Fourth Grade



The Connected Curriculum

GRADE 4

Curriculum Map

Standards-Based Scope and Sequence for Teaching and Assessment

with integrated principles and strategies of special education.

This guide was prepared by the DePaul Center for Urban Education

through support from the Polk Bros. Foundation Teacher Leadership Network.

Relevant resources for instruction, independent learning, and assessment:

.

Fourth Grade

Mid- and End-of Quarter Competencies to Assess

First Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 5 |Week 9 |Week 14 |Week 19 |

|Word Knowledge |Explain use of dictionary and|Analyze root word, prefix, |Explain literal, figurative; |Identify and give examples of parts|

|1A |glossary |suffix |paraphrase phrases |of speech. |

| |Make personal picture/word | | |Make explanation/guide to how to |

| |glossary | | |use structures to figure out word |

| | | | |meaning when reading. (Root, |

| | | | |prefix, suffix) |

|Reading Strategies: |Read new selection; Identify |Complete and explain story |infer reason for author’s |Locate and classify information; |

|I CAN . . . with a variety |and infer traits, motive, |map |choice of words; |Answer analytic, inferential, and |

|of texts |sequence, cause-effect, main | |paraphrase |evaluative questions. Tell how to |

| |idea with evidence |Explain how to infer from |identify/compare a theme |answer them. |

| |Explain skimming and scanning|context | |Write about what you think based on|

|Goals 1, 2 | | | |what you read and what you knew. |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with increased |

| |increased fluency. |increased fluency. |increased fluency. |fluency. |

|ILS1B,4AB | | | | |

|Writing |Write, edit sentence |Write |Edit/write expository essay |write expository essay |

|and Illustrating |including the components of |paragraph with focus, |Write own guide to writing an|List steps to writing an expository|

|Goals 3, 4 |weeks 1-4 |support, organization, |expository essay. |essay |

| |Write own guide to writing |clarity | | |

| |good sentences | | | |

|Content |GEOGRAPHY |ECOLOGY |CULTURE |PHYSICS/TECHNOLOGY |

| |Write and illustrate an |List, illustrate, describe |List, illustrate, give |List, give examples of key |

| |Illinois geography guide. |features and explain |examples of choices of a |terms/concepts; describe, |

| |List, illustrate, explain |relationships use terms |culture; |diagram, and explain simple |

| |features and relationships, |correctly. |Write/illustrate to explain |machines and how they are part of |

| |use terms |Make booklet, display, |values and traditions |everyday life; explain what’s |

| |correctly. |presentation about an | |important to understand about |

| | |environment. | |movement, friction, and heat |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program|Use math to describe |Use math to describe |Use math to describe |Use math to describe situations and|

|you use. |situations and solve |situations and solve |situations and solve |solve problems. |

| |problems. |problems. |problems. | |

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Fourth Grade

Mid- and End-of Quarter Competencies to Assess

Second Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 24 |Week 29 |Week 34 |Weeks 37-8 |

|Word Knowledge |Explain how to paraphrase |Analyze word structure |Make a list of ways to figure | |

| | | |out unfamiliar words when | |

|1A | |Use words of the week in |reading. | |

| |Use words of the week in |sentences. | | |

| |sentences. | | | |

|Reading Strategies: |Explain how to: |Write guide to making/ |Next Grade Prep |synthesize information |

|I CAN . . . with a variety of|Classify |answering questions |Identify skills needed for |--apply to social studies and |

|texts |Compare | |next grade. |science—what have I learned— |

| |Contrast | |Choose a topic for next five |Learning Yearbook |

| |Identify main idea | |weeks of reading. | |

|Goals 1, 2 |Paraphrase | | |ILS 5A, 1B |

| |summarize | | | |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with |

| |increased fluency. |increased fluency. |increased fluency. |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |Edit persuasive essay 3A, B |Compare and contrast |Make your own writing |Learning Yearbook: expand |

|and Illustrating | |persuasive writing to |yearbook— |it--what have I learned about |

|Goals 3, 4 | |expository. |What I have learned about |writing? |

| | |3B,C |writing. |ILS 4BC |

|Content |SCIENCE SYSTEMS |ECONOMICS |GOVERNMENT |DISCOVERIES |

| |What do I know about systems?|How does the Illinois economy|What do we know about | |

| |What do I know about the |work? |Illinois? |What have scientists |

| |scientific method? | |What do we know about US |discovered? How? |

| | | |government? | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program |Use math to describe |Use math to describe |Use math to describe |Use math to describe |

|you use. |situations and solve |situations and solve |situations and solve problems.|situations and solve problems.|

| |problems. |problems. | | |

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Fourth Grade: Weeks 1-5 Curriculum Map

| |Week 1 |Week 2 |Week 3 |Week 4 |Week 5 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Classify noun, verb |Classify singular, plural|Use/make dictionary |Use/make |Explain use of dictionary|

| |adjective |nouns | |Glossary |and glossary |

|1A | | |Phonics | |Make personal |

| | | |diagnostic—determine | |picture/word glossary |

| | | |needs | |Classify singular/plural |

|Reading Strategies: |Skim text to preview; |Identify and restate and |Identify and support main|Read/ |Read new selection; |

|I CAN . . . with a |make predictions before, |analyze character and |idea in non-fiction |listen to |Identify and infer |

|variety of texts |during, after reading |setting | |infer and support |traits, motive, sequence,|

| |Look for text structures |1B |Identify how text |cause-effect in fiction |cause-effect, main idea |

| | |Take reading interest |structure helps reader |and non-fiction |with evidence |

|Goals 1, 2 |1B |inventory. |Scan to locate |1B,C |Explain skimming and |

| | | |information | |scanning and how text |

| | | |1B | |structure helps |

| | | | | |comprehension |

|Fluency |Adjust rate to complexity|Adjust rate to complexity|Adjust rate to complexity|Adjust rate to complexity|Students read aloud with |

|ILS1B,4AB |of text |of text |of text |of text |increased fluency, adjust|

| |This week’s read aloud: |This week’s read aloud |This week’s read aloud |This week’s read aloud |rate to complexity of |

| | | | | |text. |

|Writing |Write complete sentences |Expand |Expand sentence |Expand sentence: |Write, edit sentence |

|and Illustrating |with a variety of |sentence | |compound |including the components |

|Goals 3, 4 |punctuation. |adjective |adverb |complex |of weeks 1-4 |

| |Recommended: Diagram | | | |Write own guide to |

| |sentence |Recommended: Diagram |Recommended: Diagram |Recommended: Diagram |writing good sentences |

| | |sentence |sentence |sentence | |

|Content |Location: Where are we? |Place: What’s where in |Region: What regions are |Movement: Traveling in |Write and illustrate an |

|Illinois |exact location |Illinois? |in Illinois and the US? |Illinois |Illinois geography guide.|

|Geography |hemisphere |agriculture, axis, |border, boundary |canal, compass |List, illustrate, explain|

|Goal 17A,B,C |state |climate, crop |county, country |direction, distance |features and |

| |symbol |earth-sun rotation, |industry, region |harbor, railroad |relationships, |

|Research | |equator, fertile |rural, urban |route, scale |use terms correctly. |

|Goal 5 | |grasslands, North Pole, | | | |

| | |relative location | | | |

|MATH | | | | |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

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Fourth Grade: Weeks 6-9 Curriculum Map

| |Week 6 |Week 7 |Week 8 |Week 9 assess, clarify, expand |

|Word Knowledge |Identify/ |Identify/ |Identify use root and prefix. |Analyze root word, prefix, |

| |analyze root words. |analyze root words | |suffix |

|1A | |and suffixes. | |Write guide to interpreting |

| | | | |words with roots, affixes |

| | | | | |

|Reading Strategies: |Analyze choice of words, |Analyze sequence |Map story: characters, events, |Complete and explain story map |

|I CAN . . . with a |infer meaning from context |—use diagram or time-line to |setting/place | |

|variety of texts |1B |show sequence | |Explain how to infer from |

| | |1B | |context |

| | | |1B | |

|Goals 1, 2 | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | |increased fluency. |

|ILS1B,4AB | | | | |

| | | | | |

|Writing |Write expository paragraphs |Write paragraphs |Write paragraphs |Write expository |

|To Inform |--focus |--support/ |--organization |Paragraph, essay with focus, |

| | |elaboration |Organize essay |support, organization, clarity |

|Goals 3 and 4 | |--edit paragraph | | |

|Content |ECOLOGY |Plants of grasslands, forests, |Animals of grasslands, forests, |Write your own ecology guide. |

| |of the United States: |deserts: |desert; | |

|Ecology |biologist, biome |bacteria, cactus |amphibian, backbone | |

| |community |cell, decay |cartilage, incisor | |

|Research |desert |decompose |mammal, molar | |

|Goal 5 |environment |function |organism, reptile | |

| |habitat |12A,B |environment: | |

| |population | |conservation | |

| |12A |Make/use timeline/ |food web | |

| |1B—skim/scan to locate and |Diagram 5A |niche 12A,B | |

| |classify information | | | |

| | | |Make, classify notes from texts | |

| | | |5A | |

|MATH | | | |Make a math guide/booklet. |

|Insert the math | | | |Use math to describe situations |

|skills and strategies| | | |and solve problems. |

|from the program you | | | | |

|use. | | | | |

| | | | | |

|Math Words | | | |Make a Math Glossary |

|List terms students | | | | |

|will use this week. | | | | |

| | | | | |

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Fourth Grade: Weeks 10-14 Curriculum Map

| |Week 10 |Week 11 |Week 12 |Week 13 |Week 14 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Distinguish literal and |Paraphrase phrases |Construct |Construct/answer vocabulary|Explain |

|ILS 1A |non-literal, figurative |(1A; 1B) |Vocabulary questions (1A)|questions (1A) |literal/non-literal, |

| |language (1A) | | | |figurative; paraphrase |

| | | | | |phrases |

| | | | | | |

|Reading Strategies: |restate/ |interpret author's |Identify a theme in one |Compare theme |infer reason for author’s |

|I CAN . . . with a |paraphrase meaning |choice of words |or two stories |across stories/ |choice of words; |

|variety of texts | | | |cultures/authors |paraphrase |

| |Write about what you read | |Write about what you read|1BC, 2AB |identify/compare a theme |

| |and what you knew. |Write about what you |and what you knew | | |

|Goals 1, 2 |1B |read and what you knew|1B, 2AB | | |

| | |1B, 2A | | | |

|Fluency |This week’s read aloud: |This week’s read |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB | |aloud: | | |increased expression |

| | | | | |Students explain how to |

| | | | | |read with expression. |

|Writing and |Outline narrative |Edit narrative |Organize/Write narrative |Organize/Write essay with |Edit/write narrative essay|

|Illustrating |paragraph/essay; write with|essay for transitions|with focus, support, |focus, support, |Write own guide to writing|

|emphasis: |clear focus 3B |3B |organization and clear |organization, clear |an essay. |

|narrative | | |introduction 3B |introduction and conclusion| |

| | | | |3B | |

|Content: |Read, describe kinds of |Read, contrast how and|Read and make a flow |Read and infer then write |List, illustrate, give |

| |shelter (homes) people had |why people in a region|chart or timeline of how |about values of people that|examples of choices of a |

|Culture |in a region in the past |traveled in the past |people changed regions |have stayed the same; |culture; |

| |16A, 5A |16A, 5A |16A, 5A |values that changed 18A, 5A|Write/illustrate to |

| | | | | |explain values and |

| | | | | |traditions |

|MATH | | | | |Make a math guide/booklet.|

|Insert the math | | | | |Use math to describe |

|skills and | | | | |situations and solve |

|strategies from the | | | | |problems. |

|program you use. | | | | | |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

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Fourth Grade: Weeks 15-19 Curriculum Map

| |Week 15 |Week 16 |Week 17 |Week 18 |Week 19 assess, clarify, |

| | | | | |expand |

|Word Knowledge ILS |Classify parts of speech |Use structure |Use structure |Use structure |Identify and give examples |

|1A |in text. |(root-prefix-suffix) to |(root-prefix-suffix) to |(root-prefix-suffix) to |of parts of speech. |

| | |determine word meaning |determine word meaning |determine word meaning in|Make guide to how to use |

| | |in text. |in text. |text. |structures to figure out |

| | | | | |word meaning when reading. |

| | | | | |(Root, prefix, suffix) |

|Reading Strategies: |Locate information in |Ask/answer analytic and |Identify and organize |Evaluate fact/opinion |Locate and classify |

|I CAN . . . with a |chart, index, reference |inferential questions |information in charts, |ask/answer evaluative |information; |

|variety of texts |book; Classify information|Write about what you |diagrams |questions |Answer analytic, |

| |Ask/answer analytic |think based on what you | |Write about what you |inferential, and evaluative|

| |questions |read and what you knew. |Write about what you |think based on what you |questions. Tell how to |

|Goals 1, 2 |Write about what you think|1B,C, 5A |think based on what you |read and what you knew. |answer them. |

| |based on what you read and| |read and what you knew. |1B,C; 2A, 5A | |

| |what you knew. | |1B,C, 5A | | |

| |1B,C, 5A | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB |Check reading rate and | | | |increased fluency. |

| |comprehension—set target | | | |Students explain how to |

| |to improve. | | | |adjust rate to maintain |

| | | | | |fluency and comprehension |

|Writing and |Outline, |Outline and Write diary |Outline and Write diary |Outline and Write news |Write and edit essay |

|Illustrating |write narrative essay with|with emphasis on focus |with emphasis on focus |report--emphasis on focus|List steps to writing an |

|emphasis: |emphasis on focus and |support |support |support, |essay |

|narrative |support 3B,C |Transitions 3B,C |Transitions 3B,C |coherence 3B, C | |

|Content: |Read/experience/ |Read/experience/write/il|Read/experience/write/il|Prepare demonstration of |Describe, |

|Technology/ |write/illustrate about |lustrate about movement |lustrate about What |physics or booklet about |diagram, and explain simple|

|Physics |simple machines: |and friction: |affects heat? |physics. |machines; explain what’s |

| |balance, friction, |acceleration, |Celsius, degree, | |important to understand |

| |gravity, inertia, |deceleration, |Fahrenheit, | |about movement, friction, |

| |slope |energy, energy transfer,|friction | |and heat |

| |11,12D,5A |friction, |11,12CD,5A | | |

| | |gravity, heat insulator,| | | |

| | |motion 11,12D,5A | | | |

|MATH | | | | |Make a math guide/booklet. |

|Insert the math | | | | |Use math to describe |

|skills and | | | | |situations and solve |

|strategies from the | | | | |problems. |

|program you use. | | | | | |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

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Fourth Grade: Weeks 20-24 Curriculum Map

| |Week 20 |Week 21 |Week 22 |Week 23 |Week 24 assess, clarify, |

| | | | | |expand |

|Word Knowledge |ISAT PREP: Make science |ISAT PREP: Write about |ISAT PREP: Continue ISAT |ISAT PREP: Continue |Use vocabulary of these |

|ILS 1A |words this week's words. |science—choose a topic, |science topic terms and |ISAT science topic |weeks to write about |

| |Choose an area of science. |list the words, use them|writing. |terms and writing. |science: ecology, |

| | |to write about it. | | |scientific method. |

|Reading Strategies: |Classify |Identify main idea, |Paraphrase |Analyze |Explain how to: |

|I CAN . . . with a |Compare/Contrast |details |Summarize Text |author’s |Classify |

|variety of texts | | | |techniques |Compare |

| |Students make literal |Students make literal |Students make analytic | |Contrast |

| |questions fiction and |questions Fiction and |questions |Students make analytic |Identify main idea |

|Goals 1, 2 |non-fiction 1B |non-fiction |fiction and |questions |Paraphrase |

| | |1B |nonfiction 1B, 4A |fiction and |summarize |

| | | | |nonfiction 1B, 4A | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud:|Students read aloud with |

|ILS 1B, 4AB | | | | |increased fluency. |

| |Check reading rate and | | | |Students explain how to |

| |comprehension | | | |adjust rate to maintain |

| |—set target to improve. | | | |fluency and comprehension |

|Writing |Write persuasive paragraph |Edit persuasive |Outline persuasive essay |Write persuasive essay |Edit persuasive essay 3A, |

|emphasis: persuasive |3B |paragraph 3A |3A, B |3A,B |B |

| | | | | | |

|Content |Read, use numbers, |Read, use numbers, |Read, use math, |Read, use math, |Write with examples, graphs|

|Economics |illustrate, write about the|illustrate, write about |illustrate, write about |illustrate, write about|and facts, to explain how |

|Reading in the |Illinois economy |the Illinois economy |the Illinois economy |the Illinois economy |the Illinois Economy works.|

|Content Areas |Topic: _________ |Topic: _________ |Topic: _________ |Topic: _________ | |

|ILS 5A plus content | | | | | |

|goals | | | | | |

| |ILS15ABCD |ILS15ABCD |ILS15ABCD |ILS15ABCD | |

|MATH |ISAT PREP Priorities: |ISAT PREP Priorities: |ISAT PREP Priorities: |ISAT PREP Priorities: |Make a math guide/booklet. |

|Insert the math | | | | |Use math to describe |

|skills and strategies| | | | |situations and solve |

|from the program you | | | | |problems. |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

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Fourth Grade: Weeks 25-29 Curriculum Map

| |Week 25 |Week 26 ISAT |Week 27 ISAT |Week 28 |Week 29 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Make up vocabulary |Analyze word structure |Analyze word structure |Analyze word structure |Analyze word structure |

|ILS 1A |questions |1A |1A |1A | |

| | | | | | |

|Reading Strategies: |Make ISAT Reading Guide—How|Analyze questions |Analyze questions |Ask/identify and respond |Write guide to making/ |

|I CAN . . . with a |to Think Well on ISAT |1B |1B |to relevant questions at |answering questions |

|variety of texts | | | |all levels. | |

| | | | |Different kinds of texts | |

| | | | |1B | |

|Goals 1, 2 | | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB | | | | |increased fluency. |

| | | | | |Students explain how to |

| |Check reading rate and | | | |adjust rate to maintain |

| |comprehension—set target to| | | |fluency and comprehension |

| |improve. | | | | |

|Writing |Write persuasive letter 3 |Write persuasive speech |Write persuasive speech |Write ad 3 B, C |Explain how to write |

|emphasis: |B, C |3 B, C |3 B, C | |persuasively. |

|persuasive | | | | |3B,C |

|Content: Systems |How does an ecosystem work?|What do I know about |What do I know about |How do scientists use the|How do scientists read |

|Science | |systems of the human |systems of the human |scientific method to |diagrams, graphs, and |

|Content correlated | |body? |body? |figure out the solar |tables to explain a |

|with ISAT science | | | |system? |system? |

|test | | | | | |

|MATH |Make ISAT Math Test Success| | | |Make a math guide/booklet.|

|Insert the math |Guide—How to Solve Problems| | | |Use math to describe |

|skills and |Well | | | |situations and solve |

|strategies from the | | | | |problems. |

|program you use. | | | | | |

|Math Words |Use test-taking terms as | | | |Make a Math Glossary |

|List terms students |this week's math words | | | | |

|will use this week. | | | | | |

| | | | | | |

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Fourth Grade: Weeks 30-34 Curriculum Map

| |Week 30 |Week 31 |Week 32 |Week 33 |Week 34 assess, clarify, |

| | | | | |expand |

|Word Knowledge |I can infer from context. |I can use root words. 1A|I can figure out |I can figure out |Make a list of ways to |

| |1A | |unfamiliar words with |unfamiliar words with |figure out unfamiliar words|

|ILS 1A | | |different strategies. 1A|different strategies. |when reading. |

| | | | |1A | |

|Reading Strategies: |I can ask and answer |I can ask and answer |I can ask and answer |Use full repertoire |Next Grade Prep |

|I CAN . . . with a |different kinds of |different kinds of |different kinds of |with a variety of |Identify skills needed for |

|variety of texts |questions. |questions. |questions. |texts |next grade. |

| | | | | |Choose a topic for next |

| |Write a guide to reading a| | | |five weeks of reading. |

|Goals 1, 2 |story. | | | | |

| | | | | | |

| |ILS 1B,C; 2AB |ILS 1B,C |ILS 1B,C | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read |Students read aloud with |

|ILS 1B, 4AB | | | |aloud: |increased fluency. |

| |Check reading rate and | | | |Students explain how to |

| |comprehension—set target | | | |adjust rate to maintain |

| |to improve. | | | |fluency and comprehension. |

|Writing |I can write a letter. |I can write a poem. |I can write a poem. |I can write a poem/ |Make your own writing |

| | | | |song |yearbook— |

|emphasis: | | | | |What I have learned about |

|creative |ILS 3A,B,C |ILS 3A,B,C |ILS 3A,B,C. |ILS 3A,B,C. |writing. |

|Content |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Read, illustrate, |Based on what I knew and |

|GOVERNMENT |about Illinois government.|about Illinois |about Illinois |write about Illinois |what I learned, what do I |

|Reading in the Content |Topic: _________ |government. |government. |government. |think is important to |

|Areas | |Topic: _________ |Topic: _________ |Topic: ________ |understand state |

|ILS 5A plus content | | | | |government? |

|goals | | | | | |

|MATH | | | | |Make a math guide/booklet. |

|Insert the math skills | | | | |Use math to describe |

|and strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

| | | | | | |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students will| | | | | |

|use this week. | | | | | |

| | | | | | |

| | | | | | |

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Fourth Grade: Fourth Quarter, Weeks 35-38 Curriculum Map

| |Week 35 |Week 36 |Weeks 37-8 |

|Word Knowledge | | |Synthesis: Review and present the |

| | | |important learning of the year. |

|ILS 1A | | | |

| | | | |

| | | | |

| |Start your own grammar guide. | | |

|Reading Strategies: |My favorite books—what I read that I like.|My favorite poem |Read Poems |

|I CAN . . . with a | | | |

|variety of texts |ILS 2A,B; 1C |ILS 1B, 2B | |

| | | | |

| | | | |

|Goals 1, 2 | | |celebrate learning |

|Fluency |This week’s read aloud: |This week’s read aloud: |Students read aloud with increased |

|ILS 1B, 4AB | | |fluency. |

| | | | |

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|Writing |5th grade prep: |Learning Yearbook: expand it--what have I|Synthesis: Review and present the |

| |how do you outline a topic |learned about writing? |important learning of the year. |

|emphasis: | |ILS 4BC | |

|creative |ILS 3B | | |

| | | |ILS 3C |

|Content: |What have people discovered? |What do I want to learn |What have I discovered this school year? |

|Discoveries and |ILS 11 A,B, C |about-invent-discover? |Write your own discovery booklet. |

|Inventions | |How will I do it? | |

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| | |ILS 11 A,B, C | |

|MATH | | |Make a math guide/booklet. |

|Insert the math skills | | |Use math to describe situations and solve |

|and strategies from the| | |problems. |

|program you use. | | | |

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|Math Words | | |Make a Math Glossary |

|List terms students | | | |

|will use this week. | | | |

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