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| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 1 |Explain what a text explicitly states. |Explain literal information in informational texts and poems using |VU: Explain |

|CCSS:RL.4.1 RI.4.1 | |pictures and working with a partner or small group. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Verb tense, verb agreement, |

| | | |adjectives, |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 2 |Draw inferences from a text referring to details and examples. |Draw inferences from details and examples from text using graphic |VU: Inferences, draw conclusions, |

|CCSS: RL.4.1; | |organizers. |details |

|RI.4.1 | | | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Verb tense, verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 3 |Identify the theme of the story, drama, or poem using details from the text. |Identify central message via details from poem using graphic |VU: Theme, poems and details |

|CCSS: RL.4.2 | |organizers, shared group activities. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Modal (would, could, might), |

| | | |compound tenses (would, have, been) |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 4 |Describe in depth a character using direct quotations and evidence from literature. |Describe specific details of character(s) from literature using direct |VU: Quotations, evidence and depth|

|CCSS: RL.4.3 | |quotes with the aid of a character web. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Using quotations, direct |

| | | |speech |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 5 |Explain the major differences between poems, drama, and prose. |Compare and contrast the structural elements of poems and/or drama through |VU: Prose, poems, stanza, verse |

|CCSS: RL.4.5 | |written or oral discussion using venn diagrams | |

|WIDA: 2 | |and working in groups. | |

|Reading | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Sentence elements of poetry and drama |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 6 |Analyze the structural elements of poems (e.g., verse, rhythm, meter) when |Analyze structural elements of poems in oral and reading text using multimedia |VU: Verse, rhythm, meter |

|CCSS: RL.4.5 |writing or speaking about a text. |and teacher guided class discussions. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence elements of poetry |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 7 |Analyze the structural elements of drama (e.g., setting, descriptions, |Analyze structural elements of selected drama using role play, dialogue, |VU: Stage directions, drama, voice and |

|CCSS: RL.4.5 |stage directions) when writing or speaking about a text. |discussions and/or speeches. |mood, narrator |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Comparatives, superlatives, specific |

| | | |to text |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 8 |Compare and contrast the points of view of a first person narrative versus |Explain differences and similarities of first person versus third person |VU: Narrative, point of view, first person,|

|CCSS: RL.4.6 |a third person narrative |narrations using Venn diagrams |third person, |

|WIDA: 2 | |and excerpts of texts. | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Comparatives, superlatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 9 |Determine the main idea of grade level text. |Identify the main idea of grade level text using a story map. |VU: Theme, main idea |

|CCSS: RI.4.2 | | | |

|WIDA: 2 -5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Subject-verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 10 |Explain how key details from the text support the main idea. |Explain how details support the main idea of informational texts using graphic |VU: Details, text, main idea |

|CCSS: RI.4.2 | |organizers. | |

|WIDA: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Subject-verb agreement adverbs; |

| | | |specific to text |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 11 |Apply letter-sound knowledge and syllabication patterns to accurately read |Apply phonics and syllabication rules to decode multisyllabic words using word |VU: Phonemic awareness |

|CCSS: RF.4.3.a |multisyllabic words in and out of context. |pattern charts and syllabication rules poster. | |

|WIDA: 2 | | | |

|Reading | |Note: ELLs need anchor vocabulary words when applying phonic and syllabication | |

|Speaking | |rules. | |

| | | |LFC: Syllabication rules |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 12 |Read grade-level text with purpose and understanding. |Read grade level text with a purpose and comprehension using prior knowledge and|VU: Purpose, comprehension |

|CCSS: RF.4.4.a | |graphic organizers. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure at ELP level |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 13 |Read prose and poetry with fluency and expression |Read prose and poetry texts with fluency and appropriate expression using a |VU: Fluency, expression |

|CCSS: RF.4.4.b | |partner and technology. | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure and specific |

| | | |vocabulary, rhythm |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 14 |Apply context clues to confirm or self-correct word recognition and |Use context to self-correct when necessary using a checklist. |VU: Content clues, self-correct |

|CCSS: RF.4.4.c |understanding, rereading as necessary. | | |

|WIDA: 2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure with context clues,|

| | | |cognates, synonym |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 15 |Create an opinion piece by introducing a topic or text clearly and writing |Write an opening statement to express a personal opinion connected to the |VU: Vocabulary, opinion, author’s purpose, |

|CCSS: W.4.1.a |an opening statement expressing personal opinion relating ideas to the |author’s purpose through the use of graphic organizers (e.g. Venn diagrams |opening statement, point of view |

|WIDA: 2 |author’s purpose (thesis). |and story webs). | |

|Writing | | | |

| | | |LFC: Introductory statements expressing |

| | | |opinions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 16 |State reasons that support the thesis statement (reference text when |State reasons that support the thesis statement by creating lists and using |VU: Thesis, opinion, support |

|CCSS: W.4.1.b |appropriate). |outlines. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Statements that express reasons |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 17 |Develop a narrative including an introduction of a narrator and/or |Develop a beginning to a narrative by introducing narrator and/or characters |VU: Narrative/narrator, introduction |

|CCSS: W.4.3.a |characters. |using template, story chart, character analysis chart, and word bank. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Examples of introductions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 18 |Use plausible sequence of events and effective descriptions of characters, |Write a narrative with plausible sequence of events and effective |VU: Quotation marks, sequence |

|CCSS: W.4.3.b,e |including dialogue, and a conclusion that follows naturally from the sequence of |descriptions of characters including dialogue, and a clear beginning, | |

|WIDA: 2 |events to produce written narrative. |middle and end using story maps, comic strips and timelines | |

|Writing | |. | |

| | | |LFC: Prepositional phrases, adverbs of |

| | | |time, relative clauses, dialogue tags |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 19 |Write to demonstrate clear and coherent writing in which the development |Write to demonstrate clear and coherent writing that will convey ideas to |VU: Task, purpose, audience, narrative, |

|CCSS: W.4.4 |and organization are suitable to task, purpose, and audience. |audience with organization suitable to task, purpose and audience using a model,|coherent |

|WIDA: 2 | |an outline and a word bank. | |

|Writing | | | |

| | | |LFC: Sentence level grammar and syntax, |

| | | |vivid verbs |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 20 |With guidance and support from peers and adults, apply all phases of the |Write a clear and coherent composition applying the steps of the writing process|VU: Peer editing, writing process, drafts,|

|CCSS: W.4.5 |writing process (planning, revising, and editing) to create a clear and |(planning, revising, and editing) to develop and strengthen writing skills using|revising |

|WIDA: 2 |coherent piece of writing. |a graphic organizer and guidance from a teacher or peer. | |

|Writing | | | |

| | | |LFC: Sentence structure, verb forms, |

| | | |subject-verb agreement |

| | | |LC: Varies by ELP level paragraph |

| | | |form(indentation) |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 21 |Complete short narrative writing tasks routinely over extended time frames |Complete short narrative writing tasks routinely over short and extended time |VU: Narrative, reflection |

|CCSS: W.4.10 |(time for research, reflection, and revision) and shorter time frames (a |frames (research, plan, write, reflect and revise) for a range of | |

|WIDA: 2-5 |single sitting or a day or two) for a variety of discipline-specific time |discipline-specific tasks, purposes and audiences using model responses and word| |

|Writing |frames, tasks, purposes, and audiences. |banks. | |

| | | |LFC: Capitalization, punctuation, noun-verb|

| | | |agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 22 |Create questions and talking points to facilitate discussions after reading|Formulate questions and talking points to engage in-class discussion through |VU: Specific to text |

|CCSS: SL.4.1.a |required material. |oral interviews and/or role play activity. | |

| | | | |

|WIDA: 2-5 | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Grammar, syntax in academic |

| | | |conversations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 23 |Identify various roles and follow agreed-upon rules in small and whole |Identify and develop various roles and follow agreed-upon rules to engage in |VU: Teacher created roles, |

|CCSS: SL.4.1.b |group discussions. |class discussion through role plays and whole group discussions. | |

|WIDA: 1-5 | | | |

|Listening | | | |

|Speaking | | | |

| | | |LFC: Grammar, syntax in academic |

| | | |conversations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 24 |Paraphrase portions of a text read aloud or from information presented in |Paraphrase presented oral information through the use of visuals, technology |VU: Paraphrase |

|CCSS: SL.4.2. |diverse media |(recordings and other media) and text. | |

|WIDA: 2 | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Academic conversations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 25 |Construct complete sentences. |Construct complete sentences through the use of sentence strips, list of parts |VU: Parts of speech |

|CCSS: L.4.1.f | |of speech, and word cards. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Grammar, syntax and punctuation in |

| | | |complete sentence |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 26 |Recognize and correct inappropriate sentence fragments and run-ons. |Identify and edit sentence fragments and run-ons using sentence strips and |VU: Edit, fragments, run-ons |

|CCSS: L.4.1.f | |writing reference chart. | |

|WIDA: 2 | | | |

|Writing | | | |

| | | |LFC: Grammar, syntax and punctuation |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 27 |Produce a writing piece using correct capitalization, appropriate placement|Produce a writing piece using proper mechanics in spelling and grammar through |VU: Reference materials |

|CCSS: L.4.2.a,b,d |of commas and quotation marks, and consult references to assure the correct|the use of references (dictionaries, writers’ journals). | |

|WIDA: 2 |spelling of grade-appropriate words. | | |

|Writing | | | |

| | | |LFC: Grammar, syntax and punctuation |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 28 |Identify the antonym (e.g., energetic-tired) and synonym (e.g., |Identify antonyms and synonyms through the use of reference materials such as |VU: Synonyms and antonyms |

|CCSS: L.4.5.c |hungry-famished) of words. |thesaurus, dictionaries, pictures and word walls. | |

|WIDA: 2 | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Grammar, syntax and punctuation |

| | | |LC: Varies by ELP level |

|ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 | |Language Objectives |Identify high frequency antonyms and synonyms. |Identify common antonyms and synonyms by sorting words.

|Identify antonyms and synonyms from grade 3-4 level text. |Identify and use antonyms and synonyms from grade 3-4 level text. |Identify and correctly use of antonyms and synonyms from grade level text. | |Learning Supports |Bilingual Dictionary

Glossary

Word Wall

Match game

L1 support

Pictures/Photographs

Manipulatives |Bilingual Dictionary

Glossary

Word Wall

Match game

L1 support

Pictures/Photographs

Manipulatives |Bilingual Dictionary

Glossary

Word Wall |Bilingual Dictionary

Glossary

|Bilingual Dictionary

Glossary

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