Dr
John Drugan K-8
3rd- 9 Weeks at a Glance 2016-2017
Grade: 4th Grade
48- (2- ½) Instructional Days :
Essential Question: How have the effects of the Texas Revolution affected Texas citizens today?
Novel: Esperanza Rising
Week of: |Language Arts
Phonics/Voc. |Language Arts Reading
(Genre & Comprehension Skill)
|Language Arts
Fig.19 Skill |See Writing Plan | |Math
STAAR/District Benchmark |Science
|Social Studies |Health
Technology | |Week 1
Jan. 3-6
2nd Teacher work day |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71% 4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning wordsID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence)(READINESS) 4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words(READINESS)
|Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form Supporting Standard 76.36%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29% | | |Unit 07: Data Representations Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.9A-. represent data on a frequency table, dot plot or stem-and-leaf plot marked with whole numbers and fractions. Readiness 90.71%
4.9B- solve one and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem and leaf plot. Supporting 38.57%
|Unit 5: Natural Resources 4.1AB; 4.2CF; 4.4A; 4.7C
4.7C- identify & classify Earth’s renewable resources (air -wind, plants, water, animals, soil), nonrenewable resources (coal, oil-petroleum, natural gas), & importance of conservation SS
4.1B-make informed choices in the use/conservation of natural resources (reuse, reduce, recycle) paper, aluminum, glass, cans, & plastic)
|Unit 07: Republic and Statehood 4.3CDE; 4.6A; 4.7A; 4.8B; 4.15AB; 4.17D; 4.20A; 4.21BCD; 4.22BD
4.3C- Identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones
4.3D- Describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers
4.3E- Explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War
| 4.2A- describe how health behaviors affect body systems
| |Week 2
Jan. 9-13
|4.2A- determine the meaning of grade-level academic English words derivedfrom Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71%
Drama- 4.5A- Describe the structural elements particular to dramatic literature (character, plot, setting, theme, dialogue, audience) (Supporting Standard) 72.60%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |4 Unit 07: Data Representations Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.5(B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence |Unit 6: Patterns of the Earth ; 4.4A; 4.8ABC
4.8A- measure/record changes in weather & make predictions using weather maps, weather symbols, & map key (Celsius thermo, wind vanes, rain gauges)SS
4.8B- describe/illustrate water cycle (movement of water above & water cycle on the surface of the Earth) & explain role of sun as major source of energy (growth in plants, photosynthesis, food web) SS
|Unit 07: Republic and Statehood 4.3CDE; 4.6A; 4.7A; 4.8B; 4.15AB; 4.17D; 4.20A; 4.21BCD; 4.22BD
4.6A- Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
4.7A- Describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity
4.8B- Describe and explain the location and distribution of various towns and cities in Texas, past and present
|
4.2B- describe the basic function of major body systems such as the circulatory and digestive systems
| |Week 3
Jan. 16-20
No School 16 MLK
|4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form Supporting Standard 76.36%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 |Author’s Wall |Post |Unit 08: Measurement (14 days for entire unit) Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.5C-use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). (not included in assessed curriculum)
4.5D- solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Readiness 57.30%
3 week assessment
|Unit 6: Patterns of the Earth 4.2CDF; 4.4A; 4.8ABC
4.8C- collect/analyze data to identify sequence (shadows-length & direction of sun/ tides- high & low/ seasons-winter, spring, summer, autumn/Moon over time-phases) & patterns (patterns of change in shadows-time of day/ tides-frequency/ seasons-temp., precipitation, animal & plant behavior/ observable appearance of moon- waxing or waning) SS
4.3D: History of science, science careers & contributions of scientists (Millie Hughes-Fullford, astronaut)
|Unit 07: Republic and Statehood 4.3CDE; 4.6A; 4.7A; 4.8B; 4.15AB; 4.17D; 4.20A; 4.21BCD; 4.22BD
4.15A- ID the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.
4.15B- ID & explain the basic functions of the three branches of government according to the Texas Constitution
4.17D- ID the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston and Lorenzo de Zavala
|4.3A- identify characteristics of health information
| |Week 4
Jan.23-27
Early Release Jan.25 |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71%
Drama- 4.5A- Describe the structural elements
particular to dramatic literature (character, plot, setting, theme, dialogue, audience) (Supporting Standard) 72.60%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |Unit 08: Measurement (14 days for entire unit) Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.8A- Identify relative sizes of measurement units within the customary and metric systems Supporting
4.8B- convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table Supporting 67.14%
|Unit 7: Energy Flow in Living Systems 4.2F; 4.3C; 4.4A; 4.9AB
4.8B- describe/illustrate water cycle (movement of water above & below the Earth) & explain role of sun as major source of energy (growth in plants, photosynthesis, food web( flow of energy begins with the sun) SS)
|Unit 08: Civil War and Reconstruction 4.4A; 4.11ABC; 4.16D; 4.19A; 4.20A; 4.21BC; 4.22BCDE
4.4A- describe the impact of the Civil War and Reconstruction on Texas
4.11A- describe the development of the free enterprise system in Texas
4.11B- describe how the free enterprise system works, including supply and demand
4.11C-give examples of the benefits of the free enterprise system such as choice and opportunity
Technology Project
Students will conduct a research on a historical figure from the Civil War and Reconstruction on Texas and create a powerpoint
|4.3B- describe the importance of accessing health information through a variety of health resources
| |Week 5
Jan 30-Feb.3
|4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form Supporting Standard 76.36%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |Unit 08: Measurement (14 days for entire unit) Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.8C- solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtractions, multiplication, or division as appropriate Readiness 36.43%
|Unit 7: Energy Flow in Living Systems 4.2F; 4.3C; 4.4A; 4.9AB
4.9A- investigate producers need sunlight, water, & carbon dioxide to make food in photosynthesis/ consumers are dependent on other organisms for food
4.9B- describe flow of energy (beginning with sun) in food web & predict changes in ecosystem that would affect food web (fire in forest/drought/construction) |Unit 08: Civil War and Reconstruction 4.4A; 4.11ABC; 4.16D; 4.19A; 4.20A; 4.21BC; 4.22BCDE
4.16D- describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth
4.19A- identify the similarities and differences among various racial, ethnic, and religious groups in Texas
4.20A- identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions |4.5A- set personal-health goals for preventing illness
| |Week 6
Feb. 6-10 |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words
(READINESS) |Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71%
Drama- 4.5A- Describe the structural elements particular to dramatic literature (character, plot, setting, theme, dialogue, audience) (Supporting Standard) 72.60%
|Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 |Author’s Wall |Post |Unit 09: Geometry- Points, Lines, and Angles (11 days for entire unit) Process Standards: 4.1A, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.6A- expected to identify points, lines, line segments, rays, angles, and perpendicular and parallel lines. Supporting 40%
4.6B- identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure. Supporting 84.29%
6 week assessment
|Unit 8: Adaptation for Survival 4.3AC; 4.4A; 4.10A
4.10A-explore how adaptations enable organisms to survive comparing bird’s beaks/leaves on plants (Animals- body parts/body covering/camouflage/mimicry/defensive mechanism against predator & climate Plants-size & pattern of plant root system/size & shape of leaves/seed dispersal)
4.3D: History of science, science careers & contributions of scientists (George Washington Carver- botanist, soil scientist)
|Unit 09: Texas Frontier 4.4BCD; 4.8AB; 4.9B; 4.10B; 4.12CE; 4.13A; 4.20A; 4.21ABCD; 4.22BDE
4.4B- explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson
4.4C- ID the impact of railroads on life in Texas, including changes to cities and major industries
4.4D- examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo
|4.5B- identify different pathogens and explain how the body protects itself from pathogens such as viruses, bacteria, and fungi
| |Week 7
Feb. 13-17 |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning word (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
Drama- 4.5A- Describe the structural elements
particular to dramatic literature 72.60%
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry
Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71% |Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |Unit 09: Geometry- Points, Lines, and Angles (11 days for entire unit) Process Standards: 4.1A, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.6C- apply knowledge of right angles to identify acute, right, and obtuse triangles. Supporting 80%
4.6D- classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Readiness 27.14%
|Unit 8: Adaptation for Survival 4.3AC; 4.4A; 4.10A
4.10A-explore how adaptations enable organisms to survive comparing bird’s beaks/leaves on plants (Animals- body parts/body covering/camouflage/mimicry/defensive mechanism against predator & climate Plants-size & pattern of plant root system/size & shape of leaves/seed dispersal)
4.3D: History of science, science careers & contributions of scientists (George Washington Carver- botanist, soil scientist)
|Unit 09: Texas Frontier) 4.4BCD; 4.8AB; 4.9B; 4.10B; 4.12CE; 4.13A; 4.20A; 4.21ABCD; 4.22BDE
4.8A- ID/explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, & following World War II
4.8B- describe and explain the location and distribution of various towns and
cities in Texas, past and present
4.9B- ID reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities |4.5C- discuss ways in which prevention and transmission of disease are affected by individual behaviors
| |Week 8
Feb. 20-24 |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words (ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence)(READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, andpronunciation of unknown words (READINESS) |Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
Drama- 4.5A- Describe the structural elements
particular to dramatic literature 72.60%
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry
Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71% |Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |Unit 10: Geometry-Measuring Angles (11 days for entire unit) Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.7A- illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers. (not included in assessed curriculum)
4.7B- illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers. (not included in assessed curriculum)
|Unit 9: Inherited Traits of Plants & Animals 4.2D; 4.3D; 4.4A; 4.10B
4.10B-demonstrate that likenesses between parent & offspring can be inherited or learned (inherited traits-plants & animals (eye color in humans, shape of leaves) (learned-table manners, reading a book, seals bouncing a ball on noses)
|Unit 09: Texas Frontier) 4.4BCD; 4.8AB; 4.9B; 4.10B; 4.12CE; 4.13A; 4.20A; 4.21ABCD; 4.22BDE
4.10B- explain the economic activities early immigrants to Texas used to meet their needs and wants
4.12C- analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas
4.12E- explain how developments in transportation and communication have influenced economic activities in Texas |4.5C- discuss ways in which prevention and transmission of disease are affected by individual behaviors
| |Week 9
Feb. 20-24 |4.2A- determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words
(ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence) (READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words (READINESS) |nderstanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
Drama- 4.5A- Describe the structural elements
particular to dramatic literature 72.60%
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry
Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71% |Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 |Author’s Wall |Post |Unit 10: Geometry-Measuring Angles (11 days for entire unit) Process Standards: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.1G
4.7C- determine the approximate measures of angles in degrees to the nearest whole number using a protractor Readiness 58.57%
4.7D- draw an angle with a given measure Supporting
4.7E- determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Supporting 68.57%
|Unit 9: Inherited Traits of Plants & Animals 4.2D; 4.3D; 4.4A; 4.10B
4.10B-demonstrate that likenesses between parent & offspring can be inherited or learned (inherited traits-plants & animals (eye color in humans, shape of leaves) (learned-table manners, reading a book, seals bouncing a ball on noses)
|Unit 09: Texas Frontier) 4.4BCD; 4.8AB; 4.9B; 4.10B; 4.12CE; 4.13A; 4.20A; 4.21ABCD; 4.22BDE
4.13A- ID ways in which technological changes in areas such as transportation / communication have resulted in increased interdependence among Texas, the United States, and the world
4.20A- ID famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions |4.5D- distinguish between communicable and non-communicable diseases | |Week 10
March 6-10 |4.2A- determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes (READINESS) 65.71%
4.2B- use context of the sentence to determine meaning of unfamiliar/multiple meaning words
(ID/use relationships surrounding words, phrases, sentences, & paragraphs/multiple meaning & homographs/ in-sentence examples/definition in the sentence)
(READINESS)
4.2E- use a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words
(READINESS) |Understanding Connections Across Literary Text
4.3A- summarize & explain the lesson or message of a work of fiction as its theme (fables, legends, myths, fantasy, realistic fiction, historical fiction) Supporting Standard
4.3B- compare/ contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature (folk literature) SS
4.4A- explain how the elements (rhyme, meter, stanza, line breaks) of poetry relate to form (free verse, narrative) Supporting Standard 76.36%
4.6A- sequence and summarize the plot's main events and explain their influence on future events
(plot, conflict, rising action, climax, falling action, resolution) Readiness Standard 72.86%
4.6B- describe the interaction of characters including their relationships and the changes they undergo RS
Drama- 4.5A- Describe the structural elements
particular to dramatic literature 72.60%
4.7A- identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. SS
4.4A- Explain how the structural elements of
poetry
Understanding Connections Across Informational text
4.10A- explain the difference between a stated and an implied purpose for an expository text 72.86%
4.11A- summarize the main idea and supporting details in text in ways that maintain meaning RS 60.71%
4.11B- distinguish fact from opinion in a text and explain how to verify what is a fact SS 88.57%
4.11C- describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison RS 70.27%
4.11D- use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information. RS 65.71% |Spiral
4.Fig.19A- establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
4.Fig.19B- ask literal, interpretive, and evaluative questions of text (Literal- 5 W’s;
4.Fig.19C- monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions, context clues, generate questions, ask for help)
4.Fig.19D- make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, fact/details, background knowledge experience)RS 70.61%
4.Fig.19E- summarize information in text, maintaining meaning and logical order (main idea, main characters, details) RS (Fiction & Expository) & SS(Literary Nonfiction, Poetry, Drama) 65.71%
4.Fig.19F- make connections (e.g., thematic links, author analysis, own experiences, ideas in other text, larger community) between literary and informational texts with similar ideas and provide textual evidence (make connections with all Genres) -tie in with social studies/science RS 64.29 | | |9 weeks comprehensive assessment |Unit 10: Life Cycles of Living Organisms
Unit 10: Life Cycles of Living Organisms (10 days) 4.2C; 4.4A; 4.10C
4.10C-explore/illustrate/compare life cycles of butterflies, beetles(mealworms), radishes, lima beans |Review All TEKS 9weeks assessment |4.5D- distinguish between communicable and non-communicable diseases | |
Technology Projects:
Take Home Project:
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S.T.A.A.R Dates
March 28- 4&7 Writing. 5 & 8 Math (Tuesday)
March 29– 5&8 Reading (Wed)
May 8 - Math 3, 4, 6&7 retest 5& 8th (Tuesday)
May 9- Reading 3, 4, 6, & 7 Retest 5th &8th (Wed)
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