The library provides teachers with effective, research ...



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning. In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills or concepts, which often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing. 5943600-4635500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The Tennessee State ELA StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read Alouds, Shared Reading, Guiding Reading to planning interactive read alouds. can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations. library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.Using the Curriculum Maps, Grades 3-5Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students.Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. For further support on foundational skills instructional practices see the following links: at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: Extended Texts WeeksIn further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. Sentence frames aligned with the related Reading standard are also provided in the Speaking and Listening domain. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working- knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Gradual Release of ResponsibilityOur comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Week 1- Lesson 15Reading Selection:Ecology for Kids (Lexile Level 770)Wonderful Weather (NP; paired selection)Instructional Resources for Building KnowledgeRelated TextsBreak It Down (Donyall Dickey, Complex Text, RI.4.4)The Ecosystem of the Forest (Lexile Level 1000) Reef Goes Digital (Lexile Level 930) Zones (Lexile Level 800) at Risk (Lexile Level 780) An Introduction of Climates (Lexile Level 770) Non Print TextsRainforest IMAX Video (7 min, 28 sec) Family of Orca Whales Get Stuck Under Ice and Make Dramatic Escape (2 min, 5 sec) Essential Question: How can human actions affect our planet’s ecological balance?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI .4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.RI .4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in text.Related WIDA StandardsRI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.Provides a statement of the main idea of a text.Provides an explanation of how the main idea is supported by key details.Provides a summary of the text. Provides a description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.Provides an explanation of how an author uses reasons to support particular points in a text.Provides an explanation of how an author uses evidence to support particular points in a text. Sample Objectives (I Can…):Determine the main ideas the author makes in Ecology for Kids. Locate detailed facts or examples to support points in Ecology for Kids.Describe the structure of each subtopic text piece (e.g., chronology, comparison, cause/effect, problem/solution) in Ecology for Kids.Explain how the author uses reasons and evidence to support protecting the environment in Ecology for Kids. Performance Assessments Journeys Grab-and-Go Assessments, Lesson 15Journeys Reader’s Notebook, Lesson 15Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsOption for ReteachingMain Idea and Details T380Scaffold Close Reading T322(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText Dependent QuestionsWhy is it important to preserve the rain forest? Cite evidence from the text. (general understanding)What is the central message of text sub-heading titled, Destruction of the Forests? (key details, inference)Why is the ozone layer important for living things on Earth? (key details)One page 444, what does it mean to have something directly affect you? Use evidence from the text to support your answer. (vocabulary)In what order does the author present ideas in the text Ecology for Kids? (text structure)What reasons and evidence does the author use to support his message about the sun? (author’s purpose)In Ecology for Kids, how is the author’s message about the sun similar to his message about the forest and oceans? (author’s purpose)According to the text, Ecology for Kids, what are the main things people can do to protect the environment? (general understanding)Leveled ReadersAdvanced: The Princess and the Manatee (710L)- InterventionOn-level: Dad’s Garden (630L)- InterventionStruggling Readers: The Seal Who Wanted to Live (410L)- InterventionVocabulary Reader: Squash in the Schoolyard (700L)- InterventionEnglish Language Support: The Father’s Garden (600L)- InterventionLiteracy Station ActivitiesComprehension Station –use a graphic organizer to web the main idea and supporting details of Ecology for Kids. Use projectable 15.2. Write a summary of event, compare and contrast information from two texts, Journeys flip charts (add rigor.Link to practice main idea: Link to practice main idea Link to comprehending ecosystems WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingExplain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high frequency, single words or answer yes/no or either/or questions.Explain the main idea and key details by summarizing the text using L1 and/or using Pictures and Photographs, and key vocabulary in phrases and short sentences.Explain the main idea and key details by summarizing the text using key vocabulary in a series of simple, related sentences.Explain the main idea and key details by summarizing the text using key vocabulary in expanded and some complex sentences.Explain the main idea and key details by summarizing the text using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- CulminatingAt the end of the selection (on page 451), the author states, “Instead of getting mad, teach them!” Write a “plan of action” essay detailing the two most important ecological ideas readers should be taught and why. Use evidence from the text to support your response.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 4.5- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.Reports on a topic or text, tell a story, or recount an experience in an organized manner.Uses appropriate facts and relevant, descriptive details to support main ideas.Uses appropriate facts and relevant, descriptive details to support themes.Speaks clearly at understandable pace. Provides audio recordings in presentations when appropriate to enhance development of main ideas or themes.Provides visual displays in presentations when appropriate to enhance development of main ideas or themes. Sample Objectives (I Can…):Paraphrase information from a text about ecology.Prepare and present my research findings.Summarize Ecology for Kids.Performance AssessmentsTeacher observationsParticipating in and conducting discussions, read alouds, and question/answer sessions.Oral presentations (group or individual)Using formal English in appropriate situationsSentence Frames to Support Reading StandardsRI.4.2The main idea is _______________________. The most important details are ______________________, ______________________ and ________________.The details that support the main idea are _____________, _____________ and ____________.A detail that supports the main idea is _____________________.Summary Paragraph Frame:The text is about ______________________. The main idea is that _____________________. One detail that supports this main idea is ________________________________ . Another detail is ____________________________. The last detail that supports this main idea is ______________. TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguage L.4.1-Demonstate command of the conventions of standard English grammar usage when writing or speaking. L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.Uses standard English grammar when writing or speaking.Determines the meaning of words and phrases, using context (e.g., definitions, examples, or restatements in text).Demonstrates the ability to use common, grade-?‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Sample Objectives (I Can…):Review the qualities of regular and irregular verbs.Identify both regular and irregular verbs while reading.Write using both regular and irregular verbs correctly.Edit writing for capitalization errors and spelling errors.Recognize and use grade appropriate vocabulary within context.Use context clues to comprehend grade level vocabulary.Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.VocabularyUsing contextVocabulary for Explicit InstructionTraces, affect, ecology, destruction, context (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Use projectable 15.3 and read “An Unfriendly Ecosystem”.Link to context clues practice to irregular verb practice Vocabulary Part 3, V.020-Word CluesLanguage ArtsIrregular verbsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errorsOption for ReteachingUsing Context T380TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF 4.3a- Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4a- Read on-level text with purpose and understanding.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Read with fluency from a variety of texts (poetry, drama, current events, novels).Read poetry with expression.Phonics and fluency: Three syllable wordsPerformance assessmentsRecognize and use three syllable wordsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOption for ReteachingThree-Syllable Words T381Literacy Station ActivitiesDecoding/Word Study (Sample Teacher-led Small Group or Partner Activity)- Count the syllables in each line of the poem, Wonderful Weather. Identify all words with three syllables. After identifying all the three syllable words, segment each word, say the chunks, blend them together and say the result. Make corrections as necessary. Now add writing: Cover the word and have the reader write it from memory after reading it. The reader should say each chunk out loud while writing it. Do not say separate sounds while writing a chunk, but instead, slowly say the entire chunk. Advanced Phonics Part 2: AP.008-Syllable Game, AP.009-Syllable Score, AP.010-Syllable SortFluency station (optional)-timed reading to practice pace and expression, performance reading. Fluency Part 2, F.011-Reading Chunks Weeks 2- Lesson 16Reading Selections:Riding Freedom (Lexile Level 640)Spindletop (Lexile Level 750, paired selection)Instructional Resources for Building KnowledgeRelated TextsTime Machine (1869): Completion of the Great Transcontinental Railroad (Lexile Level 920) Chinese-Americans spread the story of ancestors who built big U.S. railroad (Lexile Level 860) Pony Express (Lexile Level 830) Machine (1845): The Oregon Trail (Lexile Level 820) Print TextsSpindletop Video from the History Channel (2 min, 41 sec) Essential Question (Target): How are obstacles connected to successes?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the textRL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI.4.8- Explain how an author uses reasons and evidence to support particular points in a text.Related WIDA StandardsRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.Provides a statement of a theme of a text.Summarizes the pares and contrasts the treatment of similar themes and/or topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different pares and contrasts of the treatment of similar patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Describes the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a text.Explains how an author uses reasons to support particular points in a text.Explains how an author uses evidence to support particular points in a text.Sample Objectives (I Can…):Determine the theme in Riding Freedom. Compare and contrast the two main characters Charlotte and James in the text Riding Freedom.Describe and analyze the text structure of in Riding Freedom.Explain how the author uses reasons and evidence to support the theme in Riding Freedom.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 16Journeys Reader’s Notebook, Lesson 16Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsOption for ReteachingCompare and Contrast T72Scaffold Close Reading T322(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText Dependent QuestionsWhy do you think Charlotte was able to calm the horses as she waits for the lightning? (general understanding)The author uses the phrase, “moans of the wood”. What does this mean? Use contextual evidence to support your answer. (vocabulary/text structure)On page 479, do you agree or disagree with the decision Charlotte made to not let the man stay in the coach? Why? Use evidence from the text to support your answer. (opinion)What is the theme of Riding Freedom? Cite evidence from the text to show how Charlotte’s (the main character) actions support this theme. (key details)How are the actions of Charlotte and the passengers alike (different)? Cite evidence from the text when responding. (opinion)Although the text does not say, what could be the possible end result of the conversation between the passengers and James at the end of page 483? (inference) Cite evidence from pages 478 and 479 to support Charlotte’s decision to not allow the passengers to stay on the stagecoach. (opinion)Leveled ReadersAdvanced: Come to Nicodemus (940L)On-level: Perilous Passage (800L)Struggling Readers: Elizabeth’s Stormy Ride (310L)- InterventionVocabulary Reader: Stagecoach Travel (680L)- Building Knowledge and InterventionEnglish Language Support: A Dangerous Trip (640L)- Building Knowledge and InterventionLiteracy Station ActivitiesComprehension Station-Use projectable 16.2 to compare and contrast characters in Riding Freedom. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigor) Part 2, C.010-Side-by-Side StoriesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.Level 1: EnteringLevel 2: EmergingLevel 3: Developing Level 4: ExpandingLevel 5: BridgingReadingIdentify the theme of the story in grade level texts in L1 and /or answer questions about the theme in leveled texts by producing single word answers, pointing to pictures or answering yes/no questions.Identify theme in grade-level texts in L1 and/or answer wh- questions about the theme in leveled texts by using short phrases with formulaic patterns that represent the key theme.Identify theme of story from adapted texts by answering in simple sentences with repetitive, grammatical structures and key content-based vocabulary.Identify theme of story in texts within grades 3-4-complexity level by producing complex sentences with varying grammatical structures and content-based vocabulary.Identify theme of story in grade level texts by producing multiple, complex sentences of varying grammatical structures with precise, content-based vocabulary.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder Click on Transformed MPIs/ELAsTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- Culminating“And by the way they were talking and James was nodding his head, Charlotte knew there wouldn’t be a question about her driving a stage again.”1. Using the obstacles that Charlotte faced, write a response letter from James to Charlotte stating why she should continue driving the stagecoaches.2. James is going to write a letter to Charlotte recommending she continue driving stagecoaches. What did James see or hear to get him to this decision? Using evidence and details from the story, write James’s response letter (from James’s point of view) to Charlotte.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly. Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion.Follows agreed-upon rules for discussions.Paraphrases information read aloud.Paraphrases information presented in diverse media and formats.Sample Objectives (I Can…):Compare and contrast story settings, drawing on details and other evidence in the text.Participate in a collaborative discussion, drawing on preparation and carrying out assigned roles.Make contributions to the discussion, review key ideas expressed and draw conclusions.Performance AssessmentsParticipating in and conducting discussions, read-alouds, and q/a sessionsAccountable talk sessionsThink, pair, sharePrepare material for class/group discussionTeacher observationsSentence Frames to Support Reading StandardsRL.4.2I read ___________________________. The theme of the text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________. Another detail about the theme is ____________________________. These details all support the theme ____________________. The main idea is _______________________. The most important details are ______________________, ______________________ and ________________.Summary Paragraph Frame:The text is about ______________________. The theme is _____________________. One detail that supports this theme is ________________________________. Another detail is ____________________________. The last detail that supports this theme is ______________. TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.Determines the meaning of words and phrases, using context (e.g., definitions, examples, or restatements in text).Uses common, grade-?‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Explains the meaning of common idioms, adages, and proverbs.Sample Objectives (I Can…):Identify adjectives in sentences.Identify and explain personification.Explain the meaning of metaphors.VocabularyFigurative LanguageVocabulary for Explicit InstructionEscorted, situation, personification, describe, stagecoach (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Read Hired by The Pony Express. Have students use projectable 16.3 to figure out boldfaced examples of figurative language.Link to figurative language practice to adjective practice and ArtsAdjectivesPerformance Assessments Edit pre-assessment draft for weekly grammar skill.Edit for grade-level capitalization and punctuation errors.Option for ReteachingFigurative Language T72TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Sample Objectives (I Can…):Read aloud with accuracy, appropriate rate, and expression.Use tone, volume, and pace to read with expression.Use text cues to adjust intonation.Decoding and fluency: Sound/Spelling ChangesPerformance assessmentsSuffixes –able and –ibleThree-syllable wordsRead grade level text with fluency, accuracy, expression, and comprehension.Read orally with accuracy, appropriate rate, and expression.Use of learned phonics patterns to decode unfamiliar words.Oral reading fluency checks/running records.Option for ReteachingSound/Spelling Changes T73Literacy Station ActivitiesDecoding/Word Study- Students work in pairs with suffix cards that end with the suffixes –able, -ible. Sort spelling words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration. Link to suffix activities station (optional)-timed reading to practice pace and expression, performance reading. Fluency Part 1, F.002, Affix Wiz Week 3- Lesson 18Reading Selections:Hercules’ Quest (Lexile Level 770)Instructional Resources for Building KnowledgeRelated TextsThe Seven Wonders of the World (Lexile Level 830) Crete, An Ancient City is Uncovered (Lexile Level 830) Renaissance-Introduction to the Renaissance (Lexile Level 790) Myths and Legends: The trials of Hercules (Lexile Level 910) Mitos y leyendas: las pruebas de Hércules (Lexile Level 920) Non Print TextsSeven Wonders of the Ancient World (Duration: 3:14) Seven Wonders of the Ancient World (Pictures with descriptions) Essential Question: How can particular traits help individuals accomplish goals?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Related WIDA StandardRL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Provides a statement of a theme of a text.Summarizes the text. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Compares and contrasts the treatment of similar themes and/or topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different pares and contrasts the treatment of similar patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Sample Objectives (I Can…):Use details in a text to determine the theme of Hercules’s pare and contrast the theme of Hercules’s Quest and Zomo’s Friends.Summarize Hercules’s Quest by using details from the text.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 18Journeys Reader’s Notebook, Lesson 18Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsOption for ReteachingStory Structure T224Scaffold Close Reading T166(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhat is so special about Hercules? Use evidence from the text to support your answer. (general understanding)Both Zeus and Hera want Hercules to face dangerous challenges, but their reasons are different. What were the different reasons? Use evidence from the text to support your answer. (general understanding, inferences)Why does Hera drop snakes on baby Hercules? Cite evidence from the text. (key details)On page 532, the author states, “Hercules beamed with pride as the lion lay dead at his feet. What does beamed mean? Use context clues to determine your answer from the text. (vocabulary)How is Hercules’s way of dealing with the dragon different from his earlier encounters? Use text evidence to support your answer. (text structure)Do you think Hera and Zeus made good use of their powers? Why or why not? Use evidence from the text to support your answer. (opinion)Leveled ReadersAdvanced: The Story of Icarus (760L)On-level: The Adventures of Perseus (660L)- Building Knowledge and InterventionStruggling Readers: King Midas and the Golden Touch (550L)- InterventionVocabulary Reader: Long Ago in Greece (930L)English Language Support: The Story of Perseus (540L)- Build Knowledge and InterventionLiteracy Station ActivitiesComprehension Station- Use projectable 18.2 to map Hercules’ Quest. Story structure graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip charts (add rigorComprehension Part 1, C.004-The Main Events WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingCompare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English use single words, to complete Venn Diagram; or answer yes/no and either/or pare and contrast patterns of events in stories, myths, and traditional literature from different cultures in L1 and/or in English using phrases to answer questions and match to images and Pictures and pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in a series of simple, related pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using key vocabulary in expanded and some complex pare and contrast patterns of events in stories, myths, and traditional literature from different cultures using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW.4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write a narrative about an imaginary hero who faces challenges similar to Hercules.Write using a clear sequence of events. Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statement Performance Task- CulminatingHercules experienced some obstacles as his quest to succeed was challenged. Using text evidence and details, write a narrative about an imaginary hero who faces challenges that are similar to Hercules and how character traits that were possessed help him/her to be successful.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL 4.1b- Follow agreed-upon rules for discussions and carry out assigned roles. SL 4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion.Follows agreed-upon rules for discussions.Paraphrases information read aloud.Paraphrases information presented in diverse media and formats.Determines when formal English is appropriate to task and situation by choosing to use formal English.Determines when informal discourse is appropriate to task and situation by choosing to use informal English. Sample Objectives (I Can…):Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance Assessments Participating in and conducting discussions, read-alouds, and q/a sessionsAccountable talk sessionsThink, pair, sharePrepare material for class/group discussionTeacher observationsSentence Frames to Support Reading StandardsRL.4.9The themes in the two texts are similar because both…The themes in the two texts are different because the theme of the first text is _________________________, but the theme of the second text is _______________.The pattern of the text is __________________________________. TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL 4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L4.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Explains the meaning of common idioms, adages, and proverbs.Demonstrates understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Sample Objectives (I Can…):Recognize and explain the role of prepositional phrases in sentences.Use prepositional phrases correctly when speaking and writing. Edit writing for capitalization errors and spelling.Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.VocabularyAdages and ProverbsVocabulary for Explicit InstructionResourceful, beamed, allusion, quest, analyze, Greek (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Using a piece of text, have students underline prepositions and highlight phrases.Use projectable 18.3 to chart adages and proverbs.Choose a famous adage or proverb. Explain and illustrate what they are really saying. Link to adages and proverbs exercises to prepositions and prepositional phrases practice ArtsPrepositions and Prepositional PhrasesPerformance Assessments Edit pre-assessment draft for weekly grammar skill.Edit for grade-level capitalization and punctuation errors.Option for ReteachingAdages and Proverbs T224TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: Prefixes re-, un-, dis-Performance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOption for ReteachingRecognizing Prefixes re-, un-, dis- T225Literacy Station ActivitiesDecoding/Word Study-- With a partner, scan the text, Hercules’ Quest. Find words that begin with the prefixes re-, un-, dis. Sort spelling words based on their prefixes. Create a chart using prefix words, prefix meanings, prefixes used in a sentence, and prefix illustration.Link to prefix practice station (optional)-timed reading to practice pace and expression, performance reading Fluency Part 2, F.016-Reading ResultsWeeks 4 & 5- Lesson 19 *TWAG (Lesson Supplement- )Reading Selections (for the next two weeks):Harvesting Hope (Lexile Level 850)Instructional Resources for Building KnowledgeRelated TextsActivist and Labor Organizer: Cesar Chavez (Lexile Level 950) During the Great Depression (Lexile Level 790): Print TextsCesar Chavez: Embrace the Legacy (5 min, 21 sec) White Angel Bread Line from Dorthea Lange book (Photos): Workers (Photos) Question (Target): How did Cesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.RI .4.6- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.RI.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Related WIDA StandardRI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Related Science StandardGLE 0407.3.1 Demonstrate that plants require light energy to grow and survive.Explains how the main idea is supported by key details.Summarizes the text. Explains how events in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Explains how procedures in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (2) Describes the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts or information in a text or part of a pares and contrasts the focus and information in a firsthand and secondhand account of the same event or topic. Integrates information from two texts on the same topic. Sample Objectives (I Can…):Use evidence from the text Harvesting Hope to explain how migrant workers were treated.Use key details from Harvesting Hope to determine the main idea.Describe the problems that the migrant workers faced and determine the solution in the text.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 19Journeys Reader’s Notebook, Lesson 19Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsOption for ReteachingConclusions and Generalizations T298Scaffold Close Reading T244(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText Dependent QuestionsOn page 562, the author uses the word “drought”. What does drought mean? How might a drought affect the foods you eat? Use evidence from the text to support your answers. (vocabulary/general understanding)Why do you think the author uses words such as “battered” and “filthy” to describe the place where Cesar’s family lived in California? (vocabulary/text structure)Using text details, what can you conclude about how the migrant workers’ treatment affected them? (inference)How does the author want readers to feel about La Causa? Use evidence from the text to support your response. (inference)Cesar made the contract announcement from the capitol building steps. Why do you think he choose this location? Do you think he made the right decision to make this announcement on the capitol building steps? Why or why not? (inference/opinion)*See TWAGLiteracy Station ActivitiesComprehension Station- Use projectable 19.2 to map conclusions and generalizations using Harvesting Hope. Draw conclusions using text, write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension Comprehension Part 2, C.022-Text Structure SortWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a textLevel 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging ReadingRead and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or match word and phrase citations to the overall structure of a text.Read and analyze how the overall structure contributes to the development of ideas from an informational text in L1 and/or identify overall structure using phrases and short sentences.Read and analyze how the overall structure contributes to the development of ideas from an adapted informational text using key vocabulary in simple, related sentences.Read to analyze how the overall structure contributes to the development of ideas from informational text within grades 3-4-complexity level using key vocabulary in expanded sentences with emerging complexity.Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write to explain or inform.Give 4 to 5 details from the text that supports my main idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statementPerformance Tasks- Culminating *See TWAGTDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion.Follows agreed-upon rules for discussions.Demonstrates ability to paraphrase information read aloud.Demonstrates ability to paraphrase information presented in diverse media and formats.Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…):Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance AssessmentsJourneys Grab-and-Go Fluency TestsOral reportsCold ReadsAdding audio and visual informationUsing formal English in appropriate situationsParticipating in and conducting discussions, read alouds, and q/sessionsTeacher observationSentence Frames to Support Reading StandardsRI.4.5The structure of the text is…I know this because…The structure of the text is… The clue I used to help me was…TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Uses standard English conventions of grammar when writing or speaking.Uses standard English conventions for capitalization, punctuation, and spelling when writing.Sample Objectives (I Can…):Identify and use relative pronouns properly.Identify adverbs and the verbs that they describe while reading. Use adverbs correctly to enhance writing and speaking.Identify and adjust incorrect verb tense.Use reference materials to find pronunciations and word meanings.VocabularyReference MaterialsVocabulary for Explicit Instruction Conflicts, capitol, idioms, harvesting, edible (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Using reference materials have students locate and organize information on a topic. Link to Reference Materials to pronoun practice to adverb practice ArtsRelative Pronouns AdverbsPerformance Assessments Edit pre-assessment draft for weekly grammar skill.Option for ReteachingReference Materials T298TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding. RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Read with fluency from a variety of texts (poetry, drama, current events, novels).Use knowledge of syllable patterns to decode unfamiliar words.Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: More Common suffixesRead orally with accuracy, appropriate rate, and expressionRecognize common suffixesDecode words with common suffixesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOption for ReteachingMore Common Suffixes –ful, -less, -ness, -ment T299Literacy Station ActivitiesDecoding/Word Study-Choose a passage and have students work in pairs to decode words with suffixes. Identify and chart different words with suffixes –ful, -less, -ness, -ment. Draw (or use) a four-column chart with headings –ful, -less, -ness, -ment. Then write the words in the correct columns of the chart and have students copy it into their notes. Have students add words on display on chart, then write suffixword meanings, suffix word used in a sentence, and suffix word illustration.Link to suffix practice station (optional)-timed reading to practice pace and expression, performance readingWeek 6- Lesson 20Reading Selection:Sacagawea (Lexile Level 830)Native American Nature Poetry (Lexile Level-NP; paired selection)Instructional Resources for Building KnowledgeRelated TextsNative Americans (Lexile Level 870) Expansion-Westward Expansion Timeline (NP) Sources: Jefferson's Message on the Lewis & Clark Expedition (Lexile Level 890) Non Print TextsSacagawea - Guide and Friend (2 min, 15 sec) Lewis & Clark: Great Journey West Trailer- National Geographic (1 min, 50 sec) Essential Question (Target): What challenges did pioneers and Native Americans face during the Westward Expansion?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.2-Determine a theme of a story, drama, or poem from details in the text; summarize the text.RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.4.3-Explain events, procedures, ideas, or concepts, in a historical, scientific, or technical text, including what happened and why, based on specific information in text.RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Related WIDA StandardRI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Related Social Studies Standard4.47 Detail the events, struggles, success and main people of the exploration of the Louisiana Purchase and map the routes across the continent, including the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Fremont. Provides a statement of a theme of a text.Summarizes the text. Explains how the main idea is supported by key details.Explains events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Interprets information presented visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages). Interprets information presented orally (e.g., animations or interactive elements on Web pages).Interprets information presented quantitatively (e.g., in charts, graphs, diagrams, or interactive elements on Web pages).Explains how the information presented visually, orally, or quantitatively contributes to an understanding of the text in which it appears. Sample Objectives (I Can…):Use details from the text Sacagawea to determine the theme.Closely read Sacagawea and summarize the text.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 20Journeys Reader’s Notebook, Lesson 20Written summary of a “cold read” text or texts, drawing on specific details from the text Teacher-made or district common assessments in testing formatAnecdotal evidence from classroom discussionsOption for ReteachingMain Idea and Details T380Scaffold Close Reading T318(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText Dependent QuestionsIf you were Lewis and Clark, would you have hired Sacagawea and Charbonneau? Cite evidence from the text to support your response.(general understanding)How do you think Sacagawea felt when she arrived at the Shoshone camp? (key details)On page 591, the author writes, “The wily Charbonneau proposed that they hire him as a guide and an interpreter.” What do the words proposed and interpreter mean? Use contextual evidence to support your answer.(vocabulary) What would have happened if Sacagawea had not joined them? Would they have made it? (inference)If you were born 200 years ago, would you have wanted to be part of the Lewis and Clark expedition? Why or why not? Use evidence from the text to support your opinion. (opinion)Leveled ReadersAdvanced: Chief Washakie (1090L)On-level: Writer from the Prairie (830L)Struggling Readers: John Wesley Powell (830L)Vocabulary Reader: Lewis and Clark’s Packing List (810L)English Language Support: Laura Ingalls Wilder (640L)- Building Knowledge and InterventionLiteracy Station ActivitiesComprehension Station- Use projectable 20.2 to web the main idea and details of Sacagawea. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts Comprehension Part 2, C.107 Main Idea Mania WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingExplain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or match single words to Pictures and Photographs; use single words to complete Venn Diagram; or answer yes/ or either/or questions.Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or use short phrases to answer questions; match to images and Pictures and Photographs; or complete Venn Diagram.Use key vocabulary in simple, related sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. Use key vocabulary in expanded and some complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. Use precise vocabulary in multiple, complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Explain how Sacagawea’s skills helped the pioneers during their travels.Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingInformative/explanatory writingCiting evidence to support writingUsing linking wordsIncluding topic sentence and concluding statementPerformance Tasks- CulminatingSacagawea is a biography of a young Shoshone Indian named Sacagawea who helped captains Lewis and Clark explore the West. Use details from the text to show how Sacagawea’s qualities or skills helped the pioneers with traveling west during the early 1800s.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL.4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion. Follows agreed-upon rules for discussions.Demonstrates ability to paraphrase information read aloud.Demonstrates ability to paraphrase information presented in diverse media and formats.Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…):Come to discussions prepared/explicitly draw on preparation and other information about the topic.Pose and respond to questions, make comments that contribute to the discussion.Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas logically.Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situationsTeacher observationsSentence Frames to Support Reading StandardsRI.4.7The __________ (chart, graph, diagram, etc.) helps me understand the overall message because ___________.TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL 4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.L4.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.L4.5 -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Uses standard English conventions.Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Uses a known root word as a clue to the meaning of an unknown word with the same root. Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Explains the meaning of common idioms, adages, and proverbs. Relates words to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).Sample Objectives (I Can…):Identify abbreviations while readingUse correct abbreviations when I am writingUse context as a clue to the meaning of a word.Recognize and use word parts to comprehend the meaning of unfamiliar words.VocabularyShades of MeaningVocabulary for Explicit Instruction Duty, territory, route, culture, abbreviate, expedition (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Shades of meaning (using words to describe the small, subtle differences in meaning between similar words or phrases); Vocabulary Station- identify abbreviated words; practice writing abbreviations to replace regular words.Link to Shades of Meaning ArtsAbbreviationsPerformance Assessments Use of abbreviations in writingEdit pre-assessment draft for weekly grammar skillEdit for grade-level capitalization and punctuation errors.Teacher observationOption for ReteachingShades of Meaning T380TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding. RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Read with fluency from a variety of texts (poetry, drama, current events, novels).Use knowledge of syllable patterns to decode unfamiliar words.Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: VCCV Pattern and Word PartsRead orally with accuracy, appropriate rate, and expression.Recognize common suffixes -ion, -ation, -ition. (Lesson 17 & 20)Decode words with common suffixes.Recognize words with VCCV syllabication patterns.Use the VCCV pattern to decode longer words.Decode words with the VCV syllable pattern.Use word parts to decode longer words.Performance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOption for ReteachingVCCV Pattern and Word Parts T381Literacy Station ActivitiesDecoding/Word Study-Sort VCCV words using the pattern. Underline the vowels once and the consonants twice. Create words with VCCV syllable patterns on two different shaped cards (e.g., shamrock and a pot of gold), cut out and laminate. Use these VCCV pattern cards in a variety of station activities. For example: Students work in pairs placing all cards face down. They flip over one shamrock and one pot of gold at a time. If they do not match, they are placed down again. Continue until all matches are found. (shamrock-zip/pot of gold-per= zipper)Link to pattern practice station (optional)-timed reading to practice pace and expression, performance reading.Week 7 –Extended Text (Novel Study) Week 1 of 3; Prologue and Chapters 1-8Reading Selection:Tuck Everlasting by Natalie Babbitt (Lexile 770)Instructional Resources for Building KnowledgeRelated TextsThe Ecosystem of a Forest (Lexile Level 1000) Non Print TextsForest Habitat (2 min, 12 sec) Essential Questions (Target): Why would a person be conflicted during a quest to potentially live forever?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). Related WIDA Standard RL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Refers to details and/or examples in a text when explaining what the text says explicitly and/or when explaining inferences drawn from the text.Describes a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Describes a setting in a story or drama, drawing on specific details in the text.Describes an event in a story or drama, drawing on specific details in the text.Determines the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Sample Objectives (I Can…):Draw inferences based on details presented in Tuck Everlasting. Describe the characteristics of Winnie that are prevalent in the first 8 chapters in Tuck Everlasting. Describe and analyze the events in Chapters 1-8 in Tuck Everlasting. Recognize cause and effect relationships in Tuck Everlasting.Determine the meaning of unfamiliar words by using context clues and reference sources in Tuck Everlasting.Performance AssessmentsWritten summary of assigned chapter(s).Respond to a series of text dependent questions.Written summary of a “fresh read” text or texts drawing on specific details from the text.Book reports (oral and written).Graphic organizers for character trait analysis.Teacher observation.Performance TaskThroughout the reading of this text, keep track of the development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each character contribute to the sequence of events. (RL.4.3)Text-Dependent QuestionsHow does the author’s use of language help you understand the setting? (vocabulary & text structure)What does Mr. Tuck dream? What does the dream suggest about Mr. Tuck’s attitude toward his life? Use evidence from the text to support your answer. (key details)Why do you think Mae Tuck doesn’t care about her appearance anymore? Use text evidence to justify your answer. (key details and inference)Why does Winnie tell the toad she wants to run away? (inference)Where do you think the music that Winnie’s grandmother hears is coming from? (inference)Why did Jesse try to prevent Winnie from drinking the spring water? (inference)Why do the Tuck’s kidnap Winnie? (inference)Why does Winnie begin to feel happy about being with the Tucks? (inference)Who overhears the Tuck’s secret? How do the actions of this character create suspense, or tension, in the plot? (inferences)Literacy Station ActivitiesComprehension Station- Use a character map to web each of the characters’ qualities in Tuck Everlasting. Write a summary of an event, compare and contrast two characters from the story Comprehension Part 1, C002-Character ConnectionsWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging ReadingExplain answers to questions about what is explicitly stated in grade-level texts in L1 and/or answer questions about what is explicitly stated by producing single word answers, pointing to Pictures and Photographs or answering yes/no.Explain answers to questions about what is explicitly stated in grade-level texts in L1 and/or explain answers to wh- questions using Pictures and Photographs and key vocabulary in phrases and short sentences.Explain answers to questions about what is explicitly stated in adapted grade-level texts using key vocabulary in a series of simple, related sentences.Explain answers to questions about what is explicitly stated in texts within grades 3-4-complexity band using key vocabulary in expanded and some complex sentences.Explain answers to questions about what is explicitly stated in grade level texts using precise vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and create and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- Cumulative Mae Tuck says that the spring is “a big, dangerous secret.” Do you agree? Write an opinion piece. Be sure to address: what happened if the secret was revealed to the public? How would people’s lives be changed for better or worse? How would society be affected? How might the planet be affected? Use scoring rubric from TDOE: Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion. Follows agreed-upon rules for discussions.Sample Objectives (I Can…)Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text.Identify behaviors that are appropriate for group activities.Performance Assessments Participating in and conducting discussions, read alouds, and q/a sessionsOral reportsAdding audio and visual informationUsing formal English in appropriate situations Sentence Frames to Support Reading StandardsRL.4.1The author said _______________, therefore; I can infer ________________.I infer ____________________ because of the detail in the text that says ______________________________._____________________ and _________________ are details that support my inference that _____________________. A detail in the story is ___________________. So, I infer _______________________.TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Uses standard English conventions.Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Explains the meaning of common idioms, adages, and proverbs.Demonstrates understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Sample Objectives (I Can…):Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts. VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.4.4a- Read on-level text with purpose and understanding. RF.4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…)Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade-level text with fluency, accuracy, expression, and comprehension.Apply phonics and word analysis skills effectively when reading.Decoding and fluency: Review stressed and unstressed syllablesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsOral reading from novel in small groupsLiteracy Station ActivitiesDecoding/Word Study-Using nursery rhymes, write the stressed (/) and unstressed symbols (^) above the words from each line. Common nursery rhymes:Little Miss Muffet, Mary Mary, Mary quite contrary, Patty cake, patty cake, and Humpty Dumpty sat on the wall.Fluency station (optional)-timed reading to practice pace and expression, performance reading Fluency Part 1, F.006-Give Me Five; Fluency Part 2-Chunk It UpWeek 8 – Extended Text (Novel Study) Week 2 of 3; Chapters 9-20Reading Selection:Tuck Everlasting by Natalie Babbitt (Lexile 770)Instructional Resources for Building KnowledgeRelated TextsJuan Ponce de León article (Lexile Level1010) Print TextsAngus takes Winnie to explain the wheel of life (2 min, 31 sec) de León, Juan: fountain of youth (painting) Essential Question: Why would a person be conflicted during a quest to potentially live forever?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting,or event in a story or drama, drawing onspecific details in the text (e.g., a character’sthoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Related WIDA StandardsRL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Refers to details and/or examples in a text when explaining what the text says explicitly and/or when explaining inferences drawn from the text.Describes a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Describes a setting in a story or drama, drawing on specific details in the text.Describes an event in a story or drama, drawing on specific details in the text.Determines the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Sample Objectives (I Can…):Use details and examples as I draw inferences to explain the thoughts, words and actions of characters in Tuck Everlasting.Determine the major themes in Tuck pare and contrast the Tuck and Foster’s home using details from the text found in Tuck Everlasting. Describe and analyze major characters (e.g. Winnie Foster, Angus Tuck, the man in the yellow suit) in Tuck Everlasting.Explain how the author uses reasons and evidence to support the themes in Tuck Everlasting.Determine the meaning of key phrases significant to Angus Tuck in Tuck Everlasting.Performance AssessmentsWritten summary of assigned chapter(s)Respond to a series of text dependent questionsWritten summary of a “fresh read” text or texts drawing on specific details from the textBook reports (oral and written)Graphic organizers for character trait analysisTeacher observationPerformance Task Throughout the reading of this text, keep track of the development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each character contribute to the sequence of events.Read Aloud and Group Discussion SampleChapter 12 can be used as a read-along exercise (an expert reader reads aloud as students follow along with an individual copy of the text) and then analyzed through group discussion. Ask questions (samples below) that focus on recounting events of the chapters, describing and analyzing characters and how their actions affect the sequence of events, and determining lessons learned from the text and how those lessons connect to the unit focus, requiring students to refer to details from the texts in their oral or written answers.Figurative Language (L.4.5a) – In the first paragraph, the author uses the phrase, “like color spilled from a paintbox.” What is the meaning of this phrase as used in the passage?Key Details/Inference (RL.4.1, RL.4.3) – What personality trait would you use to describe Winnie? What evidence from the text supports this trait?Central Ideas (RL.4.1) – Reread the last paragraph. How does Tuck feel about life? Use evidence from the passage to support your answer. Reasoning/Evaluation and Figurative Language (RL.4.3, L.4.5) – Describe the setting. What role does the setting play in the story? How does it connect to Tuck’s feelings about life?Additional sample activities are located at Text-Dependent QuestionsUpon seeing Winnie, Tuck smiled. Why was this unusual? (general understanding)What surprised Winnie the most about the Tuck’s house? How is their home different from her own? (inference)How did Winnie’s feelings change during the dinner with the Tuck’s? (general understanding)Tuck used a metaphor by comparing his family to a rowboat. Explain this metaphor. (text structure)What is the message of Tuck’s statement about life? “…you can’t pick out the pieces you like and leave the rest out.” (key details)Why do you think the man in the yellow suit goes to Foster’s instead of the police after he discovers Winnie’s whereabouts? (general understanding)How does the author use the element of foreshadowing at the beginning of this chapter? Foreshadowing is a clue about what will happen later in the story (inference)What evidence does the constable have to be suspicious of the man in the yellow suit’s motives? (general understanding)Why does Winnie insist Miles let the fish go free? (general understanding)Miles catching a fish brings to light Winnie’s conflicting feelings about the Tucks’ and immortality. How did part of the chapter 17 illustrate these feelings? (key details)What does the fluttering in Winnie’s stomach at the thought of Jesse tell you? Explain why is this an important detail? (general understanding)Based on the evidence, what conclusions can you draw about the man in the yellow suit? (general understanding and inference)Explain the following simile: “Tuck was like a starving man looking through a window at a banquet.”. (text structure)Literacy Station ActivitiesComprehension Station- Winnie has mixed feelings about her experiences with the Tucks. Each of these feelings is an effect caused by a particular event. Use graphic organizer (T-chart) to record Winnie’s responses to the events that happen while she is with the Tucks.Using a Venn diagram, compare and contrast the Tucks’ house and way of life with the Fosters’. Write a summary to describe your comparison. Comprehension Part 1, C,007-Story PiecesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingDefine academic words and phrases in L1 and/or define high frequency, academic words in English from leveled texts using single words, gestures and pictures.Define academic words and phrases in L1 and/or define general, content-based words in English from leveled texts using phrases and pictures.Define key, academic words and phrases in adapted, informational text using simple, related sentences.Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity.Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW 4.2a- Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.4.2b- Develop the topic with facts and definitions, concrete details, quotations, or other information and examples related to the text. W.4.2c- Link ideas within categories of information using words and phrases.W.4.2d- Use precise language and domain-specific vocabulary to inform about or explain the topic.W.4.2e- Provide a concluding statement or section related to the information or explanation presented. Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Sample Objectives (I Can…):Write to explain or inform.Give between 4 to 5 details from the text that support my main idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingSelf-edit draft to bring to a final copyPerformance Task- CulminatingAnalysis: after reading Chapter 12 of Natalie Babbitt’s Tuck Everlasting, write an essay describing in depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion. Follows agreed-upon rules for discussions.Summarizes the points a speaker makes.Explains how each claim is supported by reasons and evidence.Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…):Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsUsing formal English in appropriate situationsTeacher observationsSentence Frames to Support Reading StandardsRL.4.4The word ________ means ___________ in this sentence.In this sentence, the word ________ means _________. The author used this word because…TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Demonstrates understanding of functions of nouns, pronouns, verbs, adjectives, and adverbs in a sentence.Forms and uses simple verb tenses.Uses standard English conventions.Uses conventional spelling for high-frequency words.Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Sample Objectives (I Can…):Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts. VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Decode words with more than one syllable.Read words with vowel + r syllable patterns.Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Decoding and fluency: Vowel + r syllable patternsPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study- Sort words with vowel + r syllables. Have students create more words with this pattern. Divide students into pairs. Give each pair a stack of facedown word cards and some “category” cards (i.e., ar, or, er, ir, and ur). Have students take turns saying a word and categorizing it according to its r-controlled sound and spelling.Here is a link to explicit Instruction for phonics Intervention-Vowel r-ir, er, ur HYPERLINK "" More lesson for other r-controlled patternsFluency station (optional)- timed reading to practice pace and expression, performance reading 8 – Extended Text (Novel Study) Week 3 of 3; Chapters 21-25 and EpilogueReading Selection:Tuck Everlasting by Natalie Babbitt (Lexile 770)Instructional Resources for Building KnowledgeRelated Texts*See Weeks 7 & 8Non Print Texts*See Weeks 7 & 8 Essential Question: Why would a person be conflicted during a quest to potentially live forever?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL.4.3-Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Related WIDA StandardsRL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Refers to details and/or examples in a text when explaining what the text says explicitly and/or when explaining inferences drawn from the text.Describes a character in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Describes a setting in a story or drama, drawing on specific details in the text.Describes an event in a story or drama, drawing on specific details in the text.Determines the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Sample Objectives (I Can…):Use details and examples as I draw inferences to explain the thoughts, words and actions of characters in Tuck Everlasting.Determine the major themes in Tuck pare and contrast the thoughts, feelings and actions of Winnie Foster from the beginning of the story and at the end in Tuck Everlasting.Describe and analyze text in Tuck Everlasting.Explain how the author uses reasons and evidence to support the themes in Tuck Everlasting.Determine the meaning of key phrases in Tuck Everlasting.Performance AssessmentsWritten summary of assigned chapter(s).Respond to a series of text dependent questions.Written summary of a “fresh read” text or texts drawing on specific details from the text.Book reports (oral and written).Graphic organizers for character trait analysis.Teacher observation.Performance Task - Optional Throughout the reading of this text, keep track of the development of events and characters in an interactive notebook or reading log. Following the reading of each chapter, have students recount the key details and then describe each character (e.g., his/her traits, motivations, and feelings). Create a new entry for each chapter and discuss how the actions and experiences of each character contribute to the sequence of events.Read Aloud SampleStudents read a portion of the main selection text independently.Teacher reads the same portion of the text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)Text-Dependent QuestionsWhat does Winnie say that makes her family think she has changed? (general understanding)What evidence indicates Winnie wanted to rescue Mae? (inference)On page 115, Winnie states, “…she would make a difference in the world.” What does she mean? (text structure)How does Winnie get her mind off the horror of Mae’s predicament? (inference)What are Winnie’s feelings about sneaking out of the house? What text tells you that? (text structure)What decision does Winnie make when she pours the water on the Toad? (inference)Literacy Station ActivitiesComprehension Station- In chapters 22-24, the author uses descriptions of the weather to emphasize the dramatic events that occur as well as the dramatic inner changes in the main character. Use a chart to note how the weather changes along with the action. For example, chapter 22-hottest day of August so far (weather) + Jesse tells Winnie about the plan to free Mae from jail; he gives are a bottle of spring water and remind her to join him in the future. Write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension activities from: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: BridgingLevel 5: ReadingCite details and examples from text when making inferences using L1 and/or using Pictures and Photographs, Gestures or high frequency, single words in phrases.Cite details and examples from text when making inferences using L1 and/or using Pictures and Photographs or key vocabulary in phrases and short sentences.Cite details and examples from text when making inferences using key vocabulary in simple, related sentences.Cite details and examples from text when making inferences using key vocabulary in expanded and some complex sentences.Cite details and examples from text when making inferences using precise, vocabulary in multiple, complex sentences.For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: -Click on grade level and unit, then ELL Scaffolded Student Learning ObjectivesTDOE Curriculum StandardsEvidence StatementsContent & TasksWriting/ResearchW 4.1a- Introduce a topic or text, clearly state an opinion, and crate and organizational structure in which related ideas are grouped to support the writer’s purpose. W 4.1b- Provide reasons that are supported by facts and details.W 4.1c- Link opinion and reasons using words and phrases.W 4.1d- Provide a concluding statement or section related to the opinion presented. Provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.Demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.Learning Targets (I Can…)Introduce your topic clearly and group related information into paragraphs.Provide reasons for your opinion that are supported by facts and details from the text.Use words and phrases to link your opinion with your reasons (e.g., another, for example, for instance, also, in addition).Provide a concluding statement or section related to the opinion presented. Routine WritingTake notes when reading or annotate the textComplete a story sequence chart or character map while reading an extended text.Performance Task- CulminatingWhat is a central message or lesson that can be learned by reading Tuck Everlasting? Explain how that message is conveyed through the main characters in the text. Write an opinion essay with an introduction that identifies a central message or lesson that is learned from Tuck Everlasting and a body paragraph that describes how that message is conveyed through The Tuck Family, Winnie, and the man in the yellow suit. Make sure to refer to the text to provide reasons that support your opinions.Use scoring rubric from TDOE: TDOE Curriculum StandardsEvidence StatementsContent & TasksSpeaking and ListeningSL. 4.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.4.1b- Follow agreed-upon rules for discussions and carry out assigned roles.SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.Engages effectively in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing own ideas clearly.Demonstrates readiness for discussions by drawing on the required reading and other information known about the topic to explore ideas under discussion. Follows agreed-upon rules for discussions.Summarizes the points a speaker makes.Explains how each claim is supported by reasons and evidence.Adapts speech to a variety of contexts and tasks.Uses formal English when appropriate to task and situation. Sample Objectives (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsUsing formal English in appropriate situationsTeacher observationsSentence Frames to Support Reading StandardsRL.4.4The word ________ means ___________ in this sentence.In this sentence, the word ________ means _________. The author used this word because…TDOE Curriculum StandardsEvidence StatementsContent & TasksLanguageL.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.4.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.5a- Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.Demonstrates understanding of functions of nouns, pronouns, verbs, adjectives, and adverbs in a sentence.Forms and uses simple verb tenses.Uses standard English conventions.Uses conventional spelling for high-frequency words.Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Sample Objectives (I Can…):Explain what both a compound and complex sentences are.Describe the qualities of a compound and complex sentence.Identify compound and complex sentences while reading.Explain what both coordination and subordinating conjunctions are.Identify a dependent clause in a complex sentence.Distinguish between similes and metaphors.Identify and analyze metaphors and similes in grade level texts. VocabularyFigurative LanguageVocabulary for Explicit InstructionPickle, rave, teeming, immense, fragrant, similes, metaphors (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station-Scan the novel, Tuck Everlasting, for figurative language phrases. Record and label each phrase. Share with your group.Link to Activities-figurative language practice to complex sentences practice to conjunction practice to clauses practice ArtsCompound SentencesComplex SentencesCoordinating ConjunctionsDependent ClausesSubordinating ConjunctionsPerformance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Foundational SkillsRF 4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF 4.4a- Read on-level text with purpose and understanding.RF 4.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 4.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Decode words with more than one syllable.Read words with vowel + r syllable patterns.Read with fluency from a variety of texts (poetry, drama, current events, novels)Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Decoding and fluency: Vowel + r syllable patternsPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesDecoding/Word Study- Have students complete a word web for a specific r-controlled sound. First, write an r-controlled sound in the middle bubble. Then, have students complete the web by writing a word in each of the five smaller bubbles that include that sound. When the webs are complete, have students read the words to a partner. Repeat with other r-controlled sounds.Here is a link to explicit Instruction for phonics Intervention-Vowel-or lesson for other r-controlled patternsFluency station (optional)-timed reading to practice pace and expression, performance reading.APPENDIX- TWO WEEKS AT A GLANCE OUTLINEWeeks 4-5: Harvesting Hope (Unit 4, Lesson 19) Lesson Supplement- 4Essential Question: How did Caesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?DAY 1DAY 2DAY 3DAY 4DAY 5Anchor TextText based comprehensionText based discussion(Whole and Small Group)Harvesting Hope: The Story of Caesar Chavez (Level R, 850LL) by Kathleen KrullEliminate teachers’ guide questions related to past tense and inferences. Keep 1st read questions focused on RI4.1 and RI.4.3 that are specific to understanding/explaining key events in the text. Eliminate inference questions/think alouds and isolated main idea of a paragraph for the first read. Activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas & Academic Language)Readers Notebook can be used as additional writing response questions.Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)Photos- Migrant workers from from the textsMigrant, conflict, dedicate, inspire, pity, compassionate, overcome, association, brilliant, horizon, strike, pilgrimage, publicity, contractFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeeks 4-5: Harvesting Hope (Unit 4, Lesson 19)WEEK 4 CONTINUEDEssential Question: How did Caesar Chavez overcome challenges and inspire others to fight for a cause during the Great Depression?DAY 1DAY 2DAY 3DAY 4DAY 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekChoose one of the following based on the type of writing to be highlighted:Imagine you are a member of “La Causa” trying to convince a friend to join. Write a letter to your friend, explaining the goals of “La Causa”, how the group is protesting, and why. The author says the “rallying cry” of La Causa was “Yes, it can be done,” Why is this a good quote to represent the group? How does the author structure the text The Story of Caesar Chavez? Why does this structure work well for this story. (Note- emphasis is on understanding why chronological order allows the reader to see the events of CC’s life and how this shaped his decisions)Imagine Caesar Chavez is giving a speech to his supporters at the end of the text, thanking them for working with him. Write the speech he would give. StandardsList applicable StandardsReading: Informational TextRI.4.1, RI.4.3, RI 4.4, RI.4.5WritingW4.1, W4.4, W4.5Weeks 4-5: Harvesting Hope (Unit 4, Lesson 19)WEEK 5Essential Question: How did some people overcome obstacles and inspire others to fight for a cause during the Great Depression?DAY 1DAY 2DAY 3DAY 4DAY 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelFrom the Leveled Readers/Vocabulary ReaderThe People’s President/ A President for the PeopleThe Story of Dorothea LangeSongs for the PeopleTough TimesChildhood During the Great Depression: War I and the Great Depression: White Angel Bread Line from Dorthea Lange book: VocabularyDrawn from the textsBrilliant, conflicts, drought, dedicate, capitol, violence, overcome, association, publicity, horizonWeeks 4-5: Harvesting Hope (Unit 4, Lesson 19)WEEK 5 CONTINUEDEssential Question: How did some people overcome obstacles and inspire others to fight for a cause during the Great Depression?DAY 1DAY 2DAY 3DAY 4DAY 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekOption 1: Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.Option 2: Respond to the essential question, using evidence from the texts you’ve read over the past two weeks.How do some people overcome obstacles and inspire others to fight for a cause during The Great Depression? Use details about at least two specific people that you have studied.StandardsList applicable Standards Reading: Informational TextRI.4.3, RI.4.2, RI.4.9WritingW.4.1, W.4.4, W.4.5 ................
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