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

|SLO: 1 |Refer to details and examples in a text when explaining what the text says explicitly. |Explain literal information in texts using pictures and working with a |VU: Explicitly |

|CCSS: RL.4.1; | |partner or small group. | |

|RI.4.1 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|WIDA |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. | | |

|ELDS: 2 -5 |However, teachers should only cite the specific content used. | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Referential phrases |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 2 |Refer to details and examples in a text when drawing inferences from the text. |Cite details and examples from text when making inferences by marking the |VU: Inferences |

|CCSS: RL.4.1; | |text and using think-alouds. | |

|RI.4.1 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|WIDA ELDS: 2-5 |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included.| | |

|Reading |However, teachers should only cite the specific content used. | | |

|Speaking | | | |

| | | |LFC: Reported speech |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 3 |Determine the theme of a story, drama, or poem from details in the text. |Identify theme via details from story using graphic organizers and |VU: Theme |

|CCSS: RL.4.2 | |teacher modeling. | |

|WIDA ELDS: | | | |

| | | |LFC: Subject-verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 4 |Summarize the text of a story, drama, or poem using details from the text. |Summarize the text of a story using a story map and word wall. |VU: Summarize |

|CCSS: RL.4.2 | | | |

|WIDA ELDS: | | | |

|2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Transitional phrases |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 5 |Determine the main idea of a text. |Identify main idea from story using graphic organizers and teacher |VU: Main idea |

|CCSS: RI.4.2 | |modeling. | |

|WIDA ELDS: 2-5 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|Reading |Arts, Math, Science or Social Studies. For that reason, all 4 standards are | | |

|Speaking |included. However, teachers should only cite the specific content used. | | |

| | | |LFC: Subject-verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 6 |Explain how the main idea is supported by key details in the text. |Explain how the main idea is supported by key details in an informational |VU: Support, details |

|CCSS: RI.4.2 | |text using graphic organizer, word wall and peer support. | |

|WIDA ELDS: |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be | | |

|2 – 5 |Language Arts, Math, Science or Social Studies. For that reason, all 4 standards| | |

|Reading |are included. However, teachers should only cite the specific content used. | | |

|Speaking | | | |

| | | |LFC: Embedded clauses |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 7 |Summarize an informational text, referring to the main idea and key details. |Summarize an informational text, referring to the main idea and key details |VU: Summarize |

|CCSS: RI.4.2 | |using a graphic organizer and word wall. | |

|WIDA ELDS: 2-5 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language| | |

|Reading |Arts, Math, Science or Social Studies. For that reason, all 4 standards are | | |

|Speaking |included. However, teachers should only cite the specific content used. | | |

| | | |LFC: Transitional phrases |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 8 |Explain events in historical text including what happened and why, based on specific |Explain specific events from historical text with the aid of Cornell |VU: Quotations, evidence and depth|

|CCSS: |information in the text. |notes. | |

|RI.4.3 | | | |

|WIDA | | | |

|ELDS: 2, 5 | | | |

|Reading Speaking | | | |

| | | |LFC: Modals |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 9 |Determine meaning of general academic words or phrases in a text relevant to a grade 4 |Define words and phrases in informational texts through use of |VU: Academic word list |

|CCSS: |topics or subject area. |pictures, synonyms, translation dictionaries and/or context clues. | |

|RI.4.4 | | | |

|WIDA ELDS: 2-5 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|Reading Speaking |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. | | |

| |However, teachers should only cite the specific content used. | | |

| | | |LFC: Nouns, comparative adjectives|

| | | |LC:Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 10 |Determine meaning of domain-specific words or phrases in a text relevant to a grade 4|Define words and phrases of domain specific words in informational texts |VU: Content-based words |

|CCSS: RI.4.4 |topics or subject area. |through use of pictures, synonyms, translation dictionaries and/or context| |

| | |clues. | |

|WIDA |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|ELDS: 2-5 |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included.| | |

|Reading Speaking |However, teachers should only cite the specific content used. | | |

| | | |LFC: Word analysis; asking for |

| | | |clarification, asking questions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 11 |Compare and contrast a firsthand and a secondhand account of the same event or topic.|Explain differences and similarities between primary and secondary sources |VU: Point of view, firsthand |

|CCSS: RI.4.6 | |of the same event or topic using graphic organizers (ie. Venn diagram |account, secondhand account |

|WIDA |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language |s) and phrase citations. | |

|ELDS: 2-5 |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included.| | |

|Reading Speaking |However, teachers should only cite the specific content used. | | |

| | | |LFC: Comparatives, superlatives|

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 12 |Describe the differences in focus and the information provided in a firsthand and a |Describe differences in focus and information provided in a firsthand |VU: Point of view, primary |

|CCSS: RI.4.6 |secondhand account of the same event or topic. |account and a secondhand account of the same event or topic using a Venn |source |

|WIDA | |diagram and word/phrase bank. | |

|ELDS: 2-5 |Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language | | |

|Reading Speaking |Arts, Math, Science or Social Studies. For that reason, all 4 standards are included.| | |

| |However, teachers should only cite the specific content used. | | |

| | | |LFC: Comparatives, superlatives |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 13 |Use combined knowledge of all letter-sound correspondences to read accurately |Apply phonics to decode multisyllabic words using sound/symbol and |VU: Syllables, sound/symbol |

|CCSS: |multisyllabic words in and out of context. |syllabication charts and pictures. | |

|RF.4.3a | | | |

|WIDA | | | |

|ELDS: 2 | | | |

|Reading Speaking | | | |

| | | |LFC: Syllabication rules |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 14 |Use combined knowledge of morphology (e.g., roots and affixes) to read accurately |Decode unknown, multisyllabic words using word analysis skills by using|VU: Syllables, roots, prefix, |

|CCSS: |unfamiliar multisyllabic words in context and out of context. |word pattern flip charts, affix chart and word walls. |suffix, affixes |

|RF.4.3.a | | | |

|WIDA ELDS: 2 | | | |

|Reading Writing | | | |

| | | |LFC: Subject-verb agreement |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 15 |Read grade-level text with purpose and understanding. |Read grade level text with a purpose and comprehension using schema and |VU: Purpose, comprehension |

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

|WIDA ELDS: | | | |

|2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure at ELP |

| | | |level |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 16 |Read grade–level prose and poetry orally with accuracy, rate, and expression. |Read prose and poetry texts with fluency and appropriate expression using a |VU: Prose, poetry, fluency |

|CCSS: RF.4.4.b | |partner and recording devices. | |

|WIDA ELDS: | | | |

|2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure and|

| | | |rhythm |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 17 |Use context to confirm or self-correct word recognition and understanding, |Use context to self-correct when necessary using a checklist. |VU: Context, self-correct |

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

|WIDA ELDS: | | | |

|2 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Sentence structure with |

| | | |context clues, cognates, synonym |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 18 |When writing, introduce a topic clearly and group related information in paragraphs |Write to produce a coherent written topic sentence to explain a topic |VU: Topic sentence |

|CCSS:W.4.2.a |and sections. |clearly using word bank, teacher modeling and L1 support. | |

|WIDA ELDS: 2-5 | | | |

|Writing | | | |

| | | |LFC: Verb forms |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 19 |When writing, include formatting (e.g., headings), illustrations, and multimedia |When composing text, include formatting, graphics, and multimedia to enhance |VU: Format, multimedia, |

|CCSS: W.4.2.a |when useful to aiding comprehension. |comprehension using a word wall and L1 support. |charts, tables |

|WIDA | | | |

|ELDS: | | | |

|1-5 | | | |

|Writing | | | |

| | | |LFC: Headings, captions, |

| | | |quotations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 20 |Develop a topic with facts, definitions, concrete details, quotations or other |Develop and organize the topic for writing with relevant facts, |VU: Topic, facts, concrete details|

|CCSS: W.4.2.b |information and examples related to the topic when writing. |definitions, concrete details, quotations, or examples by using graphic | |

|WIDA | |organizers and shared writing. | |

|ELDS: 2-5 |Note: When CCSS is W (Writing), the WIDA ELDS could be Language Arts, Math, Science | | |

|Writing |or Social Studies. For that reason, all 4 standards are included. However, teachers | | |

| |should only cite the specific content used. | | |

| | | |LFC: Quotations, citations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 21 |Provide a concluding statement or section related to the information or explanation|Write a conclusion statement that follows from the information or |VU: Conclusion, explanation |

|CCSS: W.4.2.e |presented when writing a piece. |explanation presented using a graphic organizer, shared writing and L1 | |

|WIDA ELDS: 2-5 | |support. | |

|Writing |Note: When CCSS is W (Writing), the WIDA ELDS could be Language Arts, Math, Science| | |

| |or Social Studies. For that reason, all 4 standards are included. However, teachers| | |

| |should only cite the specific content used. | | |

| | | |LFC: Transitional phrases |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 22 |Write routinely over extended time frames (time for research, reflection, and |Complete writing tasks routinely over extended time frames (research, |VU: Time frame, research, revisions|

|CCSS: W.4.10 |revision) for a range of discipline-specific tasks, purposes, and audiences. |reflect and revise) for a range of discipline-specific tasks, purposes and| |

|WIDA ELDS: | |audiences using templates, shared writing and word banks. | |

|2-5 |Note: When CCSS is W (Writing), the WIDA ELDS could be Language Arts, Math, Science| | |

|Writing |or Social Studies. For that reason, all 4 standards are included. However, teachers| | |

| |should only cite the specific content used. | | |

| | | |LFC: Capitalization, punctuation, |

| | | |various verb forms |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 23 |Write routinely over shorter time frames (a single sitting or a day or two) for a |Complete writing tasks routinely over short time frames (plan, write) for |VU: Plan, time frame |

|CCSS: W.4.10 |range of discipline-specific tasks, purposes, and audiences. |a range of discipline-specific tasks, purposes and audiences using | |

|WIDA ELDS: |Note: When CCSS is W (Writing), the WIDA ELDS could be Language Arts, Math, Science |templates, shared writing and word banks. | |

|2-5 |or Social Studies. For that reason, all 4 standards are included. However, teachers | | |

|Writing |should only cite the specific content used. | | |

| | | |LFC: Capitalization, |

| | | |punctuation, various verb forms |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

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

|SLO: 24 |Pose and respond to specific questions to clarify or follow up on information, in |Formulate and respond to questions to clarify and follow up on |VU: Pose, clarify |

|CCSS: SL.4.1.c |one-on one discussion and group discussions and link to the remarks of others. |information using cue cards, question stems and word walls with a | |

| | |partner. | |

|WIDA ELDS: 1-5 |Note: When CCSS is SL (Speaking/Listening), the WIDA ELDS could be Language Arts, Math,| | |

|Speaking |Science or Social Studies. For that reason, all 4 standards are included. However, | | |

|Listening |teachers should only cite the specific content used. | | |

| | | |LFC: Questions (formal and |

| | | |informal structures) |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 25 |Paraphrase portions of a text read aloud or information presented in diverse media |Paraphrase presented oral information through the use of visuals, |VU: Paraphrase |

|CCSS: SL.4.2 |and formats, including visually, quantitatively, and orally. |technology (recordings and other media) and text. | |

|WIDA ELDS: | | | |

|Speaking | | | |

|Listening | | | |

| | | |LFC: Academic conversations |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 26 |Spell grade-appropriate words correctly when writing. |Demonstrate accurate spelling using a dictionary and technology |VU: Spell, accurate |

|CCSS: L.4.2.d | |(spellcheck) for support. | |

|WIDA ELDS: | | | |

|2 | | | |

|Writing | | | |

| | | |LFC: Apply conventional spelling |

| | | |rules |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 27 |Consult references as needed when spelling grade 4 words. |Consult reference materials to check spelling of grade 4 words using |VU: Reference materials |

|CCSS: L.4.2.d | |print and digital, picture and personal dictionaries. | |

|WIDA ELDS: | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Definition genre |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 28 |Use context (e.g., definitions, examples, or restatements in text) as a clue to the |Determine and clarify meaning of unknown words and phrases within grade 4|VU: Context clues, definition, |

|CCSS: L.4.4.a |meaning of a word or phrase. |text by using context clues with support from think-alouds, word walls |restatement, example |

|WIDA | |and pictures. | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

| | | |LFC: Capitalization and punctuation|

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |

|SLO: 29 |Acquire and use accurately grade-appropriate general academic and domain-specific |Accurately use general academic and domain- specific vocabulary words and |VU: Academic, domain-specific |

|CCSS: L.4.4.a |words and phrases, including those that signal precise actions, emotions, or states|phrases to signal precise actions, emotions, or states of being through the| |

|WIDA |of being (e.g., quizzed, whined, stammered). |use of a content specific word wall and teacher/peer support. | |

|ELDS: 2-5 | | | |

|Reading | | | |

|Speaking | | | |

|Listening | | | |

|Writing | | | |

| | | |LFC:, Apply content area |

| | | |vocabulary appropriately |

| | | |LC: Varies by ELP level |

|ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 | |Language Objectives

|Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in L1 and/or high-frequency, general academic and content-related words. |Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases in L1 and/or general academic and key, domain-specific words and phrases.

|Acquire and use accurately general academic and key, domain-specific words and phrases.

|Acquire and use accurately grade-appropriate academic and domain-specific words and phrases. |Acquire and use accurately precise, grade-appropriate, academic and domain-specific words and phrases. | |Learning Supports |Leveled text

L1 support

Word/picture wall

Illustrations/Diagrams

Drawings

Gestures |Leveled text

L1 support

Word/picture wall

Sentence Frames

Pictures

|Adapted text

Word Wall

Triads or Small Groups

|Word Wall

Partner Work | | |

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