Literary Indicator



|Literary Indicator |Informational Indicator |Complementary

Indicator/s |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 Fourth Nine Weeks Row 1 | |4th Grade Fourth Nine Weeks Row 1 | |

|Fourth|4-1.5 Analyze the impact of characterization and conflict on plot. |4-2.7 Use |All Major Comprehension Strategies. |

|Grade | |functional text|(At this time of the year the teacher will select many different types of texts and have students interpret with all comprehension strategies) |

|– |4-1.8 Classify works of fiction(including fables, tall tales and folktales) and works of nonfiction (including nonfiction and personal essays) by |features | |

|Fourth|characteristics. |(including |4-3.3 Interpret meaning of idioms |

|Nine | |tables of | |

|Weeks | |contents, |4-6.3 Organize information by classifying or sequencing. |

| | |glossaries, | |

| | |indexes, and |4-6.6 Use the Internet as a source of information. |

| | |appendixes) as | |

| | |sources of |Writing Workshop |

| | |information. |Memoir |

| | | | |

| | |Social Studies | |

| | |4-5.7 Civil | |

| | |War, Industrial| |

| | |North, | |

| | |Agricultural | |

| | |South | |

| | | | |

| | |4-6.1 | |

| | |Abolitionist | |

| | |movement , | |

| | |Underground | |

| | |Railroad before| |

| | |and during the | |

| | |Civil War, | |

| | |Harriet Tubman,| |

| | |John Brown, | |

| | |Frederick | |

| | |Douglass, | |

| | |Harriet Beecher| |

| | |Stowe, | |

| | |Sojourner | |

| | |Truth, and | |

| | |William Lloyd | |

| | |Garrison | |

| | | | |

| | |4-6.2 Election | |

| | |of 1860, | |

| | |secession | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Light & | |

| | |Electricity/Mag| |

| | |netism | |

|Fourth|All Major Comprehension Strategies. |4-6.4 |4-6.5 Create a list of sources that contains information (including the author and title of a publication) necessary to properly credit and document the work of |

|Grade | |Paraphrase |others. |

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

|Fourth| |information |4-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. |

|Nine | |accurately and | |

|Weeks | |meaningfully. |4-6.8 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations. |

| | | | |

| | |4-6.2 Use print| |

| | |sources (for |Writing Workshop |

| | |example, books,|Memoir |

| | |magazines, | |

| | |charts, graphs,| |

| | |diagrams, | |

| | |dictionaries, | |

| | |encyclopedias, | |

| | |atlases, | |

| | |thesauri, | |

| | |newspapers, and| |

| | |almanacs) and | |

| | |nonprint | |

| | |sources to | |

| | |access | |

| | |information. | |

| | | | |

| | |Social Studies | |

| | |4-6.3 Battles | |

| | |of Fort Sumter | |

| | |and Gettysburg,| |

| | |the | |

| | |Emancipation | |

| | |Proclamation, | |

| | |the | |

| | |significance of| |

| | |the Gettysburg | |

| | |Address, and | |

| | |the surrender | |

| | |at | |

| | |Appomattox-and | |

| | |the role of | |

| | |African | |

| | |Americans in | |

| | |the War. | |

| | | | |

| | |4-6.4 Abraham | |

| | |Lincoln, | |

| | |Ulysses S. | |

| | |Grant, | |

| | |Jefferson | |

| | |Davis, and | |

| | |Robert E. Lee | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Light & | |

| | |Electricity/Mag| |

| | |netism | |

Fourth Grade – Fourth Nine Weeks |4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). |4-6.1 Clarify and refine a research topic.

4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

Social Studies

4-6.5 Explain the impact of the Civil War on the nation, including its effects on the physical environment and on the people-soldiers, women, African Americans, and the civilian population of the nation as a whole.

4-6.6(See Above)

Science

(for the nine weeks)

Light & Electricity/Magnetism |4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

4-2.3 Analyze informational texts to locate and identify facts and opinions.

Writing Workshop

Memoir

|4-1.11, 4-2. 9 Read

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

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

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.

l |Distinguish between fact and opinion in informational text.

Distinguishes characteristics of informational sentences that are opinions versus sentences that are facts.

Evaluate author’s style and its effects on literary text.

Recognizes examples of alliteration.

Analyzes the author’s use of onomatopoeia in literary text.

Defines dialogue

Defines simile and gives example in literary text.

Identifies extended metaphors in poetry.

Infers the meaning of metaphors in literary texts. | | Create: Make , form, generate

design, build

|Research Minilessons

Accessing Information p. 72 T. Stead Good Choice

• Helping Children Locate Websites

(p. 73 -76 T. Stead, Good Choice)

• Authenticating the Accuracy of Websites

(p. 76 T. Stead ,Good Choice)

• Finding and Recording Specific Information (p. 77-78 T. Stead, Good Choice)

• Using the RAN

(p. 78-80 T. Stead, Good Choice)

List of Websites p. 82-87 Good Choice

There are many options for creating responses to literary and informational texts. The following resource lists a number of ideas that students may choose from to share their learning including ideas such as :

Creating brochures

Constructing timelines

Writing poetry

Holding a debate

Making a model

Creating a portrait

See: Good Choice by T. Stead p. 170-194

See also Responding to Literary Texts- p. 462-499 Chapter 28 Teaching for Comprehending and Fluency Fountas and Pinnell |Share the Adventure

by Patricia and Frederick McKissack Wonderful Words Illustrated by Karen Barbour

Summer by Christina Rossetti A Year Full of Poems Illustrated by Harrison, Stuart-Clark

|( Tales of a Gambling Grandma, Khalsa

• Henry’s Freedom Box, Levine

• Pink and Say, Polacco

• Teammates, Golenback

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