,|switch poems and | |with expression. | | |
| |compare responses | |St. then research the poet| | |
|Lit. Strategy: |Assessment: (I) | |and write a composition | | |
|Questioning the|Use questions from | |stating why they like the | | |
|Author; pg. 12 |Questioning the Author| |poem, citing specific | | |
| |to start a class | |examples of reasons. | | |
| |discussion | |Assessment: (F) | | |
| |GLEs: 7, 16, 18 | |Leap Writing Rubric | | |
| | | |Oral Reading Rubric (T. | | |
| | | |made) | | |
| | | |GLEs: 9, 10, 17, 24, 34, | | |
| | | |36c, 37 | | |
|Week: 4 |Act. 10: Sounds of |Act. 12: Poems for |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 10,12 |Poetry (see act) |Publication (see | | | |
|Resources: |T. reads poems to show|act) | | | |
|Writer’s |that they have rhythm |St. use formula | | | |
|notebook, |or cadence. |poem BLMs to write | | |Unit V Assessment: |
|BLM # 1: Voc. |St. add poetic terms |poetry. St. will | | |(F) |
|Self -Awareness|to their voc. charts |create an original | | |T. made assessment |
|Chart, |or writer’s notebooks.|poem using the | | |using guiding |
|magazines, |St. work in groups to |writing process | | |questions as a |
|newspapers, |find examples of |Assessment: (F) | | |guide, writer’s |
|poems, BLM # 20|poetic word choices |T. made check list | | |notebook check sheet|
|– 23: Formula |from magazines, etc. |for poetry | | | |
|Poems, |Assessment: (I) |GLEs: 12, 22, 23a –| | | |
|BLM # 24: |Check writer’s |g, 25, 34 | | | |
|Poetry Rubric |notebook | | | | |
| |GLEs: 6, 12, 19b | | | | |
*Read alouds during this unit should include poetry.
4th Grade ELA
Unit #: 6 Unit Title: Reading and Writing Nonfiction Time Frame: 4 weeks
Unit 6 Guiding questions:
29. Can students identify informational texts?
30. Can students determine the purposes for reading informational texts?
31. Can students determine how informational text is organized?
32. Can students pose literal, interpretive, and evaluative questions?
33. Can students identify and use graphic aids, print features, and organizational aids found in informational texts?
34. Can students articulate their interests and pursue answers to their content questions by reading informational texts?
35. Can students write their own informational articles that include components studied in this unit?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary needs|
|4 |to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV activity. |
|Resources: |(Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # 4 for ideas. |
|reading books, |Teachers should read aloud* to students daily, after the genre study is over, you can read chapter books to them.|
|DOLs, DOVs, | |
|writing prompts, |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|trade books | |
|Week: 1 |Act. 5,6: Introducing |Basal activities |Basal activities |Basal Activities |Basal activities |
|CC Act. 5,6 |nonfiction and its | | | | |
|Resources: |elements | | | | |
|IF model lesson, |IF model lesson; | | | | |
|Literacy |St. will practice note| | | | |
|Strategy: |taking skills from | | | | |
|Professor |PowerPoint | | | | |
|Know-It-All; pg. |presentation. St. will| | | | |
|9 |identify access | | | | |
|(materials |features, purpose for | | | | |
|provided by IF) |writing nonfiction, | | | | |
| |nonfiction genres | | | | |
| |Assessment: (I) | | | | |
| |Professor Know-it-all | | | | |
| |activity | | | | |
| |GLEs: 7, 16, 18, 19a, | | | | |
|Week: 2 |Act. 7: Structures of |Act. 8: Writer’s |Basal activities |Basal activities |Basal Activities |
|CC Act. 7,8 |Nonfiction (see act) |Note Book (see act)| | | |
|Resources: |T. will review |St. will use the | | | |
|Nonfiction texts,|nonfiction structures |literacy strategy | | | |
|Writer’s |by reading and |DR-TA to respond to| | | |
|notebooks, |discussing nonfiction |informational texts| | | |
| |texts, giving students|in their notebooks | | | |
|Literacy |opportunities to do |Assessment: (F) | | | |
|Strategy: DR-TA; |hands-on activities |T. will check | | | |
|pg. 2 |with the texts. |writer’s notebook | | | |
| |Assessment: (I) |with a T. made | | | |
| |T. observations |check sheet | | | |
| |GLEs: 8, 14e, 19b,c, |GLEs: 1, 8, 19e, | | | |
| |50 |23a | | | |
|Week: 3 |Act. 9: Learn the |Act. 10: Writing |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9,10 |Writing Process From |Process | | | |
|Resources: |Authors (see act) |(see act) | | | |
|Writer’s |T. leads a discussion |St. write an | | | |
|notebook, |on the purposes of |expository essay | | | |
|BLM # 2-3: LEAP |writing non fiction. |from a prompt. | | | |
|Writing Rubric, |Use chart to review |Assessment: (F) | | | |
|informational |(CC pg. 71) St. |LEAP Writing Rubric| | | |
|books, |practice writing the |GLEs: 20e, | | | |
|Chart: CC act # |components in their |23a,b,c,d,e,f,g, | | | |
|9, pg 71 |notebooks. |24, 29,30a, 31a, | | | |
| |Assessment: (I) |31b | | | |
| |T. checks notebooks | | | | |
| |GLEs: 14e, 16, | | | | |
| |20a,b,c,d, 23a | | | | |
|Week: 4 |Act. 11: Presents to |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 11 |Others (see act) | | | | |
|Resources: |St. construct a | | | | |
|BLM # 26: |presentation rubric. | | | | |
|Presentation |St. read their essays | | | |Unit VI Assessment:|
|Rubric |to class. Technology, | | | |(F) |
| |visual aids, etc. can | | | |Writing and |
| |be used | | | |Presentation |
| |Assessment: (F) | | | |Rubrics, Writer’s |
| |Presentation Rubric | | | |notebook check |
| |GLEs: 34, 36a,b,c,d, | | | |sheet |
| |37, 38 | | | | |
*Read alouds during this unit should include nonfiction. This can be used with science or social studies.
4th Grade ELA
Unit #: 7 Unit Title: Autobiographies and Biographies Time Frame: 4 weeks
Unit 7 Guiding questions:
36. Can students identify what makes a biography or an autobiography worth reading?
37. Can students determine how accurate a biography/autobiography is?
38. Can students identify criteria for making a biography/autobiography interesting?
39. Can students demonstrate how a biographer’s or an autobiographer’s writing style is used to “hook” the reader?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. Vocabulary |
|Resources: |needs to be done daily. Can let students find one word per day to add to a vocabulary notebook, or do a DOV |
|reading books, DOLs,|activity. (Basal voc. is separate) Daily writing can be done in journals or writer’s notebook. See CC act. # 4|
|DOVs, writing |for ideas. Teachers should read aloud* to students daily, after the genre study is over, you can read chapter |
|prompts, trade books|books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 |Act. 5: Intro. to |Basal activities |Basal activities |Act. 6: About Me (see|Basal activities |
|CC Act. 5,6 |Biographies and | | |act) | |
|Resources: |Autobiographies (see | | |St. brainstorm a list| |
|Internet, Variety of|act) | | |of questions to ask | |
|biographies and |St. look at books and | | |themselves. St. use | |
|autobiographies, BLM|critique. St. will use| | |list to write an | |
|# 27: GISTing, BLM #|GISTing to write a | | |autobiography of | |
|2,3,4: |paragraph about | | |themselves, using the| |
|rubrics/checklist |someone they like | | |LEAP writer’s | |
| |after researching them| | |checklist. | |
| |online. | | |Assessment: (F) | |
| |Assessment: (I) | | |LEAP rubric | |
| |T. checks paragraphs | | |GLEs: 19d, | |
| |GLEs: 19d, 21, 22, | | |20a,b,c,d,e | |
| |23a, 23b, 23g, 39, | | | | |
| |41a, 42 | | | | |
|Week: 2 |Act. 7: Focus Lesson |Basal activities |Act. 8: Map it Out (see |Basal activities |Basal Activities |
|CC Act. 7,8 |(see act) | |act) | | |
|Resources: |T. will read 1 short | |Discuss what is needed | | |
|a biography and an |biography, and 1 short| |for a biography. St. | | |
|autobiography, chart|autobiography. | |choose a person to write | | |
|paper, |In groups, st. will | |about. St. use biography | | |
|BLM # 28: Research |use compare/contrast | |research checklist(BLM # | | |
|Checklist, BLM # 29:|chart to compare a | |28) to plan their work. | | |
|G.O. Web |biography to an | |T. has conferences to go | | |
| |autobiography. | |over plans with students.| | |
| |Assessment: (I) | |Assessment: (I) | | |
| |Have students read | |Look at st. plans | | |
| |conclusions from their| |GLEs: 8, 19d, 23a, 23b | | |
| |chart. | | | | |
| |GLEs: 14e, 18, 43e, 45| | | | |
|Week: 3 |Act. 9: Know Your |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9 |Subject (see act) | | | | |
|Resources: |(ongoing) | | | | |
|BLM # 27: GISTing, |St. use GISTing | | | | |
|BLM # 30: |strategy to gather | | | | |
|Bibliography |important information | | | | |
| |about their person | | | | |
| |from a variety of | | | | |
| |sources. St. create a | | | | |
| |bibliography of their | | | | |
| |sources. | | | | |
| |Assessment: (F) | | | | |
| |Use T. made checklist | | | | |
| |to score | | | | |
| |bibliographies | | | | |
| |GLEs: 8, 14g, 19e, | | | | |
| |23b, 42, 43a,b,c,e, | | | | |
| |45, 46, 48, 49 | | | | |
|Week: 4 |Act. 10: Final |Basal Activities |Basal Activities |Act. 11: Showtime! |Basal Activities |
|CC Act. 10,11 |Publication (see act) | | |(see act) | |
|Resources: |(ongoing) | | |Students will present| |
|BLM # 2,3.4: Writing|Students write their | | |their biographies to | |
|Rubric and |biography using the | | |class and share |Unit VII Assessment:|
|Checklist, |writing process. | | |everyday objects that|(F) |
|BLM # 26: |Assessment: (F) | | |reflect their person.|Writing and |
|Presentation Rubric |LEAP writing rubric | | |Assessment: (F) |Presentation |
| |GLEs: 20a,b,c,d,e, | | |Presentation rubric |Rubrics, T. made |
| |23c,d,e,f, 26b, 27, | | |GLEs: 10, 23g, 34, |assessment |
| |28, 29, 30b, | | |36a,c, 37, 38 | |
| |31a,b,c,d, 32, 47 | | | | |
*Read alouds during this unit should include biographies and autobiographies. This can be used with Social Studies.
4th Grade ELA
Unit #: 8 Unit Title: Recommended By – Author Study
Time Frame: Last 4 weeks of school
Unit 8 Guiding questions:
40. Can students reflect on their literature experiences during the school year to choose a favorite author to research?
41. Can students analyze and articulate what is unique about the author’s writing technique or body of work?
42. Can students explain how the author’s life experience is reflected in his/her work?
43. Can students distinguish elements of the author’s style that are appealing or effective?
44. Can students offer persuasive reasons why this author’s work should be read?
45. Can students demonstrate how their writing has changed after learning about this author?
|Ongoing |Monday |Tuesday |Wednesday |Thursday |Friday |
|CC Act. 1, 2, 3, 4 |Students should be given time each day for daily independent reading. DOLs should be done daily. |
|Resources: |Vocabulary needs to be done daily. Can let students find one word per day to add to a vocabulary |
|reading books, DOLs, |notebook, or do a DOV activity. (Basal voc. is separate) Daily writing can be done in journals or |
|DOVs, writing prompts, |writer’s notebook. See CC act. # 4 for ideas. Teachers should read aloud to students daily, after the |
|trade books |genre study is over, you can read chapter books to them. |
| | |
| |GLEs: # 2, 3, 9, 10, 20, 21, 22, 23, 24, 26, 31 |
|Week: 1 |Act. 5: Explore |Basal activities |Basal activities |Act. 6: About the |Basal activities |
|CC Act. 5,6 |Authors (see act) | | |Author (see act) | |
|Resources: |St. will use their | | |St. look at examples| |
|BLM # 32: Author Study |reading notebooks to | | |of book jacket | |
|Checklist, |pick a favorite | | |biographical info. | |
|BLM # 33: bibliography, |author to study. St. | | |Class constructs a | |
|BLM # 2,3,4: Writing |will research their | | |rubric and st. use | |
|rubrics and checklist, |author and list | | |it to create a book | |
|variety of biographies |references. | | |jacket bio for their| |
| |Assessment: (I) | | |author. | |
| |BLM # 32, 33 | | |Assessment: (F) | |
| |GLEs: 17, 19d,e, 41a,| | |Class-Constructed | |
| |42, 43a,b,c, 48 | | |Rubric | |
| | | | |GLEs: 17, 22, 45 | |
|Week: 2 |Act. 7: Chart Your |Basal activities |Basal activities |Basal activities |Basal Activities |
|CC Act. 7 |Author (see act) | | | | |
|Resources: |In groups of 4, st. | | | | |
|Literature Circle |will use the | | | | |
|Materials, books, chart |Literature Circle | | | | |
|paper |format to compare two| | | | |
| |books by the same | | | | |
| |author. Whole group | | | | |
| |will come together | | | | |
| |and discuss students’| | | | |
| |impressions of | | | | |
| |various authors on | | | | |
| |chart paper. | | | | |
| |Assessment: (I) | | | | |
| |T. observation during| | | | |
| |circles and whole | | | | |
| |group activity | | | | |
| |GLEs: 5a,b,c,d, 10, | | | | |
| |11, 14b,c,e, | | | | |
|Week: 3 |Act. 8: Why Do You |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 8 |Recommend This | | | | |
|Resources: |Author? (see act) | | | | |
|Chart from act. # 7 |Using chart from last| | | | |
| |week, st. analyze | | | | |
| |their author’s works | | | | |
| |for effective use of | | | | |
| |literary devices. St.| | | | |
| |use this to write a | | | | |
| |letter recommending | | | | |
| |the book to the | | | | |
| |class. | | | | |
| |Assessment: (F) | | | | |
| |T. made rubric to | | | | |
| |score letters | | | | |
| |GLEs: 14b,c,d,e, 16a,| | | | |
| |27, 29, 31b,c,d | | | | |
|Week: 4 |Act. 9: Writing Book |Basal Activities |Basal Activities |Basal Activities |Basal Activities |
|CC Act. 9 |Reviews (see act) | | | | |
|Resources: |St. use online | | | | |
|BLM # 2,3,4 – Writing |resources to read | | | | |
|Rubric and Checklist, |book reviews of | | | |Unit VIII |
|Internet, |Children’s Lit. In | | | |Assessment: (F) |
|Websites: |whole group, st. list| | | |T. made assessment |
|booklist |the features of a | | | | |
| |good book review. | | | | |
| |St. write a book | | | | |
| |review of three or | | | | |
| |more paragraphs using| | | | |
| |the writing process. | | | | |
| |Assessment: (F) | | | | |
| |Rubric scored book | | | | |
| |review | | | | |
| |GLEs: 20a,b,c,d,e, | | | | |
| |21, 23d,e,f,g, 24, | | | | |
| |26c,30a, 30b, 31b, | | | | |
| |31c,d, 32 | | | | |
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