Literary Indicator



|Literary Indicator |Informational Indicator |Complementary

Indicator/s &

Writing Workshop |Ongoing

Indicators |MAP

Mean 201-210

| |Clarification of

Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | | |4th Grade First Nine Weeks Row 1 | |4th Grade First Nine Weeks Row 1 | |

|Fourth|4-1.5 Analyze the impact of characterization and conflict on plot. |Social Studies |4-1.3 Distinguish between first-person and third-person points of view. |

|Grade | |4-2.1 | |

|- |4-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by |Land Bridge, |4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). |

|First |characteristics |Ice Age | |

|Nine | |4-2.2 |Writing Workshop |

|Weeks | |Native |Launching |

| | |Americans-Easte| |

| | |rn Woodland, | |

| | |Southeastern, | |

| | |Plains, | |

| | |Southwestern, | |

| | |Pacific | |

| | |Northwestern | |

| | |4-4.5 | |

| | |Importance of | |

| | |language | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Organisms and | |

| | |Their | |

| | |Environment | |

|Fourth|4 – 1.1 Analyze the details that support the expression of the main idea in a given literary text. |4 – | 4 -2.5 Use headings, subheadings, print styles, white space, captions, and chapter headings to gain information. |

|Grade | |2.1Summarize | |

|- | |evidence that |Writing Workshop |

|First | |supports the |Complete Launching |

|Nine | |central idea of|Start Raising the Quality of Narrative Writing |

|Weeks | |a given | |

| | |informational | |

| | |text. | |

| | | | |

| | |Social Studies | |

| | |4-1.1 | |

| | |Exploration of | |

| | |New World by | |

| | |Spain, | |

| | |Portugal, | |

| | |England; trade,| |

| | |navigation, | |

| | |shipbuilding | |

| | |4-1.2 | |

| | |Vikings; | |

| | |explorers: Leif| |

| | |Eriksson, | |

| | |Columbus, | |

| | |Hernando De | |

| | |Soto, Ferdinand| |

| | |Magellan, Henry| |

| | |Hudson, John | |

| | |Cabot, Robert | |

| | |LaSalle | |

| | |4-1.3 | |

| | |Sea routes, | |

| | |land | |

| | |expeditions, | |

| | |territories | |

| | |claimed; | |

| | |French, Dutch | |

| | |and English | |

| | |exploration in | |

| | |N.America, | |

| | |Spanish | |

| | |dominance | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Organisms and | |

| | |Their | |

| | |Environment | |

Fourth Grade - First Nine Weeks |4 -1.10 Analyze cause-and-effect relationships in literary texts.

4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.

|4 -2.8 Analyze informational texts to identify cause-and-effect relationships.

Social Studies

4-1.2, 4-1.3

Repeat

4-1.4

Columbian Exchange

4-2.3

English, Spanish, and French colonies, motivations for settling

4-2.4

Compare European settlements-economy, religion, government, lifestyle

4-2.5

Slave trade, Middle Passage, goods exchanged

4-2.6

Indentured servants, contributions of slaves

4-4.5

Respecting different religious beliefs

Science

(for the nine weeks)

Organisms and Their Environment

|4 –6.3 Organize information by classifying or sequencing.

4-2.6 Use graphic features as sources of information.

Writing Workshop

Complete Raising the Quality of Narrative Writing

Start Essay

|l4-1.11 4-2. 9 Read

independently for extended periods of time for pleasure and to gain information.

4-3.2 Use base words and affixes to determine word meaning.

4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.

4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods.

|Identifies cause and effect relationships in literary texts.

• Explains why a specific effect occurred using information supplied in a literary passage describing events.

• Determines events as examples of cause and effect in literary text.

• Determines the cause for a given effect using information supplied from an informational passage.

• Distinguishes the most logical cause for a given event from other possible reasons in an informational text.

| |Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.

• What is the relationship between?

• Identify, classify, compare, contrast, differentiate, organizing, attributing

|Cause Effect

( Teacher flags effect with stated or inferred

cause and students create questions

using Think Trix. (Richardson, p. 225-227)

← Students flag the effect and create

questions using Think Trix. (Richardson p.

225-227)

Cause Effect

• Teacher flags effect with stated or inferred cause and students create questions using Think Trix.(Richardson p. 225-227)

(Note: In 3rd grade, students will have worked more with literal cause and effect and will have had limited exposure to inferred cause and effect)

Vocabulary

See pages 200-203, and 288 in Richardson

• Create opportunities during IRA to emphasize vocabulary strategies.

• Inside Words ( teacher resource)

|October Saturday by Bobbi Katz, The Place My Words Are Looking For

My Grandmother Had One Good Coat by Tony Medina, Love to Mama, Illustrated by Paula Barragan

|☺Now Let me Fly, Johnson

• So you Want To Be An Explorer?, George

• The Salem Witch Trials, An Untold Mystery from History, Yolen (compare European Settlements in North America in terms of religious emphasis and lifestyles)

• Pedro’s Journal, Conrad

• Leif’s Saga: A Viking Tale, Hunt

• If You Lived in Colonial Times, McGovern

• A Dear American Book My Name is America

• Jasper Jonathan

• Pierce, A Pilgrim Boy, Rinaldi

• Two Cultures Meet |According to the passage, why did… or what caused?

• (The character) is able to find a subject for her poem because-

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