STUDENT LEARNING MAP - Central Dauphin School District
|STUDENT LEARNING MAP |
|Decision One: Reading |Topic: Unit 1: Reaching Out |Grade: 4 |
|Content Map of Unit | | |
| | | |
|Key Learning(s): |Unit Essential Question(s): |Optional Instructional Tools: |
| | | |
|The goal of reading is to make meaning from the |What strategies should I use to help comprehend | |
|text. |stories? (reading) | |
| |How does helping others bring out the best in | |
| |ourselves? | |
| | | | |
|Story: |Story: |Story: |Story: |
|Because of Winn Dixie |My Brother Martin |How Tia Lola Came to Stay |The Power of W.O.W! |
|Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |
|What are the main elements of a story? (story |What is the author’s purpose in writing the text?|How can I recognize cause-effect relationships? |What is the theme of the story? (theme) |
|structure) |(author’s purpose) |(cause and effect) |How can I evaluate a text to determine the theme?|
|What important ideas should I include in a | |What information in the text led me to create |(analyze/evaluate) |
|summary? (summarizing) |What strategies should I try to help clarify what|mental images? (visualize events) | |
| |I am reading? (monitor/clarify - reread text) |What strategies should I try to help clarify what| |
| | |I am reading? (context clues) | |
|Vocabulary: |Vocabulary: |Vocabulary: |Vocabulary: |
|Comfort Consisted |Injustice Dream |Welcomed Negative |Assist Misjudged |
|Mention Positive |Numerous Encounters |Sensitive Honor |Burglaries Suspect |
|Mood Advanced |Segregation Preferred |Observes Included |Innocent Favor |
|Properly Peculiar |Nourishing Recall |Unspoiled Glances |Scheme Speculated |
|Intends Talent |Captured Example |Prepared Encouragement |Regretfully Prior |
| |
| |
|STUDENT LEARNING MAP (page 2) |
|Decision One: Reading |Topic: Unit 1: Reaching Out |Grade: 4 |
|Content Map of Unit | | |
| | | |
|Key Learning(s): |Unit Essential Question(s): |Optional Instructional Tools: |
| | | |
|The goal of reading is to make meaning from |What strategies should I use to help comprehend | |
|the text. |stories? (reading) | |
| |How does helping others bring out the best in | |
| |ourselves? | |
| | | | |
|Story: |Content: |Content: |Content: |
|Stormalong |Spelling |Writing Workshop – Fictional Narrative |Fluency |
|Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |
|How do authors develop characters that serve |What strategies can I use to learn how to spell words |How do I determine if my word choice effectively |How can I achieve understanding by reading |
|a purpose? (Understanding characters) |correctly? |communicates my ideas? (word choice) |with an appropriate pace? (rate) |
|How does characterization develop plot and | |How can I use dialogue when writing a narrative |How can I achieve understanding by reading |
|influence the theme? (Predict and Infer) |How can I use a dictionary to find the meaning and |piece? (dialogue) |with appropriate phrasing? (pauses) |
|What evidence does the author give me to draw|origin of words? (dictionary skills) |How can my writing convey a clear, sharp focus? |How can I achieve understanding if a text by |
|a reasonable conclusion using the text? | |(solve a problem) |self-monitoring and self-correcting? |
|(Predict and Infer) | |Why is it necessary for my writing to contain |(accuracy) |
|Vocabulary: | |relevant content? (ideas) |How can I achieve understanding by reading |
|Yearning Shortage | |How can I arrange the content so that it moves the|with appropriate expression? (intonation and |
|Memorable Tidal | |reader through the text? (organization) |expression) |
|Betrayed Outcast | |How can I write a quality piece that conveys a | |
|Condition Foaming | |clear message to my audience? (writing process) | |
|Seafaring Horrified | | | |
| | | | |
|STUDENT LEARNING MAP |
|Decision One: Reading |Topic: Unit 1: Reaching Out (Grammar) |Grade: 4 |
|Content Map of Unit | | |
| | | |
|Key Learning(s): |Unit Essential Question(s): |Optional Instructional Tools: |
| | | |
|The goal of reading is to make meaning from the text. |What are the essential components to a sentence? | |
| | | |
| | | | |
|Story: |Story: |Story: |Story: |
|Because of Winn Dixie |My Brother Martin |How Tia Lola Came to Stay |The Power of W.O.W! |
|Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |
|What are the two parts of a sentence? What does each |What is the difference between a simple and |How do I correctly punctuate sentences? |What kind of verb agrees with a singular subject?|
|part tell you? |complete subject? | | |
|What is the difference between a sentence and a |What is the difference between a simple and | |What kind of subject agrees with a singular |
|fragment? |complete predicate? | |subject? |
| |What word is used to combine a compound | |What conjunction is used to combine simple |
| |predicate? | |sentences? |
| |What word is used to combine a compound subject? | |What is the difference between a simple and |
| | | |compound sentence? |
|Vocabulary: |Vocabulary: |Vocabulary: |Vocabulary: |
|Predicate, subject | |Declarative imperative | |
| | |Interrogative exclamatory | |
|Decision One: Reading |Topic: Unit 1: Reaching Out (Grammar) |Grade: 4 |
|Content Map of Unit | | |
| | | |
|Key Learning(s): |Unit Essential Question(s): |Optional Instructional Tools: |
| | | |
|The goal of reading is to make meaning from the text. |What are the essential components to a sentence? | |
| | | |
| | | | |
|Story: | | | |
|Stormalong | | | |
|Lesson Essential Questions: | | | |
|How do you know if a noun is common or proper? | | | |
|How do you know if a noun is singular or plural? | | | |
|What do you have to do to a noun that has a special | | | |
|plural form? | | | |
|What do we need quotations in a sentence? | | | |
|Vocabulary: | | | |
| | | | |
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