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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