l Grade Level: Fourth Content Area: Reading Quarter: First (3 weeks) Unit: Where in the World Are We? Priority Standards: Vocabulary: SOL 4.1 The student will use effective oral communication skills in a variety of settings. d)Use evidence to support opinions. e)Use grammatically correct language and specific vocabulary to communicate ideas. g)Demonstrate the ability to collaborate with diverse teams. h)Demonstrate the ability to work independently. SOL 4.2 Directions Ideas Opinions Evidence Support Sequence Organization Explanation Collaborate Clarify Communicate Specific Articulate Ideas Fact Opinion Eye contact Body language Grammatically demonstrate make and listen use Student Friendly Learning Targets: (I can…) Assessments: 4.1­ Performance Assessments I can use effective oral communication skills. This means I can use the correct verbal communication skills. I can use evidence to support opinions. This means I can use clues to support opinions. I can use grammatically correct language and specific vocabulary to communicate ideas. This means I can accurately share ideas with others using precise vocabulary. I can demonstrate the ability to collaborate with diverse teams. I can show that I am able to work with different teams. The student will make and listen to oral presentations and reports. SOL 4.4 a)Use context to clarify meanings of unfamiliar words or phrases. (using definitions, examples, or restatements of text) b)Use knowledge of roots, affixes(suffixes and prefixes), synonyms(words with similar meanings), antonyms ( words with opposite meanings), and homophones (words that are pronounced the same but have different meanings).to read and understand the meaning of unfamiliar words, derive word meanings by using knowledge of homophones) c)Use word reference materials, including the glossary, dictionary, and thesaurus e)Develop vocabulary by listening to and reading a variety of texts. SOL 4.5 develop describe draw/make distinguish I can demonstrate the ability to work independently. This means I can show that I am able to work on my own. I can make and listen to oral presentations. This means I am able to create and listen to verbal presentations. I can use context to clarify meanings of unfamiliar words. This means I can use clues within the text to understand the meaning of words I do not know. I can use knowledge of roots, affixes, synonyms, antonyms, and homophones. This means I can use what I know about roots, affixes, synonyms, antonyms, and homophones to clarify the meanings of unfamiliar words. I can use word reference materials, including the dictionary, and thesaurus to clarify the meanings of words. I can develop vocabulary by listening to and reading a variety of texts. This means I will gain an understanding of words by b)Describe how the choice of language, setting, characters, and information contributes to the author's purpose. (Describe in depth a character, setting, or event drawing on specific details from the text, using words, actions, or a character's thoughts) h)Draw conclusions/make inferences about text(refer to details and examples in text) SOL 4.6 g)Distinguish between cause and effect. h)Distinguish between fact and opinion. SOL 4.7 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre­writing strategies. d) Organize writing to convey a central idea. listening to and reading different materials. I can describe how the choice of language, setting, characters, and information contributes to the author's purpose. This means I can tell about how the choice of language, setting, characters, and information add to the author's purpose. I can draw conclusions/make inferences about text. This means I can create conclusions and inferences about text. I can distinguish between cause and effect. This means I can recognize the difference between cause and effect. I can distinguish between cause and effect. This means I can recognize the difference between cause and effect. 4.7 Written Assessment e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea. Supporting Standards (Clustering)
Reading/Writing
SOL 4.1 a)Present accurate directions to individuals and small groups. (identify needed information, organize in sequential order, explain unknown terms, articulate in a clear way, make connections to previous common knowledge) b)Contribute to group discussions across content areas. (follow rules for group discussions, offer comments, ask appropriate questions, support opinions with examples and details, communicate new ideas, respond to specific questions and make comments that contribute to the discussion, review key ideas) c)Seek ideas and opinions of others. (distinguish between fact and opinion, avoid hindering the discussion, takes turns speaking, make eye contact, respect comments of others f)Communicate new ideas to others. SOL 4.2 a)subject­related information and vocabulary. (Use specific vocabulary, organize central idea for clarity, select words and phrases to convey precise ideas) b)Listen to and record information. (look at speaker, think about speakers main points, take notes) c)Organize information for clarity. d)Use language and style appropriate to the audience, topic, and purpose. SOL 4.4 SOL 4.5 a)Explain the author’s purpose. (entertain, inform, or persuade) c)Identify the main idea.(theme) d)Summarize supporting details. e)Identify the problem (conflict) and solution. k)Use reading strategies throughout the reading process to monitor comprehension. l)Read with fluency and accuracy. SOL 4.6 c)Explain the author’s purpose.(entertain, persuade, inform) Social Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a)identify and interpret artifacts and primary and secondary source documents to understand events in history; b)determine cause­and­effect relationships; c)compare and contrast historical events; d)draw conclusions and make generalizations; e)make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h)evaluate and discuss issues orally and in writing; i)analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Virginia: The Physical Geography and Native Peoples
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp); d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; g) identifying and locating the current state­recognized tribes. Resources: Manipulatives: White boards Games Flash Cards Word Sorts Print Resources: *VDOE Resources *VDOE Enhanced Scope and Sequence lessons Draw what you hear pg 38­39, 40, 41; Six Questions for Historical Figures pg. 42­43; SQ3R 94­96; DRTA pg 121; Sticky notes pg 123; Reciprocal Teaching pg 127­128; Two Column Notes pg 130­131 ; Word Splash pg 13; Frayer model pg 138; KWL 120; Think Pair Share­pg 122; Think Alouds 124; Frayer Model pg 138; Semantic Feature Analysis pg 139; Concept Definition Map pg 142 *Reading Street Reading A­Z (Mapping the Woods: Maps and Cartography­ main idea and details, asking and answering questions of non­fiction Writing Skills­ Commas in a Series) (Adventures with Abuela­ asking and answering questions, Author’s Purpose, homophone worka)(Projectable Maps) Dinah Zikes Foldables Reader’s Writer’s notebook interactive notebook journals Dictionary Thesaurus Glossary Newspapers­VA Studies Magazines Technology: Laptops United Streaming Film segments Brain Pop CPS Response Systems *i­Ready Readwritethink.org worldcentral.com exchange.smarttech.com billhaenel.com eduplace.com artsmia.org Jeopardy KEY: * denotes required resources