Materials Bank
English Language Arts G4 Q1
Unit: Core: English Language Arts , Grade(s) 4th Grade
English Language Arts G4 Q1
Duration: 10 Weeks
Unit
Scope and Sequence
INSTRUCTIONAL ALIGNMENT:
LESSON #1 (T 1-73)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How do friends help each other?
Write About Reading: Your Turn: T 33
Target Skill: Story Structure
Narrative Writing: Descriptive Paragraph: T 52-55
DIFFERENTIATION
Leveled Readers
Reader’s Notebook
“Check Out the Library”
My WriteSmart
“Parker’s Problem”
Target Strategy: Summarize - “Because of Winn-Dixie”, “Because Cumulative Performance Assessment: Task 1 of 5
of Book Ends”
Write in Reader
“The Mystery of Maple Street”
Research and Media Performance Task: pp. xxiv - xxv
“Trading Talents”
Writing: Narrative Writing
“What Happened on Maple Street?”
Literacy Centers
Writing​: Common Core Handbook
Thinkcentral
Focus Trait: Word Choice
Grammar: What is a sentence?
Differentiated Comprehension: T 64-65
Spelling: Short a and long a
Differentiated Vocabulary Strategy: T 70-
Optional Lesson: LLG pp. 186-187
71
Vocabulary: T 12-15
Options for Reteaching: T 72-73
ASSESSMENTS Weekly Test T56-57, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T46-47, Narrative Writing T54, Grammar T50
SOC Standards: 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.
SCI Standards: LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
ACADEMIC
SEL Standards: 1A.1a Describe a range of emotions and the situations that cause them; 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 1B.1a
CONNECTIONS
Describe personal skills and interests that one wants to develop; 1B.1b Explain how family members, peers, school personnel, and community members can support school success and
responsible behavior; 2A.1a Identify verbal, physical, and situational cues that indicate how others may feel; 2A.1b Describe the expressed feelings and perspectives of others; 2C.1a Describe
approaches for making and keeping friends; 2C.1b Analyze ways to work effectively in groups; 3A.1b Demonstrate knowledge of how social norms affect decision making and behavior and
3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #2 (T 75-150)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What might lead a person to try to change the Write About Reading: T 109
world?
Narrative Writing: Dialogue: T 129-131
Target Skill: Author’s Purpose
Target Strategy: Monitor/Clarify - “My Brother Martin” & “Langston
Hughes: A Poet and a Dreamer”
Writing: Narrative Writing
Cumulative Performance Assessment: Task 2 of 5
Research and Media Performance Task: pp. xxiv-xxv
DIFFERENTIATION
Leveled Readers
“Separate Worlds”
“Sharing a Dream”
“A Voice of Equality”
“A Leader for All”
“Thurgood Marshall”
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Word Choice
Grammar: Kinds of Sentences
Differentiated Comprehension: T 140-141
Spelling: Short e and Long e
Optional Lesson: LLG pp. 188-189
Differentiated Vocabulary Strategies: T
146-147
Vocabulary: T 86-89
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
Options for Reteaching: T148-149
ASSESSMENTS Weekly Test T132-133, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T123, Narrative Writing T130-161, Grammar T126
SOC Standards: 4.GEO.12 People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the
United States; 4.GVT.15 Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the
United States; 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively; 4.GVT.17 Effective participants in a
ACADEMIC
democratic society engage in compromise; 4.GVT.18 Laws can protect rights, provide benefits and assign responsibilities and 4.GVT.19 The U.S. Constitution establishes a system of limited
government and protects citizens’ rights; five of these rights are addressed in the First Amendment.
CONNECTIONS
Social and Emotional 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 2A.1b Describe the expressed feelings and perspectives of others; 2B.1a
Identify differences among and contributions of various social and cultural groups; 3A.1a Demonstrate the ability to respect the rights of self and others; 3A.1b Demonstrate knowledge of how
social norms affect decision-making and behavior; and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #3 (T 187-277)
DIGITAL / PRINT TEXT
Essential Question: How are books and libraries important to
people and communities?
PERFORMANCE TASKS
Writing About Reading: T 185
DIFFERENTIATION
Leveled Readers
Narrative Writing: Dialogue: T 206-209
“Planes, Trains, and Snowmobiles
Target Skill: Cause and Effect
Target Strategy: Visualize - “My Librarian Is a Camel” & “From Idea
to Book”
Write in Reader
“Kids Can Save the Planet”
Cumulative Performance Assessment: Task 3 of 5
“Habitat for Humanity”
Research and Media Performance Task: pp. xxiv-xxv
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
“Volunteer!”
Thinkcentral
“Helping with Houses”
Writing:​ Narrative Writing
Reader’s Notebook
Focus Trait: Voice
Grammar: Quotations
Differentiated Comprehension: T 226-227
Spelling: Short i and long i
Differentiated Vocabulary Strategies: T
Optional Lesson: LLG pp. 190-191
224-225
Vocabulary: T 162-165
Options for Reteaching: T 278-279
ASSESSMENTS Weekly Test T210-211, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T201, Narrative Writing T208-209, Grammar T204-205
ACADEMIC
CONNECTIONS
SOC Standards: 4.GEO.14 Ohio’s location and its transportation systems continue to influence the movement of people, products and ideas in the United States and 4.GVT.16 Civic
participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.
SEL Standards: 2D.1b Apply constructive approaches in resolving conflicts and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #4 (T 229-301)
DIGITAL / PRINT TEXT
Essential Question: Why might people raise money for a cause?
PERFORMANCE TASKS
Writing About Reading: T261
DIFFERENTIATION
Leveled Readers
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Write in Reader
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Materials Bank
Target Skill: Theme
Target Strategy: Analyze/Evaluate - “The Power of W.O.W” & “The
Kid’s Gide to Money”
Writing: Narrative Writing
Narrative Writing: Fictional Narrative:T280-283
Reader’s Notebook
“Community Teamwork”
My WriteSmart
“Nina Wows KNOW”
Cumulative Performance Assessment: Task 4 of5
Literacy Centers
“A Friendly Field Trip”
Research and Media Performance Task: pp. xxiv-xxv
Writing: Common Core Handbook
“A.L.L. to the Rescue”
Thinkcentral
“Friends on a Field Trip”
Focus Trait: Ideas
Grammar: Fragments & Run-On Sentences
Spelling: Short o and Long o spelling
Differentiated Comprehension: T 292-293
Optional Lesson: LLG pp. 192-193
Differentiated Vocabulary Strategies: T
Vocabulary: T 40-243
298-299
Options for Reteaching: T 300-302
ASSESSMENTS OPTIONS: Weekly Test T284-285, Performance Assessment, Cold Reads, Examview, Assessment App Spelling T275, Narrative Writing T282-283, Grammar T278
SOC Standards: 4.GVT.15 Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and
ACADEMIC
CONNECTIONS
the United States; 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively and 4.E.24 Saving a portion of
income contributes to an individual‘s financial well-being. Individuals can reduce spending to save more of their income.
SEL Standards: 2B.1b Demonstrate how to work effectively with those who are different from oneself; 2D.1b Apply constructive approaches in resolving conflicts; 3B.1b Generate alternative
solutions and evaluate their consequences for a range of academic and social situations and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #5 (T 375-471)
DIGITAL / PRINT TEXT
Essential Question: Why do people pass down stories over the
years?
PERFORMANCE TASKS
Writing About Reading: T 339
DIFFERENTIATION
Leveled Readers
Narrative Writing: Fictional Narrative:T 358-361
“The Golden Age of Sail”
Target Skill: Understanding Characters
Target Strategy: Infer/Predict - “Stormalong” & “Hoderi the
Fisherman”
“Mississippi Marvis Barnes”
Cumulative Performance Assessment: Task 5 of 5
“Balina”
Research and Media Performance Task: pp. xxiv-xxv
“Whisper”
“The Amazing Balina”
Writing: Narrative Writing
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Organization
Grammar: Proper Nouns
Differentiated Comprehension: T 374-375
Spelling: Homophones
Optional Lesson: LLG pp. 194-195
Differentiated Vocabulary Strategies: T
380-381
Vocabulary: T 314-317
Options for Reteaching: T 382-383
ASSESSMENTS
ACADEMIC
CONNECTIONS
Options: Benchmark Test, Test Power T365-368, Weekly Test T362-363, Benchmark Test, Assessment book in Grab and Go!, Cold Reads, Daily Assessment in the TE Assessment App
Spelling T353, Grammar T356-357, Writing T360-361
SOC Standards: 4.GEO.11 The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others; 2B.1a Identify differences among and contributions of various social and cultural groups and 2C.1b Analyze
ways to work effectively in groups.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, CLLG Handbook
RESOURCES
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #6 (T 1-73)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How are performances similar to and different Write About Reading: T 33
from written stories?
DIFFERENTIATION
Leveled Readers
Informative Writing: News Report:T 52-55
Target Skill: Story Structure
Target Strategy: Infer/Predict - “Invasion from Mars” & “The History
of Radio”
Write in Reader
Reader’s Notebook
“The Golden Age of Radio”
My WriteSmart
“The Zeebo Encounter”
Cumulative Performance Assessment: Task 1 of 5
Literacy Centers
“Time Tag”
Research and Media Performance Task: pp. xxiv-xxv
Writing: Common Core Handbook
“Be Afraid”
Thinkcentral
“The Amazing Game”
Writing: Informative Writing
Focus Trait: Ideas
Grammar: Verbs
Differentiate Comprehension: T 64-65
Spelling: Vowel Sounds Short u, /yoo/, /oo/
Differentiate Vocabulary Strategy: T 70-71
Optional Lesson: LLG pp. 196-197
Options for Reteaching: T 72-73
Vocabulary: T 12-15
ASSESSMENTS OPTIONS: Weekly Test T 56-57, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 47, Informative Writing T 54-55, Grammar T 50-51
SOC Standards: 4.E.22 Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual
ACADEMIC
formats (pictures, diagrams, graphs) and 4.H.8 Many technological innovations that originated in Ohio benefited the United States.
CONNECTIONS
SCI Standards: PS: Electricity, Heat and Matter 2. Energy can be transformed from one form to another or can be transferred from one location to another.
SEL Standards: 1A.1a Describe a range of emotions and the situations that cause and 2A.1a Identify verbal, physical, and situational cues that indicate how others may feel.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #7 (T 75-147)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How are movies a form of communication?
Write About Reading: T 107
Target Skill: Fact and Opinion
Informative Writing: Informational Paragraph: T 126-129
Target Strategy: Summarize - “Coming Distractions: Questioning
Movies” & “How Do They Do That?”
Writing: Informative Writing
DIFFERENTIATION
Leveled Readers
“Behind the Scenes”
“Now Showing in Your Living Room”
Cumulative Performance Assessment: Task 2 of 5
“The Magic of Movies”
Research and Media Performance Task: pp. xxiv-xxv
“Critics in Hollywood”
“Making Movies”
Focus Trait: Word Choice
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Grammar: Verb Tenses
Spelling: Vowel Sounds /00/, /oo/
Optional Lesson: LLG pp. 198-199
Vocabulary: T 86-89
Differentiate Comprehension: T 138-139
Differentiate Vocabulary Strategy: T 144145
Options for Reteaching: T 146-147
ASSESSMENTS OPTIONS: Weekly Test T130-131 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T121, Informative Writing T128-129, Grammar T124-125
ACADEMIC
SOC Standards: 4.H.8 Many technological innovations that originated in Ohio benefited the United States.
CONNECTIONS
FIELD
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #8 (T 149-223)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How do an artist’s experiences affect his or her Write About Reading: T 183
art?
DIFFERENTIATION
Leveled Readers
Informative Writing: Book Report:T 202-205
“Romare Bearden”
Target Skill: Understanding Characters
Target Strategy: Visualize - “Me and Uncle Romie” & “Sidewalk
Artists”
“Recipe for Learning”
Cumulative Performance Assessment: Task 3 of 5
“Gramps’ Favorite Gift”
Research and Media Performance Task: pp. xxiv-xxv
“Stuck at Camp”
“A Gift for Grandpa”
Writing: Informative Writing
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Organization
Grammar: Progressive Verb Tenses
Differentiate Comprehension: T 214-215
Spelling: Vowel Sounds /ou/, /o/
Differentiate Vocabulary Strategy: T 220-
Optional Lesson: LLG pp. 200-201
221
Vocabulary: T 160-163
Options for Reteaching: T 222-223
ASSESSMENTS OPTIONS: Weekly Test T206-207, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T197, Informative Writing T204-205, Grammar T200-201
SOC Standards: 4.GEO.13 The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become
ACADEMIC
CONNECTIONS
increasingly reflective of the cultural diversity of the United States.
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1a Identify verbal, physical,
and situational cues that indicate how others may feel; 2A.1b Describe the expressed feelings and perspectives of others and 2B.1a Identify differences among and contributions of various
social and cultural groups.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
ESL: ELL standards corresponding to English Language Arts Grade 4 - Quarter 1 Scope and Sequence
Lesson 1
Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing
Target Skill/ Target Strategy: Story Structure/Summarize, “Because of Winn-Dixie”
Grammar/Writing Skill: Building Sentences/Narrative Writing Paragraphs
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
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Materials Bank
Students will listen to a leveled reader or short story for
Lesson 1.
Act out skit for story structure/ summarize
Graphic organizer with scaffolding
Students will read and listen to leveled
reader or short story. After students use
graphic organizer for story elements to write
story elements in sequential order.
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple written texts,
and oral presentations
S1
use a developing set of strategies to:
• determine the main idea or theme, and
• retell a few key details
• retell familiar stories
S10
with support (including context and visual aids)
• recognize and use a small number of frequently occurring
nouns, noun phrases, and verbs
• understand and respond to simple questions
• recognize and use some frequently occurring nouns,
pronouns, verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
Grammar: Sentence Structures, Pronouns and Verbs
Journeys Language Support Cards to activate guided
discussion. Use sentence frames for writing activity. Ex: I
________ with my. friends. My _________play with me.
S10
with support (including context and visual
aids)
• recognize and use some frequently
occurring nouns, pronouns, verbs,
prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
use some relative pronouns (e.g., who,
whom, which, that),
• use some relative adverbs (e.g., where,
when, why)
• use some prepositional phrases
• produce and expand simple and compound
sentences.
Small group activity: create sentence strips
with nouns and verbs.
Online games and websites for pronouns and simple
sentences:
http://www.eslgamesplus.com/subject‐object‐pronouns‐
game/
Vocabulary Building:
Graphic organizer
Journeys Grammar Snap Videos
http://www.primarygames.com/langarts/simplesentences/ Complete Sentences
www.thinkcentral.com
www.thinkcentral.com Journeys/Resources/ELD station
cross curricular activity bank/ New Comer
Play Beginner games: ABC Adventure, Count Along to 100,
Color Match
Online games and websites for:
sign on to www.thinkcentral.com
Journeys/Resources/ELD station cross
curricular activity bank/language
Play “Noun Dunk” or “Sentence Ball”
Field Trip‐ Going to a public library to go
along with “Because of Winn Dixie Theme”
Lesson 2
Standard 3- speak and write about grade-appropriate complex literary and
informational texts and topics
Standard 6-analyze and critique the arguments of others orally and in writing
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Generated 10/17/2016
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Materials Bank
Standard 8- determine the meaning of words and phrases in oral presentations and
literary and informational text
Target Skill/ Target Strategy: Author’s Purpose/to monitor and clarify while reading a text “My Brother Martin”
Grammar/Writing Skill: Kinds of sentences/Narrative Writing Paragraphs
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story (model monitoring and clarifying,
discuss author’s purpose )
Guided Reading and Listening
Students will read ESL leveled reader or short
story. After students will stop and clarify,
discuss author’s purpose.
S.3
• communicate simple information
about familiar texts, topics, events, or
objects in the environment.
S.6
•identify a reason an author or speaker gives
to support a main point
• agree or disagree with the author or
speaker.
S.8
relying heavily on context, visual aids, and
knowledge of morphology in his or her
native language,
• recognize the meaning of a few/some
frequently occurring words, phrases, and
formulaic expressions
in simple oral discourse,
read‐alouds, and written texts about familiar
topics, experiences, or events.
Listening and Speaking:
Then play Language Chant “In My Backpack”
found in Journey’s resources audio hub.
Students will listen to song and repeat out
loud.
Sentence Frames Journeys ELL Support Cards
Ex: My dreams are__________(.)
I hope to___________(.)
What are you dream (?)
Art Activity: Construct Diversity Collage
using magazines to embrace culture
S.3
• deliver short oral presentations
• compose written narratives or
informational texts
about familiar texts, topics, and experiences.
S.6
• tell how one or two reasons support the
specific points an author or speaker makes or
fails to make.
S.8
using context, visual aids, reference
materials, and a developing knowledge of
English morphology,
• determine the meaning of frequently
occurring words and phrases
• determine the meanings of some idiomatic
expressions
in texts about familiar topics, experiences, or
events.
Writing
MLK DREAM:
Write about a dream you have for making
your neighborhood, your city, or even the
world better
Listening:
Listened to Dr. Martin Luther King’s “ I have a
Dream speech. Discuss meaning behind
speech.
Art Activity: Construct Diversity Collage using
magazines to embrace culture
Lesson 3
Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems
Standard 7- adapt language choices to purpose, task, and audience when speaking and writing
Target Skill/ Target Strategy: Cause and Effect/Visualize “ My Librarian is a Camel”
Grammar/Writing Skill: To use quotations marks and dialogue in a text/Narrative Writing Paragraphs
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 7 of 15
Materials Bank
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story for Lesson 2. (using graphic
organizers discuss and write cause and
effects of story)
Guided Reading and Listening
Students will read ESL leveled reader or short
story. Student will use a graphic organizer to
complete cause and effect.
S.5
• recall information from experience
• gather information from a few provided
sources
• label some key information.
• record some information.
with support (including
visual aids and modeled
sentences),
S.5
• recall information from experience
• gather information from print and digital
sources
to answer a question
• identify key information in orderly notes.
S7
• recognize and use the meaning of some
words learned through conversations,
reading, and being read to.
•adapt language choices to different social
and
academic contents
S7
with developing control,
• adapt language choices according to
purpose, task, and audience
• use an increasing number of general
academic and content‐specific words,
phrases, and expressions in conversation,
discussions, and short written text.
Sentence Frames Journeys ELL Support Cards
A library is a good place for reading and
________ about new things.
Grammar Activity
Use elbow noodles to create quotation marks
around dialogue sentences
Journeys Grammar Snap Videos
Dialogue and Quotation Marks
www.thinkcentral.com
My Librarian is a Camel exploration
My Librarian is a Camel exploration
Visit the International Children’s Digital Library
http://www.icdlbooks.org
to learn about books in other languages.
Discuss the different modes of transportation
Visit the International Children’s Digital Library
http://www.icdlbooks.org
to learn about books in other languages.
Discuss the different modes of transportation
used to bring books to children.
used to bring books to children.
Lesson 4
Standard 6- An ELL can analyze and critique the arguments of others orally and in writing.
Standard 9- create clear and coherent grade-appropriate speech and text
Standard 10-make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To identify and explain the theme of a story /To analyze and evaluate a text “The Power of W.O.W”
Grammar/Writing Skill: To identify and punctuate fragments and run on sentences
/Narrative Writing Paragraphs
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 8 of 15
Materials Bank
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled
reader or short story (graphic organizers
for theme)
S.6
•identify a point an author or speaker
makes
• agree or disagree with the author or
speaker
S.9
with support (including context and
visual aids), and using non‐verbal
communication,
• communicate simple information
about an event or topic
• use a narrow range of vocabulary and
syntactically simple sentences with
limited control.
• recount a simple sequence of events
in
order
• use frequently occurring linking words
(e.g., and, then)
S.10
recognize and use some frequently
occurring nouns, pronouns, verbs,
prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response
to prompts.
Listening and Speaking:
Sentence Frames Journeys ELL Support
Cards
Create Web for discussion. How can we
help ourselves and others in our
community?
A community can help________.
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will read ESL leveled reader or short
story. (graphic organizer for theme )
S.6
• tell how one or two reasons support the
specific points an author or speaker makes or
fails to make.
S.9
with support (including modeled sentences),
• introduce an informational topic
• present one or two facts about the topic
• recount a short sequence of events in order
• use an increasing range of temporal and
other
linking words (e.g., next, because, and, also)
• provide a concluding statement
with emerging and developing control.
S.10
• use some prepositional phrases
• produce and expand simple and compound
sentences.
Journeys Grammar Snap Videos
Complete Sentences and Sentence
Fragments
www.thinkcentral.com
The Power Of W.O.W:
In a group (various abilities) write short story
with script to act out in front of class
Journal about the theme of the story
The Power Of W.O.W:
In a group(various abilities) write short story
with script to act out in front of class
The Power of Wow reading: Compare
Concepts Explain the main idea of “The Kid’s
Guide to Money” in your own words. Then
explain the details that support it. Now think
about Ileana and her friends. What could they
learn from and add “The Kid’s Guide to Money”?
Present your ideas in a small group.
Lesson 5
Standard 4-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
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Materials Bank
Target Skill/ Target Strategy: To identify details of main characters in a story/ To infer and predict information in a text. “Stormalong”
Grammar/Writing Skill: To identify proper nouns /Narrative Writing Paragraphs
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled
reader or short story. (graphic organizer
main character)
S.4
•express an opinion about a familiar
topic.
•construct a simple claim about a
familiar topic
• give a reason to support the claim.
S.10
•recognize and use some frequently
occurring nouns, pronouns
• produce simple sentences in response
to prompts.
Listening and Speaking:
Sentence Frames Journeys ELL Support
Cards
Engage students in conversation about
oceans.
The ocean is a home for _________.
Online games and websites for:
sign on to www.thinkcentral.com
Journeys/Resources/ELD station cross
curricular activity bank/language
Play “Noun Dunk” or “Sentence Ball”
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will read ESL leveled reader or short
story. (graphic organizer main character )
S.4
• construct a claim about familiar topics
• introduce the topic
• provide a few reasons or facts to support
the
claim.
S.10
•recognize and use some frequently
occurring nouns, pronouns
• use some prepositional phrases
• produce and expand simple and compound
sentences.
Journeys Grammar Snap Videos
Common and Proper Nouns
www.thinkcentral.com
Online games and websites for:
sign on to www.thinkcentral.com
Journeys/Resources/ELD station cross
curricular activity bank/language
Play “Noun Dunk” or “Sentence Ball”
Lesson 7
Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To distinguish the difference between fact and opinion/Summarize “Coming Distraction Questions Movie”
Grammar/Writing Skill: To identify and use simple verb tenses in a sentence/Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled reader or short story. (graphic
organizer fact and opinion)
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will read ESL leveled reader or short story. (graphic
organizer fact and opinion)
S.5
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Materials Bank
• recall information from experience
• gather information from a few provided sources
• label some key information.
• record some information.
with support (including
visual aids and modeled
sentences),
S.5
• recall information from experience
• gather information from print and digital sources
to answer a question
• identify key information in orderly notes.
S.10
• recognize and use some frequently occurring nouns, pronouns,
verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to prompts.
S.10
with support (including
context and visual aids),
• recognize and use a small number of frequently occurring nouns,
noun phrases, and verbs
• understand and respond to simple questions.
Listening and Speaking:
Sentence Frames Journeys ELL Support Cards
Writing Activities
Journal factual information from the story that interested them and opinion
that you agreed or disagreed with
Technology Advertisement Activity
Analyze Advertising Think of an advertisement you have seen recently for
sodas or snack foods. What effect are these ads supposed to have on
viewers? How do you know? Discuss with a partner whether you think this
effect is positive or negative, why you think so and journal
Creating an advertisement using a video camera
.
Coming Distraction Questions Movieshttp://www.cram.com/flashcards/comprehension-questions-forcoming-distractions-1937603Use following website to answer questions
about film making with a partner.
Technology Advertisement Activity
Creating an advertisement using a video camera
.
Online games verb tenses
http://www.mrnale.com/Journeys_Lesson_Activities_Grade_4.htm#5
Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Online games verb tenses
http://www.mrnale.com/Journeys_Lesson_Activities_Grade_4.htm#5
Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson 8
Standard 2- participate in grade-appropriate oral and written exchanges of information,
ideas, and analyses, responding to peer, audience, or reader comments and questions
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: Understanding Characters/ Visualize “Me and My Uncle Romie”
Grammar/Writing Skill: progressive verb tenses in a sentence/Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story (graphic organizer character)
Guided Reading and Listening
Students will read ESL leveled reader or short
story. (graphic organizer characters)
participate in short conversations
• participate in short
written exchanges
• actively listen to others
• respond to simple questions and wh‐questions
S.2
participate in short conversations and discussions
• participate in short written exchanges
• respond to others’ comments
• add some comments of his or her own
• ask and answer questions
S.2
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Materials Bank
S.10
• recognize and use some frequently occurring
nouns, pronouns, verbs, prepositions, adjectives,
adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
Sentence Frames Journeys ELL Support Cards
Me and Uncle Romie Art Center Activity
Provide colored paint, newspaper, photographs,
and cloth for student collage or portraits
Online Websites:
http://www.cram.com/flashcards/comprehension‐
questions‐for‐coming‐distractions‐1937603.
http://classroom.jc‐schools.net/basic/la‐
grammar.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
S.10
with support (including
context and visual aids),
• recognize and use a small number of frequently
occurring nouns, noun phrases, and verbs
• understand and respond to simple questions.
Art/Social Studies: Researching about the artist
Romare Bearden
Writing:
Have students complete a Theme Concept
Chart that gives evidence and justification for
determining the theme in Me and Uncle Romie
.
Online Websites:
http://www.cram.com/flashcards/comprehension‐
questions‐for‐coming‐distractions‐1937603
http://classroom.jc‐schools.net/basic/la‐
grammar.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Standards Covered
Core: English Language Arts
LA.4.CCSS.ELA-Literacy.L.4: Language
Conventions of Standard English
LA.4.CCSS.ELA-Literacy.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LA.4.CCSS.ELA-Literacy.L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
LA.4.CCSS.ELA-Literacy.L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).
LA.4.CCSS.ELA-Literacy.L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA.4.CCSS.ELA-Literacy.L.4.2c: Use a comma before a coordinating conjunction in a compound sentence.
LA.4.CCSS.ELA-Literacy.L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
LA.4.CCSS.ELA-Literacy.L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LA.4.CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
LA.4.CCSS.ELA-Literacy.L.4.3b: Choose punctuation for effect.
LA.4.CCSS.ELA-Literacy.L.4.3c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and Use
LA.4.CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
LA.4.CCSS.ELA-Literacy.L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
LA.4.CCSS.ELA-Literacy.L.4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
LA.4.CCSS.ELA-Literacy.L.4.4c: 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.
LA.4.CCSS.ELA-Literacy.L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LA.4.CCSS.ELA-Literacy.L.4.5a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
LA.4.CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
LA.4.CCSS.ELA-Literacy.R.4: Reading
LA.4. CCSS.ELA-Literacy.RI.4: Informational Text
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Craft and Structure
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
LA.4.CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LA.4.CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LA.4.CCSS.ELA-Literacy.RF.4: Foundational Skills
Fluency
LA.4.CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
LA.4.CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
LA.4.CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
LA.4.CCSS.ELA-Literacy.RF.4.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonics and Word Recognition
LA.4.CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
LA.4.CCSS.ELA-Literacy.RF.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.
LA.4.CCSS.ELA-Literacy.RL.4: Literature
Craft and Structure
LA.4.CCSS.ELA-Literacy.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).
LA.4.CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
LA.4.CCSS.ELA-Literacy.RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
LA.4.CCSS.ELA-Literacy.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.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LA.4.CCSS.ELA-Literacy.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).
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
LA.4.CCSS.ELA-Literacy.SL.4: Speaking and Listening
Comprehension and Collaboration
LA.4.CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
LA.4.CCSS.ELA-Literacy.SL.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.
LA.4.CCSS.ELA-Literacy.SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
LA.4.CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
LA.4.CCSS.ELA-Literacy.SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LA.4.CCSS.ELA-Literacy.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LA.4.CCSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LA.4.CCSS.ELA-Literacy.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. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
LA.4.CCSS.ELA-Literacy.W.4: Writing
Production and Distribution of Writing
LA.4.CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
LA.4.CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
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command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Range of Writing
LA.4.CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Research to Build and Present Knowledge
LA.4.CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LA.4.CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LA.4.CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LA.4.CCSS.ELA-Literacy.W.4.9a: Apply grade 4 Reading standards to literature (e.g., “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].”).
Text Types and Purposes These broad types of writing include many subgenres.
LA.4.CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
LA.4.CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
LA.4.CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
LA.4.CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
LA.4.CCSS.ELA-Literacy.W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
LA.4.CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
LA.4.CCSS.ELA-Literacy.W.4.3c: Use a variety of transitional words and phrases to manage the sequence of events.
LA.4.CCSS.ELA-Literacy.W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
LA.4.CCSS.ELA-Literacy.W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. ELA-Distinguishing Main Idea and Secondary Details
2. ELA Narrative Text Structure
3. ELA-Identifying Author’s Purpose in a Newspaper
4. ELA-Biography
5. ELA-Antagonist
6. ELA-Compare and Contrast Passages
7. ELA-Categorizing Texts According to Author’s Purpose
8. ELA-Compare and Contrast Editorials
9. ELA-Changing an Author’s Purpose
10. ELA-Close Reading-Animal Defenses
11. ELA-Fact and Opinion
12. ELA-Explicit Information vs. Drawing Conclusions
13. ELA-Editorials-Facts that Support Opinions
14. ELA-Protagonist
15. ELA-Reading Group Activities
16. ELA-Relationship Between the Protagonist and Antagonist
17. ELA-Understanding Vocabulary
18. ELA-Main Idea-Topic Sentence
19. ELA-Signal Words in Expository Text
20. ELA-Poems, Drama, and Prose
21. ELA-Check Reading Comprehension and Apply Writing
22. ELA-Pink and Say
23. ELA-Paired Text Questions: A Wonder Book - "The Gorgon's Head" & "The Golden Touch"
24. ELA-Historical Events
25. ELA-Inferring with Details
26. ELA-4th Grade Argumentative Writing: Crafting a Persuasive Speech
27. ELA-4th Grade Opinion Writing
28. Private and Personal Information
29. Super Digital Citizen
30. Digital Citizenship Pledge
Resources:
1. ELA-WritingFix.com
2. ELA-ReadWriteThink
3. ELA-Reading and Writing Lesson Plans for Teachers
4. ELA-Reading and Writing Project
5. ELA-Reading Rockerts
6. ELA-National Writing Project
7. ELA-Into the Book
8. ELA-PBS LearningMedia
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9. ELA-Reading Is Fundamental
10. ELA-Education World
11. ELA-Education Northwest
12. ELA-Discovery Education
13. ELA-Annenberg Learner
14. ELA-Teaching Channel
15. ELA-ShareMyLesson
16. ELA-The Teacher's Corner
17. ELA-Busy Teacher's Cafe
18. ELA-K-12 Internet Resource Center
19. ELA-neok12
20. ELA-Quizlet
21. ELA-Internet4Classrooms
22. ELA-Instructional Support Tools
23. ELA-Freeology
24. ELA-The Story Starter
25. .ELA-Worksheet Works
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: BLANCHARD, MARY (4/21/2015 12:48 PM)
Last modified by: Administration, Test (4/8/2016 10:27 AM)
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English Language Arts G4 Q2
Unit: Core: English Language Arts , Grade(s) 4th Grade
English Language Arts G4 Q2
Duration: 10 Weeks
Unit
Scope and Sequence
INSTRUCTIONAL ALIGNMENT:
LESSON #9 (T 225-297)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What are some different ways to do research? Write About Reading: T 257
Target Skill: Conclusions and Generalizations
Target Strategy: Question - “Dear Mr. Winston” & “Field Guide to
Snakes of the Southwest”
Writing: Informative Writing: Explanatory Essay
DIFFERENTIATION
Leveled Readers
Informative Writing: Explanatory Essay: T 276-279
Write in Reader
Reader’s Notebook
“Reptiles as Pets”
My WriteSmart
“Painting the Ocean”
Cumulative Performance Assessment: Task 4 of 5
Literacy Centers
“Soccer Sisters”
Research and Media Performance Task: pp. xxiv-xxv
“Think Before You Speak”
“Sisters Play Soccer”
Focus Trait: Organization
Writing: Common Core Handbook
Thinkcentral
Grammar: Compound and Complex Sentences
Spelling: Vowel + /r/Sounds
Differentiate Comprehension: T 288-289
Optional Lesson: LLG pp. 202-203
Differentiate Vocabulary Strategy: T 294-
Vocabulary: T 236-239
295
Options for Reteaching: T 296-297
ASSESSMENTS OPTIONS: Weekly Test T 280-281, Performance Assessment, Cold Reads, Examview, Assessment App,Spelling T271, Informative Writing T278-279, Grammar T274-275
SOC Standards: 4.E.22 Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual
formats (pictures, diagrams, graphs).
ACADEMIC
SCI Standards: LS: Earth’s Living History and 2. Fossils can be compared to one another and to present day organisms according to their similarities and differences.
CONNECTIONS
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1a Identify verbal, physical,
and situational cues that indicate how others may feel; 2B.1a Identify differences among and contributions of various social and cultural groups; 2D.1a Describe causes and consequences of
conflicts and 3A.1a Demonstrate the ability to respect the rights of self and others.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #10 (T 299-374)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What does it take to be a great performer?
Write About Reading: T 331
Target Skill: Author’s Purpose
Informative Writing: Explanatory Essay:T 350-351
Target Strategy: Analyze/Evaluate-“Jose! Born to Dance” & “Dance
to the Beat”
Writing: Informative Writing
DIFFERENTIATION
Leveled Readers
“Artists in Training”
“Isadora Duncan”
Cumulative Performance Assessment: Task 5 of 5
“Jackson Pollock in Action”
Research and Media Performance Task: pp. xxiv-xxv
“Luciano Pavarotti”
“The Life of Jackson Pollock”
Focus Trait: Word Choice
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Grammar: Pronouns
Spelling: More Vowel + /r/Sounds
Optional Lesson: LLG pp. 204-205
Vocabulary: T 310-313
Differentiate Comprehension: T 366-367
Differentiate Vocabulary Strategy: T372373
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Materials Bank
Options for Reteaching: T 374-375
ASSESSMENTS
OPTIONS: Unit Test, Test Power T357: 360, Weekly Test T354-355 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 345, Informative Writing T 352-353,
Grammar T 348-349
ACADEMIC
SEL Standards: 1B.1a Describe personal skills and interests that one wants to develop; 2A.1b Describe the expressed feelings and perspectives of others and 2B.1a Identify differences among
CONNECTIONS
and contributions of various social and cultural groups.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #11 (T 1-73)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What are the benefits of studying weather?
Write About Reading: T 31
Target Skill: Text and Graphic Features
Opinion Writing: Persuasive Paragraph:T 52-55
Target Strategy: Infer/Predict - “Hurricanes: Earth’s Mightiest
Storms” & “Recovering from Katrina”
Writing: Opinion Writing
DIFFERENTIATION
Leveled Readers
Write in Reader
Reader’s Notebook
“Tornados”
My WriteSmart
“Volcanoes”
Cumulative Performance Assessment: Task 1 of 5
Literacy Centers
“Tsunami”
Research and Media Performance Task: pp. xxiv-xxv
“Nature Destroys, Nature Renews”
“The Big, Dangerous Wave”
Focus Trait: Ideas
Writing: Common Core Handbook
Thinkcentral
Grammar: Frequently Confused Words
Spelling: Compound Words
Differentiate Comprehension: T 64-65
Optional Lesson: LLG pp. 206: 207
Differentiate Vocabulary Strategy: T 70-71
Vocabulary: T 12-15
Options for Reteaching: T 72-73
ASSESSMENTS OPTIONS: Weekly Test T 56-57, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 47, Opinion Writing T 54-55, Grammar T 50-51
SCI Standards: PS: Electricity, Heat and Matter; 2. Energy can be transformed from one form to another or can be transferred from one location to another and ESS: Earth’s Surface 1. Earth’s
ACADEMIC
surface has specific characteristics and landforms that can be identified.
CONNECTIONS
SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others; 2C.1b Analyze ways to work effectively in groups; and 3C.1b Identify and perform roles that contribute to
one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #12 (T 75-146)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How do natural disasters affect people?
Write About Reading: T 107
Target Skill: Sequence of Events
Opinion Writing: Problem-Solution Composition:T 126-
DIFFERENTIATION
Leveled Readers
“Keeping Safe in an Earthquake”
Target Strategy: Visualize-“The Earth Dragon Awakes” & “Twisters” 127
“Sailing to Safety”
Writing: Opinion Writing
“Little Hare and the Thundering Earth”
Cumulative Performance Assessment: Task 2 of 5
Focus Trait: Ideas
Grammar: Possessive Nouns
Research and Media Performance Task: pp. xxiv-xxv
“Two Against the Mississippi”
“A New Name for Lois”
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Spelling: Words with -ed and-ing
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
Optional Lesson: LLG pp. 208-209
Differentiate Comprehension: T 138-139
Vocabulary: T 86-89
Differentiate Vocabulary Strategy: T 144145
Options for Reteaching: T 146-147
ASSESSMENTS OPTIONS: Weekly Test T130-131 , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T121, Opinion Writing T128-129, Grammar T124-125
SCI Standards: PS: Electricity, Heat and Matter 2. Energy can be transformed from one form to another or can be transferred from one location to another.
ACADEMIC
SEL Standards: 2A.1a Identify verbal, physical, and situational cues that indicate how others may feel and 3B.1b Generate alternative solutions and evaluate their consequences for a range of
CONNECTIONS
academic and social situations.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #13 (T 149-227)
DIGITAL / PRINT TEXT
Essential Question: How are the different parts of an ecosystem
connected?
PERFORMANCE TASKS
Write About Reading: T 181
DIFFERENTIATION
Leveled Readers
Opinion Writing: Persuasive Letter: T 206-209
Science”
Reader’s Notebook
“Really, Really Cold!”
Target Skill: Sequence of Events
Target Strategy: Summarize - “Antarctic Journal” & “Cold, Cold
Write in Reader
“Amazing Birds of Antarctica”
Cumulative Performance Assessment: Task 3 of 5
“An Icy Adventure”
Research and Media Performance Task: pp. xxiv-xxv
Literacy Centers
Writing: Common Core Handbook
“Heroes of Antarctica”
Thinkcentral
“A Visit to Antarctica”
Writing: Opinion Writing
My WriteSmart
Focus Trait: Voice
Grammar: Modal Auxiliaries
Differentiate Comprehension: T 218-219
Spelling: More Words with-ed and-ing
Differentiate Vocabulary Strategy: T 224-
Optional Lesson: LLG pp. 210-211
225
Vocabulary: T 160-163
Options for Reteaching: T 226-227
ASSESSMENTS OPTIONS: Weekly Test T 210-211, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 201, Opinion Writing T208-209, Grammar T204-205
ACADEMIC
CONNECTIONS
SCI Standards ESS: Earth’s Surface 1. Earth’s surface has specific characteristics and landforms that can be identified; LS: Earth’s Living History 1. Changes in an organism’s environment are
sometimes beneficial to its survival and sometimes harmful and 2. Fossils can be compared to one another and to present day organisms according to their similarities and differences.
SEL Standards: 3B.1b Generate alternative solutions and evaluate their consequences for a range of academic and social situations.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #14 (T 229-303)
DIGITAL / PRINT TEXT
Essential Question: How do living things each have an important
PERFORMANCE TASKS
Write About Reading: T 263
DIFFERENTIATION
Leveled Readers
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Write in Reader
Page 3 of 13
Materials Bank
role in the world?
Opinion Writing: Persuasive Essay: T 282-285
Target Strategy: Question - “The Life and Times of the Ant” & “The
Dove and the Ant”
Reader’s Notebook
“Ants of All Kinds”
Target Skill: Text and Graphic Features
“The Lives of Social Insects”
Cumulative Performance Assessment: Task 4 of 5
“Arthropods Rule!”
Research and Media Performance Task: pp. xxiv-xxv
Literacy Centers
Writing: Common Core Handbook
“Love Those Bugs!”
Thinkcentral
“Arthropods Everywhere!”
Writing: Opinion Writing
My WriteSmart
Focus Trait: Organization
Grammar: Participles
Differentiate Comprehension: T 294-295
Spelling: Final Long e
Differentiate Vocabulary Strategy: T 300-
Optional Lesson: LLG pp. 212-213
301
Vocabulary: T 240-243
Options for Reteaching: T 302-303
ASSESSMENTS OPTIONS: Weekly Test T 286: 287, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 277, Opinion Writing T 284-285, Grammar T 280-281
ACADEMIC
SEL Standards: 2C.1a Describe approaches for making and keeping friends.
CONNECTIONS
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #15 (T 305-381)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: Why is it important to be informed about what Write About Reading: T 337
is happening in our world?
DIFFERENTIATION
Leveled Readers
Opinion Writing: Persuasive Essay:T 356-359
“Squash in the Schoolyard”
Target Skill: Main Ideas and Details
Target Strategy: Monitor/Clarify - “Ecology for Kids” & “Wonderful
Weather”
“The Seal Who Wanted to Live”
Cumulative Performance Assessment: Task 5 of 5
“Dad’s Garden”
Research and Media Performance Task: pp. xxiv-xxv
“The Princess and the Manatee”
“A Father’s Garden ”
Writing: Opinion Writing
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Ideas
Grammar: Irregular Verbs
Differentiate Comprehension: T 372-373
Spelling: Changing Final y to i
Optional Lesson: LLG pp. 214-215
Differentiate Vocabulary Strategy: T 378379
Vocabulary: T 316-319
Options for Reteaching: T 380-381
ASSESSMENTS
OPTIONS: Benchmark Test, Test Power T 363: 366, Weekly Test T 360-361, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Opinion Writing T 358-359,
Grammar T 354-355
ACADEMIC
SCI Standards LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
CONNECTIONS
SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
ESL: ELL standards corresponding to English Language Arts Grade 4 - Quarter 2 Scope and Sequence
Lesson 9
Standard 4-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 9- create clear and coherent grade-appropriate speech and text
Target Skill/ Target Strategy: To make generalizations and conclusions from a text/
To ask questions in a text to help with comprehensions “Dear Mr. Winston” & “Field Guide to Snakes of the Southwest”
Grammar/Writing Skill: To identify and create compound and complex sentences
/Informative Writing: Explanatory
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. What generalization and
conclusions can you make about the story
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. What generalization and
conclusions can you make about the story
S.4
•express an opinion about a familiar topic.
•construct a simple claim about a familiar topic
• give a reason to support the claim.
S.4
S.9
with support (including visual aids and modeled
sentences),
• communicate simple information about a topic
• recount a simple sequence of events in
Order
use a narrow range of vocabulary and syntactically
simple sentences
• use frequently occurring linking words (e.g., and,
then)
with limited/emerging control.
Science/Writing: Researching about snakes and
creating a chart/poster. Present chart and write
simple and compound sentences.
Sentence Frames Journeys ELL Support Cards
Online Websites:
Grammar/Vocabulary
http://www.cram.com/flashcards/comprehension‐
questions‐for‐coming‐distractions‐1937603.
• construct a claim about familiar topics
• introduce the topic
• provide a few reasons or facts to support the
claim.
S.9
with support (including modeled sentences),
• introduce an informational topic
• present one or two facts about the topic
• recount a short sequence of events in order
• use an increasing range of temporal and other
linking words (e.g., next, because, and, also)
• provide a concluding statement
with emerging/developing control.
Science/Writing:
Research Snakes Research a snake that lives
somewhere other than the Southwest. Make a
chart with facts such as where the snake lives,
what it eats, how long it is, and whether or not it is
venomous. Present your chart to the class and
write a paragraph using compound and complex
sentences.
Online Websites:
Grammar/ Vocabulary
http://www.cram.com/flashcards/comprehension‐
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
http://classroom.jc‐schools.net/basic/la‐
grammar.html
questions‐for‐coming‐distractions‐1937603
http://classroom.jc‐schools.net/basic/la‐
grammar.html
Research:
www.ducksters.com
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Research:
www.ducksters.com
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson11
Standard 4-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text
Target Skill/ Target Strategy: To read and comprehend text and graphic features/ To infer and predict information in a text “Hurricanes” Informational Text
Grammar/Writing Skill:
To identify and distinguish the difference between frequently confused words
To review and identify kinds of verb/Writing an Opinion
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. (reading comprehension of text)
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. (reading comprehension of text)
S.4
S.4
•express an opinion about a familiar topic.
•construct a simple claim about a familiar topic
• give a reason to support the claim.
S.8
relying heavily on context, visual aids, and
knowledge of morphology in his or her native
language,
• recognize the meaning of a few/some
frequently occurring words, phrases, and
formulaic expressions
in simple oral discourse,
read‐alouds, and written texts about familiar
topics, experiences, or events.
• construct a claim about familiar topics
• introduce the topic
• provide a few reasons or facts to support the
claim.
S.8
using context, visual aids, reference materials,
and a developing knowledge of English
morphology,
• determine the meaning of frequently occurring
words and phrases
• determine the meanings of some idiomatic
expressions
in texts about familiar topics, experiences, or
events.
Center Activity
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
Technology /Science/social studies Link
Researching hurricanes, how they occur and the
Center Activity
most destructive hurricanes of time. Create visual and
Technology /Science/social studies Link
facts sheet
Researching hurricanes, how they occur and the
most destructive hurricanes of time, create visual or
PowerPoint
Sentence Frames Journeys ELL Support Cards
Writing:
Talk with a partner about the similarities and
differences between “Hurricanes” and “Recovering
from Katrina.” Answer these questions: What
information does each text provide about the
creation of hurricanes? What facts does each
author give about what happens during and after a
hurricane?
Writing:
Write a Report Write a newspaper report about a
storm or another weather‐related event you have
experienced. Describe what you saw, heard, and
felt. Also explain what effects the event had on your
family,
friends, and community.
Online Websites:
Grammar/Vocabulary
http://www.cram.com/flashcards/comprehension-
Online Websites:
Grammar/ Vocabulary
questions-for-coming-distractions-1937603.
http://www.cram.com/flashcards/comprehensionquestions-for-coming-distractions-1937603
http://classroom.jc-schools.net/basic/lagrammar.html
Research:
www.ducksters.com
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
http://classroom.jc-schools.net/basic/lagrammar.html
Research:
www.ducksters.com
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson13
Standard 1-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 9- create clear and coherent grade-appropriate speech and text
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To sequence events in a text using time order words/To summarize the important details of the text. “Antarctic Journal”
Grammar/Writing Skill: identify modal auxiliaries/Writing an Opinion
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story . Summarize using graphic
organizer
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. Summarize using graphic
organizer
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple
written texts, and oral presentations
S.9
with support (including context and visual
aids), and using non‐verbal communication,
• communicate simple information about an
event or topic
• use a narrow range of vocabulary and
syntactically simple sentences with limited
control.
• recount a simple sequence of events in
order
• use frequently occurring linking words (e.g.,
and,
then)
S10
with support (including context and visual aids)
• recognize and use a small number of
frequently occurring nouns, noun phrases, and
verbs
• understand and respond to simple questions
• recognize and use some
frequently occurring nouns, pronouns, verbs,
prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
S1
use a developing set of strategies to:
• determine the main idea or theme, and
• retell a few key details
• retell familiar stories
S.9
with support (including modeled sentences),
• introduce an informational topic
• present one or two facts about the topic
• recount a short sequence of events in order
• use an increasing range of temporal and other
linking words (e.g., next, because, and, also)
• provide a concluding statement
with emerging and developing control.
S10
with support (including context and visual aids)
use some relative pronouns (e.g., who,
whom, which, that),
• use some relative adverbs (e.g., where,
when, why)
• use some prepositional phrases
• produce and expand simple and compound
sentences.
Center Activity
Center Activity
Technology /Science/social studies Link
Technology /Science/social studies Link
Research about Antarctica, read, discuss and take
Research about Antarctica, read, discuss and take
notes about interesting facts
notes about interesting facts
Sentence Frames Journeys ELL Support Cards
Writing:
Writing:
Talk with a partner about the similarities and
differences between “Hurricanes” and
“Recovering from Katrina.” Answer these
questions: What information does each text
provide about the creation of hurricanes? What
facts does each author give about what happens
during and after a hurricane?
Online Websites:
Grammar/Vocabulary
http://www.quia.com/rr/121293.html
http://classroom.jc-schools.net/basic/lagrammar.html
Extreme Vacation”: The Antarctic is an
environment of extremes. Would you want to
visit or work in Antarctica? Why or why not?
Write a paragraph and provide reasons
supported by facts and details.
Make sure to clearly state your opinion
Online Websites:
Grammar/ Vocabulary
http://www.quia.com/rr/121293.html
http://classroom.jc‐schools.net/basic/la‐
grammar.html
Research:
Research:
www.ducksters.com
www.ducksters.com
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson14
Standard 1-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To read and comprehend text and graphic features/ To ask questions in order monitor and clarify a text “The Life and Times of the Ant”
Grammar/Writing Skill: Participles/Writing an Opinion
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short story . (guided questions)
Guided Reading and Listening
Students will listen to ESL leveled reader or short story. (guided questions)
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple written texts, and oral presentations
S1
use a developing set of strategies to:
• determine the main idea or theme, and
• retell a few key details
• retell familiar stories
S10
with support (including context and visual aids)
• recognize and use a small number of frequently occurring nouns, noun phrases, and
verbs
• understand and respond to simple questions
• recognize and use some
frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
S10
with support (including context and visual aids)
use some relative pronouns (e.g., who,
whom, which, that),
• use some relative adverbs (e.g., where, when, why)
• use some prepositional phrases
• produce and expand simple and compound
sentences.
Center Activity
Make a “Fun Facts” List “The Life and Times of the Ant” contains many facts about ants.
Which facts were the most fun for you to learn about? Quickly
skim the text again and make a list of five facts about ants that you found interesting or
strange.
Center Activity
Continue Researching on the internet for facts about and create a list of facts with partners.
Share your list with a partner.
Sentence Frames Journeys ELL Support Cards
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
Online Websites:
Grammar/Vocabulary
http://letshavefunwithenglish.com/games/irregular_verbs/past_participles/index.html
http://classroom.jc-schools.net/basic/la-grammar.html
Online Websites:
Grammar/ Vocabulary
http://letshavefunwithenglish.com/games/irregular_verbs/past_participles/index.html
Research:
www.ducksters.com
http://www.quia.com/cb/123479.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
http://classroom.jc‐schools.net/basic/la‐grammar.html
Research:
www.ducksters.com
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Standards Covered
Core: English Language Arts
LA.4.CCSS.ELA-Literacy.R.4: Reading
LA.4. CCSS.ELA-Literacy.RI.4: Informational Text
Craft and Structure
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
LA.4.CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LA.4.CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LA.4.CCSS.ELA-Literacy.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.
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LA.4.CCSS.ELA-Literacy.RF.4: Foundational Skills
Fluency
LA.4.CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
LA.4.CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
LA.4.CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Phonics and Word Recognition
LA.4.CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
LA.4.CCSS.ELA-Literacy.RF.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.
LA.4.CCSS.ELA-Literacy.RL.4: Literature
Craft and Structure
LA.4.CCSS.ELA-Literacy.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).
LA.4.CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
LA.4.CCSS.ELA-Literacy.RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LA.4.CCSS.ELA-Literacy.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).
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
LA.4.CCSS.ELA-Literacy.SL.4: Speaking and Listening
Comprehension and Collaboration
LA.4.CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
LA.4.CCSS.ELA-Literacy.SL.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.
LA.4.CCSS.ELA-Literacy.SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
LA.4.CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
LA.4.CCSS.ELA-Literacy.SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LA.4.CCSS.ELA-Literacy.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LA.4.CCSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LA.4.CCSS.ELA-Literacy.W.4: Writing
Production and Distribution of Writing
LA.4.CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
LA.4.CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Range of Writing
LA.4.CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Research to Build and Present Knowledge
LA.4.CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LA.4.CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LA.4.CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LA.4.CCSS.ELA-Literacy.W.4.9a: Apply grade 4 Reading standards to literature (e.g., “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].”).
Text Types and Purposes These broad types of writing include many subgenres.
LA.4.CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
LA.4.CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
LA.4.CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
LA.4.CCSS.ELA-Literacy.W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
LA.4.CCSS.ELA-Literacy.W.4.1d: Provide a concluding statement or section related to the opinion presented.
LA.4.CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LA.4.CCSS.ELA-Literacy.W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. ELA- Identifying Universal Themes Across Cultures
2. ELA-Chronological Order of Events in a Story with a Flashback
3. ELA-Cliffhangers
4. ELA-Choosing the Right Strategy
5. ELA-Comic Strip Creations
6. ELA-Compare and Contrast Author’s Voice
7. ELA-Analyzing Author’s Voice
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 11 of 13
Materials Bank
8. ELA-Alaska Native Stories: Using Narrative to Introduce Expository Text
9. ELA-First Person and Third Person Objective, Limited, and Omniscient Points of View
10. ELA-Focused Word Study
11. ELA-Exception Questions in Stories with a Flashback
12. ELA-Check Reading Comprehension and Apply Writing
13. ELA-Molly's Pilgrim Activity
14. ELA-Learning to Read Nonfiction and Its Text Features
15. ELA-Historical Fiction
16. ELA-Identifying Themes in Biographies
17. ELA-Practicing Listening and Reading Closely
18. ELA-Text Features
19. ELA-The first Thanksgiving: Interactive storybook
20. ELA-Walking in the Woods with Owl Moon
21. ELA-Using Primary Sources
22. ELA-Using Setting to Make Predictions About Characters
23. ELA-Setting Impact on the Plot
24. ELA-Sequence of a Story within a Story
25. ELA-Reading Closely-Lesson 2
26. ELA-Writing opinion essays in response to "The Land of Nod"
27. ELA-Write Persuasively
28. How to Cite a Site
29. Selling Stereotypes
30. The Power of Words
Resources:
1. ELA-Into the Book
2. ELA-National Writing Project
3. ELA-PBS LearningMedia
4. ELA-Reading Is Fundamental
5. ELA-Reading and Writing Lesson Plans for Teachers
6. ELA-Reading and Writing Project
7. ELA-Reading Rockerts
8. ELA-ReadWriteThink
9. ELA-WritingFix.com
10. .ELA-Worksheet Works
11. ELA-Annenberg Learner
12. ELA-Busy Teacher's Cafe
13. ELA-Discovery Education
14. ELA-Education Northwest
15. ELA-Education World
16. ELA-Freeology
17. ELA-Instructional Support Tools
18. ELA-Internet4Classrooms
19. ELA-ShareMyLesson
20. ELA-Teaching Channel
21. ELA-The Story Starter
22. ELA-The Teacher's Corner
23. ELA-Quizlet
24. ELA-neok12
25. ELA-K-12 Internet Resource Center
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: BLANCHARD, MARY (4/21/2015 1:12 PM)
Last modified by: User, Temporary (7/18/2015 10:42 PM)
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
English Language Arts G4 Q3
Unit: Core: English Language Arts , Grade(s) 4th Grade
English Language Arts G4 Q1
Duration: 10 Weeks
Unit
Scope and Sequence
INSTRUCTIONAL ALIGNMENT:
LESSON #16 (T 1-73)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What traits do successful people have?
Write About Reading: T 33
Target Skill: Compare and Contrast
Narrative Writing: Descriptive Paragraph: T 52-55
Target Strategy: Monitor/Clarify - “Riding Freedom” & “Spindletop”
DIFFERENTIATION
Leveled Readers
Reader’s Notebook
“Stagecoach Travel”
My WriteSmart
“Elizabeth’s Stormy Ride”
Cumulative Performance Assessment: Task 1 of 5
Literacy Centers
“Perilous Passage”
Writing: Narrative Writing
Research and Media Performance Task: pp. xxiv-xxv
Focus Trait: Ideas
Write in Reader
Writing: Common Core Handbook
“Come to Nicodemus”
Thinkcentral
“A Dangerous Trip”
Grammar: Adjectives
Spelling: Words with /k/, /ng/, and /kw/
Optional Lesson: LLG pp. 216-217
Differentiate Comprehension: T 64-65
Vocabulary: T 12-15
Differentiate Vocabulary Strategy: T 70-71
Options for Reteaching: T 72-73
ASSESSMENTS OPTIONS: Weekly Test T 56: 57, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 46, Narrative Writing T 54-55, Grammar T 50-51
SOC Standards: 4.GEO.11 The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies
ACADEMIC
CONNECTIONS
and 4.GEO.14 Ohio’s location and its transportation systems continue to influence the movement of people, products and ideas in the United States.
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1a Identify verbal, physical,
and situational cues that indicate how others may feel; 3A.1a Demonstrate the ability to respect the rights of self and others and 3C.1b Identify and perform roles that contribute to one’s local
community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #17 (T 75-147)
DIGITAL / PRINT TEXT
Essential Question: How do people and animals benefit each
other?
PERFORMANCE TASKS
Write About Reading: T 107
DIFFERENTIATION
Leveled Readers
Narrative Writing: Friendly Letter: T 126-129
“Animals Helping People”
Target Skill: Sequence of Events
Target Strategy: Summarize - “The Right Dog for the Job” &
“Knowing Noses: Search-and-Rescue Dogs”
“Animal Doctors”
Cumulative Performance Assessment: Task 2 of 5
“A Rural Veterinarian”
Research and Media Performance Task: pp. xxiv-xxv
“Helping Wild Animals”
“Taking Care of Animals”
Writing: Narrative Writing
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Voice
Grammar: Adverbs
Differentiate Comprehension: T 138-139
Spelling: Words with Final /j/ and /s/
Optional Lesson: LLG pp. 218-219
Differentiate Vocabulary Strategy: T 144145
Vocabulary: T 86-89
Options for Reteaching: T 146-147
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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ASSESSMENTS OPTIONS: Weekly Test T130 –131, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T121, Narrative Writing T128-129, Grammar T124-125
SOC Standards: 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.
ACADEMIC
SCI Standards LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
CONNECTIONS
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2C.1b Analyze ways to work
effectively in groups and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #18 (T 149-225)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What makes a character memorable?
Write About Reading: T 179
Target Skill: Story Structure
Narrative Writing: Story:T 204-207
Target Strategy: Question - “Hercules’ Quest” & “Zomo’s Friends”
DIFFERENTIATION
Leveled Readers
Reader’s Notebook
“King Midas and the Golden Touch”
Cumulative Performance Assessment: Task 3 of 5
“The Adventures of Perseus”
Writing: Narrative Writing
Focus Trait: Word Choice
Write in Reader
“Long Ago in Greece”
Research and Media Performance Task: pp. xxiv-xxv
“The Story of Icarus”
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
“The Story of Perseus”
Grammar: Prepositions and Prepositional Phrases
My WriteSmart
Spelling: Prefixes re-, un-, disOptional Lesson: LLG pp. 220-221
Differentiate Comprehension: T 216-217
Vocabulary: T 160-163
Differentiate Vocabulary Strategy: T 222223
Options for Reteaching: T 224-225
ASSESSMENTS OPTIONS: Weekly Test T208 –209, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T199, Narrative Writing T 206-207, Grammar T 202-203
ACADEMIC
SEL Standards: 2B.1a Identify differences among and contributions of various social and cultural groups; 2C.1a Describe approaches for making and keeping friends and 3C.1b Identify and
CONNECTIONS
perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #19 (T 227-299)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: Why is farming important?
Write About Reading: T 259
Target Skill: Conclusions and Generalizations
Narrative Writing: Personal Narrative:T 278-281
Target Strategy: Infer/Predict - “Harvesting Hope: The Story of
Cesar Chavez” & “The Edible Schoolyard”
Writing: Narrative Writing
Focus Trait: Organization
Cumulative Performance Assessment: Task 4 of 5
Research and Media Performance Task: pp. xxiv-xxv
DIFFERENTIATION
Leveled Readers
“Tough Times”
“Songs for the People”
“The People’s President”
“The Story of Dorothea Lange”
“A President for the People”
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Grammar: Relative Pronouns and Adverbs
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Spelling: Suffixes: ful,-less,-ness,-ment
Differentiate Comprehension: T 290-291
Optional Lesson: LLG pp. 222-223
Differentiate Vocabulary Strategy: T 296-
Vocabulary: T 238-241
297
Options for Reteaching: T 298-299
ASSESSMENTS OPTIONS: Weekly Test T282 –283, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T273, Narrative Writing T280-281, Grammar T 276-277
SOC Standards: 4.GVT.15 Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and
ACADEMIC
CONNECTIONS
the United States and 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively
SEL Standards: 1A.1b Describe and demonstrate ways to express emotions in a socially acceptable manner; 3A.1a Demonstrate the ability to respect the rights of self and others; 3A.1b
Demonstrate knowledge of how social norms affect decision making and behavior; 3B.1b Generate alternative solutions and evaluate their consequences for a range of academic and social
situations and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #20 (T 301-381)
DIGITAL / PRINT TEXT
Essential Question: How do people from different cultures
contribute to American history?
PERFORMANCE TASKS
Write About Reading: T 337
DIFFERENTIATION
Leveled Readers
Narrative Writing: Personal Narrative:T 356-359
Target Skill: Main Ideas and Details
Target Strategy: Visualize - “Sacagawea ” & “Native American
Nature Poetry”
Write in Reader
“Lewis and Clark’s Packing List”
“John Wesley Powell”
Cumulative Performance Assessment: Task 5 of 5
Writing: Common Core Handbook
“Chief Washakie”
Thinkcentral
“Laura Ingalls Wilder”
Writing: Narrative Writing
My WriteSmart
Literacy Centers
“Writer from the Prairie”
Research and Media Performance Task: pp. xxiv-xxv
Reader’s Notebook
Focus Trait: Ideas
Grammar: Abbreviations
Differentiate Comprehension: T 372-373
Spelling: Words with VCV pattern
Differentiate Vocabulary Strategy: T 378-
Optional Lesson: LLG pp. 224-225
379
Vocabulary: T 312-315
Options for Reteaching: T 380-381
ASSESSMENTS OPTIONS: Unit Test, Test Power T363–366, Weekly Test , Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T351, Narrative Writing T358-359, Grammar T354-355
SOC Standards: 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively; 4.H.3 Various groups of people have
ACADEMIC
CONNECTIONS
lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict;
4.GEO.9 A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States and 4.GEO.11
The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
SEL Standards: 2B.1a Identify differences among and contributions of various social and cultural groups and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #21 (T 1-75)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
DIFFERENTIATION
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Materials Bank
Essential Question: How can media be a distraction?
Write About Reading: T 35
Target Skill: Theme
Informative Writing: Summary:T 54-57
Target Strategy: Summarize - “The World According to Humphrey”
& “Make the Switch”
Writing: Informative Writing
Leveled Readers
Write in Reader
“The Truth About Rodents”
“The Magic of Teamwork”
Cumulative Performance Assessment: Task 1 of 5
Writing: Common Core Handbook
“A Dragon’s View”
“Summer with Uncle Vince”
Focus Trait: Ideas
My WriteSmart
Literacy Centers
“The Beltons’ Imagination”
Research and Media Performance Task: pp. xxiv-xxv
Reader’s Notebook
Thinkcentral
Grammar: Comparative and Superlative Adjectives and Adverbs
Spelling: Words with VCV Pattern
Differentiate Comprehension: T 66-67
Optional Lesson: LLG pp. 226-27
Differentiate Vocabulary Strategy: T 72-73
Vocabulary: T 12-15
Options for Reteaching: T 74-75
ASSESSMENTS OPTIONS: Weekly Test T 58: 59, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 49, Informative Writing T 56-57, Grammar T52-53
ACADEMIC
CONNECTIONS
SOC Standards: 4.H.3 Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these
groups have resulted in both cooperation and conflict.
SEL Standards: 2C.1b Analyze ways to work effectively in groups.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #22 (T 77-151)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: What causes change in a community?
Write About Reading: T 109
Target Skill: Cause and Effect
Informative Writing: Explanation:T 130-133
Target Strategy: Infer/Predict - “I Could Do That!” & “The Role of
the Constitution”
Writing: Informative Writing
DIFFERENTIATION
Leveled Readers
“Mill Girls”
“The First Woman Doctor”
Cumulative Performance Assessment: Task 1 of 5
“A Champion of Change”
Research and Media Performance Task: pp. xxiv-xxv
“The Writer Who Changed America”
“Shirley Chisholm”
Focus Trait: Sentence Fluency
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Grammar: Negatives
Spelling: VCCV and VCV Patterns
Optional Lesson: LLG pp. 228-229
Vocabulary: T 88-91
Differentiate Comprehension: T 142-143
Differentiate Vocabulary Strategy: T 148149
Options for Reteaching: T 150-151
ASSESSMENTS OPTIONS: Weekly Test T134–135, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T125, Informative Writing T132-133, Grammar T128-129
SOC Standards: 4.GVT.15 Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and
the United States; 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively; 4.GVT.18 Laws can protect rights,
provide benefits and assign responsibilities; 4.GVT.19 The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the
ACADEMIC
CONNECTIONS
First Amendment; 4.GVT.20 A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States; 4.GVT.21 The Ohio
Constitution and the U.S. Constitution separate the major responsibilities of government among three branches and 4.GEO.11 The regions of the United States known as the North, South and
West developed in the early 1800s largely based on their physical environments and economies.
SEL Standards: 2C.1b Analyze ways to work effectively in groups; 3A.1a Demonstrate the ability to respect the rights of self and others; 3A.1b Demonstrate knowledge of how social norms
affect decision making and behavior and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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ESL
NOTES:
ESL: ELL standards corresponding to English Language Arts Grade 4 - Quarter 3 Scope and Sequence
Lesson16
Standard 5-conduct research and evaluate and communicate findings to answer
questions or solve problems
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To compare and contrast different elements within a story
To monitor and clarify while reading a text “Riding Freedom”
Grammar/Writing Skill: adjectives / Narrative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story . (Venn diagram compare and contrast )
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story. (Venn diagram compare and contrast)
S5
• recall information from experience
• gather information from a few provided sources
• label some key information.
• record some information.
with support (including
visual aids and modeled
sentences),
S5
• recall information from experience
• gather information from print and digital sources
to answer a question
• identify key information in orderly notes.
S10
with support (including context and visual aids)
• understand and respond to simple questions
• recognize and use some frequently occurring
nouns, pronouns, verbs, prepositions, adjectives,
adverbs, and conjunctions
• produce simple sentences in response to
prompts.
Compare a Performance and Text
Skit – select scene from story and have students act
out using qualities of characters from the story.
Compare and Contrast the skit with actual scene
from text.
Science/Technology
Research about dolphins and whales. Compare and
contrast the difference. Use Venn Diagram then
write simple sentences.
S10
with support (including context and visual aids)
recognize and use some frequently occurring
nouns, pronouns, verbs, prepositions, adjectives,
adverbs, and conjunctions
use some relative pronouns (e.g., who,
whom, which, that),
• produce and expand simple and compound
sentences.
Compare a Performance and Text
Skit – select scene from story and have students act
out using qualities of characters from the story.
Compare and Contrast the skit with actual scene
from text.
Science/Technology
Research about dolphins and whales. Compare and
contrast the difference. Use Venn Diagram then
write simple and compound sentences.
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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Materials Bank
Online Websites:
Grammar/Vocabulary
http://www.quia.com/pages/mrsaskew/readingskills
Online Websites:
Grammar/ Vocabulary
http://www.quia.com/pages/mrsaskew/readingskills
http://classroom.jc‐schools.net/basic/la‐
grammar.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson18
Standard 1-construct meaning from oral presentations and literary and informational
text through grade-appropriate listening, reading, and viewing
Standard 10- make accurate use of standard English to communicate in grade appropriate
speech and writing
Target Skill/ Target Strategy: To identify literary elements: character, plot and setting (story structure)/To ask questions in order monitor and clarify a text “Hercules Quest”
Grammar/Writing Skill: prepositions and phrases/ Narrative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story . (Literary Elements )
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story. ( Literary Elements )
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple
written texts, and oral presentations
S1
use a developing set of strategies to:
• determine the main idea or theme, and
• retell a few key details
• retell familiar stories
S10
with support (including context and visual aids)
• understand and respond to simple questions
• recognize and use some frequently occurring
nouns, pronouns, verbs, prepositions,
adjectives, adverbs, and conjunctions
• produce simple sentences in response to
prompts.
S10
with support (including context and visual aids)
•recognize and use some frequently occurring
nouns, pronouns, verbs, prepositions,
adjectives, adverbs, and conjunctions
Discussion
Writing:
• use some prepositional phrases
• produce and expand simple and compound
sentences.
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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After reading children will write summarize
story by sequencing events and focusing on
literary elements: character setting plot
{problem, rising action, climax, resolution}
Think about the theme in “Hercules’ Quest”
and “Zomo’s Friends.” What lesson or new
understanding did you learn from the myth and
the folktale?
Research
Research other folktales from other cultures. Read
Research
the folktales and write its theme. With a partner,
Research other folktales from other cultures. Read
the folktales and write it’s theme. With a partner,
discuss the similarities and differences “Hercules’
Quest.”
discuss the similarities and differences “Hercules’
Quest.”
Online Websites:
Folktales
http://www.kidsgen.com/stories/folk_tales/
Online Websites:
Folktales
http://www.kidsgen.com/stories/folk_tales
**Great website for all journey lessons
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
http://guest.portaportal.com/4thgradejourneys
Lesson19
Standard 4- construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 9- create clear and coherent grade-appropriate speech and text
Target Skill/ Target Strategy: To draw conclusions and generalizations in a text/To infer and predict information in a story “Harvest Hope”
Grammar/Writing Skill: To identify and dependent clauses in a sentence / Narrative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled reader or
short story . (drawing conclusions)
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short story. ( drawing conclusions)
S.4
S.4
•express an opinion about a familiar topic.
•construct a simple claim about a familiar topic
• give a reason to support the claim.
S.9
with support (including visual aids and
modeled sentences),
• communicate simple information about a
topic
• recount a simple sequence of events in
Order
use a narrow range of vocabulary and
syntactically simple
sentences
• use frequently occurring linking words (e.g.,
• construct a claim about familiar topics
• introduce the topic
• provide a few reasons or facts to support the
claim.
S.9
with support (including modeled sentences),
• introduce an informational topic
• present one or two facts about the topic
• recount a short sequence of events in order
• use an increasing range of temporal and other
linking words (e.g., next, because, and, also)
• provide a concluding statement
with emerging/developing control.
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Materials Bank
and,
then)
with limited/emerging control.
Writing
Writing
Write a paragraph drawing a conclusion to describe the purpose of the selection
Draw a conclusion to do describe the
purpose of the story through discussion
and writing simple sentences.
Pair/Share
Farming is an important industry in many communities. Work with a partner to list the different agricultural products
that are grown in or near your community. Discuss how the farming of these products affects your community. Share
your findings with the class. (relate this to Ohio)
Pair/Share
Farming is an important industry in many
communities. Work with a partner to list the
different agricultural products that are grown in or
near your community. Discuss how the farming of
these products affects your community. Share
your findings with the class. (relate this to Ohio)
Online Websites:
Independent and Dependent Clause
http://www.quia.com/cb/117062.html
Online Websites:
Independent and Dependent Clause
http://www.quia.com/cb/117062.html
http://www.softschools.com/quizzes/grammar/identifying_subordinate_dependent_clauses/quiz3637.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson21
Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
Standard 10-make accurate use of standard English to communicate in grade appropriate speech and writing
Target Skill/ Target Strategy: To identify and explain the theme of a story/To summarize main events of a text “The World According to Humphrey”
Grammar/Writing Skill: Comparative and Superlative Adjectives and Adverbs / Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story . Graphic organizer for Theme
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story. Graphic Organizer for Theme
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple written texts,
and oral presentations
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple written texts,
and oral presentations
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S10
with support (including context and visual aids)
• recognize and use a small number of frequently
occurring nouns, noun phrases, and verbs
• understand and respond to simple questions
• recognize and use some frequently occurring nouns,
pronouns, verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
S10
with support (including context and visual aids)
• recognize and use a small number of frequently
occurring nouns, noun phrases, and verbs
• understand and respond to simple questions
• recognize and use some frequently occurring nouns,
pronouns, verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to
prompts.
Writing
Writing
Would you rather watch TV in the evening or play
games and tell stories like the Thomas family did
when their TV was unplugged? Explain your
thoughts in a paragraph. Support your reasons with
facts and details from the story as well as your own
experiences.
Journal Identify and explain the theme of the story.
What did you learn from the story.
Adjectives and AdverbsActivity:
Facilitate small white boards to students for assessment.
Use PowerPoint or write words on board. Give student
adjective or adverb, Ex: tall, then student will write
comparative and/or superlative
Adjectives and AdverbsActivity:
Facilitate small white boards to students for assessment.
Use PowerPoint or write words on board. Give student
adjective or adverb, Ex: tall, then student will write
comparative and/or superlative
Online Websites:
Adjectives Comparative and Superlative
http://www.eslgamesplus.com/comparatives‐
superlatives‐wild‐zoo‐animals‐vocabulary‐grammar‐
interactive‐monkey‐fun‐activity/
Online Websites:
Adjectives Comparative and Superlative
http://www.eslgamesplus.com/comparatives‐
superlatives‐wild‐zoo‐animals‐vocabulary‐grammar‐
interactive‐monkey‐fun‐activity/
https://learnenglishkids.britishcouncil.org/en/grammar‐
games/comparatives‐and‐superlatives
https://learnenglishkids.britishcouncil.org/en/grammargames/comparatives-and-superlatives
http://www.superteachertools.us/jeopardyx/jeopardyreview-game.php?gamefile=170655#.VV3_KPlVg4k
(adverbs)
https://jeopardylabs.com/play/review-for-adjectiveorder-comparative-superlative-adverbs (adjective and
adverbs)
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson22
Standard 4-construct grade-appropriate oral and written claims and support them with
reasoning and evidence
Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems
Standard 7- adapt language choices to purpose, task, and audience when speaking and writing
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Target Skill/ Target Strategy: To identify cause and effect of a text/To infer and predict information in a text, “I Could Do That!”
Grammar/Writing Skill: To identify and use contractions with negatives/
Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short story . ( inferences and
predictions)
Guided Reading and Listening
Students will listen to ESL leveled reader or short story. (inferences and
predictions)
S.4
•express an opinion about a familiar topic.
•construct a simple claim about a familiar topic
• give a reason to support the claim.
S.4
• construct a claim about familiar topics
• introduce the topic
• provide a few reasons or facts to support the claim.
S.5
• recall information from experience
• gather information from a few provided sources
• label some key information.
• record some information.
with support (including visual aids and modeled sentences)
S.5
• recall information from experience
• gather information from print and digital sources
to answer a question
• identify key information in orderly notes.
S7
• recognize and use the meaning of some words learned through
conversations, reading, and being read to.
•adapt language choices to different social and
academic contents
S7
with developing control,
• adapt language choices according to purpose, task, and audience
• use an increasing number of general academic and content‐specific words,
phrases, and expressions in conversation,
discussions, and short written text.
Writing:
After reading selection go through the story and find the cause(s) and
effect(s) throughout the text.
ContractionsActivity:
Facilitate small white boards to students for assessment. Use PowerPoint or
write words on board. Give student contraction words, Ex: could not, then
student will write contraction on their white boards
Writing:
Imagine that you could talk to Esther Morris. What would you say to her?
Write your thoughts in a short letter. Be sure to include a salutation, the
date, and a closing.
Contractions Activity:
Facilitate small white boards to students for assessment. Use PowerPoint or
write words on board. Give student contraction words, Ex: could not, then
student will write contraction on their white boards
“I Could Do That” Activity ‐ Give students an international list of humanitarian
heroes. Research about people who made a change or a difference for human
rights around the world. Create a PowerPoint or a timeline on your Hero; you
may even add a drawing. Share projects with class.
Online Websites:
http://www.learninggamesforkids.com/vocabulary_games/contractions.html
Online Websites:
Contractions:
http://www.learninggamesforkids.com/vocabulary_games/contractions.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Standards Covered
Core: English Language Arts
LA.4.CCSS.ELA-Literacy.L.4: Language
Conventions of Standard English
LA.4.CCSS.ELA-Literacy.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LA.4.CCSS.ELA-Literacy.L.4.1d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
LA.4.CCSS.ELA-Literacy.L.4.1e: Form and use prepositional phrases.
LA.4.CCSS.ELA-Literacy.L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).
LA.4.CCSS.ELA-Literacy.L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA.4.CCSS.ELA-Literacy.L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
LA.4.CCSS.ELA-Literacy.L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LA.4.CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
LA.4.CCSS.ELA-Literacy.L.4.3c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Vocabulary Acquisition and Use
LA.4.CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
LA.4.CCSS.ELA-Literacy.L.4.4c: 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.
LA.4.CCSS.ELA-Literacy.L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LA.4.CCSS.ELA-Literacy.L.4.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
LA.4.CCSS.ELA-Literacy.L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
LA.4.CCSS.ELA-Literacy.R.4: Reading
LA.4. CCSS.ELA-Literacy.RI.4: Informational Text
Craft and Structure
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
LA.4.CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LA.4.CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LA.4.CCSS.ELA-Literacy.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.
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LA.4.CCSS.ELA-Literacy.RF.4: Foundational Skills
Fluency
LA.4.CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
LA.4.CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
LA.4.CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
LA.4.CCSS.ELA-Literacy.RF.4.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonics and Word Recognition
LA.4.CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
LA.4.CCSS.ELA-Literacy.RF.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.
LA.4.CCSS.ELA-Literacy.RL.4: Literature
Craft and Structure
LA.4.CCSS.ELA-Literacy.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).
LA.4.CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
LA.4.CCSS.ELA-Literacy.RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.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.
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LA.4.CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LA.4.CCSS.ELA-Literacy.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).
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
LA.4.CCSS.ELA-Literacy.SL.4: Speaking and Listening
Comprehension and Collaboration
LA.4.CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
LA.4.CCSS.ELA-Literacy.SL.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.
LA.4.CCSS.ELA-Literacy.SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
LA.4.CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
LA.4.CCSS.ELA-Literacy.SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
LA.4.CCSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LA.4.CCSS.ELA-Literacy.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. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
LA.4.CCSS.ELA-Literacy.W.4: Writing
Production and Distribution of Writing
LA.4.CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
LA.4.CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Range of Writing
LA.4.CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Research to Build and Present Knowledge
LA.4.CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LA.4.CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LA.4.CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LA.4.CCSS.ELA-Literacy.W.4.9a: Apply grade 4 Reading standards to literature (e.g., “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].”).
LA.4.CCSS.ELA-Literacy.W.4.9b: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Text Types and Purposes These broad types of writing include many subgenres.
LA.4.CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
LA.4.CCSS.ELA-Literacy.W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
LA.4.CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
LA.4.CCSS.ELA-Literacy.W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
LA.4.CCSS.ELA-Literacy.W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. ELA-Cinderella
2. ELA-Interpretation of Similes and Metaphors
3. ELA-Paired Text Questions: A Wonder Book - "The Gorgon's Head" & "The Golden Touch"
4. ELA-Puns
5. ELA-Read-Aloud Lesson: Harvesting Hope: The Story of Cesar Chavez
6. ELA-Side by Side Stories
7. ELA-Story Pieces
8. ELA-Story Element Ease
9. ELA-Story Mapping
10. ELA-Matter of Fact or Opinion
11. ELA-More Incredible Inferences
12. ELA-Inference Innovations
13. ELA-Answer Know-How
14. ELA-Question Creation
15. ELA-Strategies Game
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16. ELA-Retell Recap
17. ELA-Retell Review
18. ELA-Strategy Success
19. ELA-Summary Step-Up
20. ELA-The Main Events
21. ELA-Character Connections
22. ELA-Character Consideration
23. ELA-Monitor and Mend
24. ELA-Pun Fun
25. ELA-What Do You Know?
26. ELA-Describing Dragons (Creative Writing)
27. Haiku Poetry, Google Earth, and Wabi Sabi Too
28. Rings of Responsibility
29. Things for Sale
30. What's Cyberbullying?
31. Whose Is It, Anyway?
Resources:
1. ELA-Into the Book
2. ELA-National Writing Project
3. ELA-PBS LearningMedia
4. ELA-Reading Is Fundamental
5. ELA-Reading and Writing Lesson Plans for Teachers
6. ELA-Reading and Writing Project
7. ELA-Reading Rockerts
8. ELA-ReadWriteThink
9. ELA-WritingFix.com
10. .ELA-Worksheet Works
11. ELA-Annenberg Learner
12. ELA-Busy Teacher's Cafe
13. ELA-Discovery Education
14. ELA-Education Northwest
15. ELA-Education World
16. ELA-Freeology
17. ELA-Instructional Support Tools
18. ELA-Internet4Classrooms
19. ELA-K-12 Internet Resource Center
20. ELA-neok12
21. ELA-Quizlet
22. ELA-ShareMyLesson
23. ELA-Teaching Channel
24. ELA-The Story Starter
25. ELA-The Teacher's Corner
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: BLANCHARD, MARY (4/21/2015 1:49 PM)
Last modified by: User, Temporary (7/18/2015 10:52 PM)
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
English Language Arts G4 Q4
Unit: Core: English Language Arts , Grade(s) 4th Grade
English Language Arts G4 Q4
Duration: 10 Weeks
Unit
Scope and Sequence
INSTRUCTIONAL ALIGNMENT:
LESSON #23 (T 153-229)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
Essential Question: How do forests and trees show change?
Write About Reading: T 189
Target Skill: Text and Graphic Features
Informative Writing: Procedural Composition: T 208-211
Target Strategy: Monitor/Clarify - “The Ever-Living Tree ” &
“Towering Trees ”
Writing: Informative Writing
DIFFERENTIATION
Leveled Readers
Write in Reader
Reader’s Notebook
“Forever Green”
“Plants of the Redwood Forest”
Cumulative Performance Assessment: Task 3 of 5
“Life Among the Redwoods”
Research and Media Performance Task: pp. xxiv-xxv
“Gentle Redwood Giants”
“Animals of the Redwood Forest”
Focus Trait: Organization
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Grammar: Punctuation
Spelling: Words with the VCCV Pattern
Differentiate Comprehension: T 220-221
Optional Lesson: LLG pp. 230-231
Differentiate Vocabulary Strategy: T 226-
Vocabulary: T 164-167
227
Options for Reteaching: T 228-229
ASSESSMENTS OPTIONS: Weekly Test T212–213, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T203, Informative Writing T210-211, Grammar T206-207
ACADEMIC
CONNECTIONS
SCI Standards: ESS: Earth’s Surface 2. The surface of Earth changes due to weathering. 3. The surface of Earth changes due to erosion and deposition; LS: Earth’s Living History 1. Changes
in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
SEL Standards: 1C.1a Describe the steps in setting and working toward goal achievement.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #24 (T 231-303)
DIGITAL / PRINT TEXT
Essential Question: How can animal behavior be like human
behavior?
PERFORMANCE TASKS
Write About Reading: T 263
DIFFERENTIATION
Leveled Readers
Informative Writing: Research Report:T 282-285
“Dangerous Waves”
Target Skill: Compare and Contrast
Target Strategy: Analyze/Evaluate - “Owen and Mzee” & “Sea
Sanctuary”
“Flying into History”
Cumulative Performance Assessment: Task 4 of 5
“Helen Keller’s Lifelong Friend”
Research and Media Performance Task: pp. xxiv-xxv
“Champions on Ice”
“Helen Keller’s Special Friend”
Writing: Informative Writing
Write in Reader
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Thinkcentral
Focus Trait: Ideas
Grammar: Commas
Differentiate Comprehension: T 294-295
Spelling: Words with VCCCV Pattern
Optional Lesson: LLG pp. 232-233
Differentiate Vocabulary Strategy: T 300301
Vocabulary: T 242-245
Options for Reteaching: T 302-303
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ASSESSMENTS OPTIONS: Weekly Test T 286: 287, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 277, Informative Writing T 284-285, Grammar T 280-281
SOC Standards: 4.GEO.9 A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United
States.
ACADEMIC
CONNECTIONS
4.E.22 Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats (pictures,
diagrams, graphs).
SCI Standards LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful; PS: Electricity, Heat and Matter 2. Energy
can be transformed from one form to another or can be transferred from one location to another.
SEL Standards: 2C.1a Describe approaches for making and keeping friends and 2D.1a Describe causes and consequences of conflicts.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #25 (T 305-381)
DIGITAL / PRINT TEXT
Essential Question: How do inventions change the way we do
things?
PERFORMANCE TASKS
Write About Reading: T 335
DIFFERENTIATION
Leveled Readers
Informative Writing: Research Report:T 256-259
Target Skill: Author’s Purpose
Target Strategy: Question - “The Fun They Had” & “Toys!”
Writing: Informative Writing
Write in Reader
Reader’s Notebook
“Remarkable Robots”
“The Linney Twins Get Cooking”
Cumulative Performance Assessment: Task 5 of 5
“A Hero Weighs In”
Research and Media Performance Task: pp. xxiv-xxv
Literacy Centers
Writing: Common Core Handbook
“Math Today and Tomorrow”
Thinkcentral
“Dex is a Hero”
Focus Trait: Word Choice
My WriteSmart
Grammar: Proper Mechanics
Spelling: Words with VCV Pattern
Differentiate Comprehension: T 372-373
Optional Lesson: LLG pp. 234-235
Differentiate Vocabulary Strategy: T 378-
Vocabulary: T 316-319
379
Options for Reteaching: T 380-381
ASSESSMENTS
ACADEMIC
OPTIONS: Benchmark Test, Test Power T363: 366, Weekly Test T 360: 361, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 351, Informative Writing T 358-358,
Grammar T354-355
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1a Identify verbal, physical,
and situational cues that indicate how others may feel; 2A.1b Describe the expressed feelings and perspectives of others and 3C.1a Identify and perform roles that contribute to the school
CONNECTIONS
community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #26 (T 1-48)
DIGITAL / PRINT TEXT
Essential Question: How does exploring nature help our
understanding of the world?
PERFORMANCE TASKS
DIFFERENTIATION
Your Turn: Writing T 31
Leveled Readers*
Opinion Writing: Response to Fiction:T 42-45
Accessible
Target Skill: Story Structure
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Write in Reader
Reader’s Notebook
My WriteSmart
Page 2 of 12
Materials Bank
Target Strategy: Visualize - “The Girl Who Loved Spiders”, “Web
Wise”,
Cumulative Performance Assessment: Task 1 of 5
Research and Media Performance Task: pp. xxviii-xxix
“The Spider” & “Spider Ropes”
“Justin and the Best Biscuits”
Literacy Centers
Chapters 1-3, T 238-250
Writing: Common Core Handbook
Thinkcentral
Complex
Writing: Opinion Writing
“Phineas L. MacGuire… Gets Slimed!”
Focus Trait: Word Choice
Chapters 1-3, T 294-307
Grammar: Making Comparisons
More Complex
Spelling: Final Schwa + /r/ Sounds
“Sea Turtles: Ocean Nomads”
Optional Lesson: LLG pp. 236-237
Read Chapter 1, T 350-363
Vocabulary: T 10-12
*will be continued in following lesson.
Differentiated Vocabulary Strategies: T
32-33
ASSESSMENTS OPTIONS: Weekly Test T 46: 47, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 39, Opinion Writing T 44-45, Grammar T 41
ACADEMIC
SOC Standards: 4.GEO.11 The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
CONNECTIONS
SEL Standards: 2A.1b Describe the expressed feelings and perspectives of others.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #27 (T 49-94)
DIGITAL / PRINT TEXT
Essential Question: Why is it important to learn about
amphibians?
PERFORMANCE TASKS
DIFFERENTIATION
Your Turn: Writing: T 77
Leveled Readers*
Opinion Writing: Journal Entry: T 88-91
Accessible
Target Skill: Main Ideas and Details
Target Strategy: Question - “Amphibian Alert!”, “The Frog in the
Milk Pail”, “Toad by the Road” & “The Poison-Dart Frogs”
Writing: Opinion Writing
Cumulative Performance Assessment: Task 2 of 5
“Justin and the Best Biscuits”
Chapters 4-5, T 252-261
Research and Media Performance Task: pp. xxviii-xxix
Complex
Reader’s Notebook
My WriteSmart
Literacy Centers
Writing: Common Core Handbook
Focus Trait: Voice
“Phineas L. MacGuire… Gets Slimed!”
Grammar: More Comparisons
Chapters 4-6, T 308-317
Spelling: The Final Schwa + /l/ Sound
Write in Reader
Thinkcentral
More Complex
Optional Lesson: LLG pp. 238-239
“Sea Turtles: Ocean Nomads”
Vocabulary: T 58-60
Read Chapter 2, T 364-373
*will be continued in following lesson.
Differentiated Vocabulary Strategies: T
78-79
ASSESSMENTS OPTIONS: Weekly Test T 92: 93, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T85, Opinion Writing T 90-91, Grammar T87
ACADEMIC
SCI Standards: LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
CONNECTIONS
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 3 of 12
Materials Bank
INSTRUCTIONAL ALIGNMENT:
LESSON #28 (T 95-140)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question: How do museums teach us about our world? Your Turn: Writing: T 123
Leveled Readers*
Target Skill: Fact and Opinion
Opinion Writing: Public Service Announcement: T 134-
Accessible
Target Strategy: Monitor/Clarify - “Museums: worlds of Wonder”,
137
“Making the Most from Tras”, “Dinosaur Bone,” & “Museum
Farewell”
Writing: Opinion Writing
Cumulative Performance Assessment: Task 3 of 5
Write in Reader
Reader’s Notebook
My WriteSmart
“Justin and the Best Biscuits”
Literacy Centers
Chapters 6-8, T 262-271
Writing: Common Core Handbook
Thinkcentral
Research and Media Performance Task: pp. xxvii-xxix
Complex
Focus Trait: Organization
“Phineas L. MacGuire… Gets Slimed!”
Grammar: Possessive Pronouns
Chapters 7-9, T 318-327
Spelling: Three-Syllable Words
More Complex
Optional Lesson: LLG pp. 240-241
“Sea Turtles: Ocean Nomads”
Vocabulary: T 104-106
Read Chapter 3, T 374-383
*will be continued in following lesson.
Differentiated Vocabulary Strategies: T
124-125
ASSESSMENTS OPTIONS: Weekly Test T138: 139, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling 131T, Opinion Writing T 136-137, Grammar T 133
SOC Standards: 4.H.3 Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these
groups have resulted in both cooperation and conflict; 4.GEO.11 The regions of the United States known as the North, South and West developed in the early 1800s largely based on their
physical environments and economies; and 4.GEO.13 The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, Ohio’s population has
ACADEMIC
become increasingly reflective of the cultural diversity of the United States.
CONNECTIONS
SCI Standards: ESS: Earth’s Surface 1. Earth’s surface has specific characteristics and landforms that can be identified; LS: Earth’s Living History 2. Fossils can be compared to one another
and to present day organisms according to their similarities and differences; and PS: Electricity, Heat and Matter 1. The total amount of matter is conserved when it undergoes a change.
SEL Standards: 1B.1b Explain how family members, peers, school personnel, and community members can support school success and responsible behavior; 2A.1a Identify verbal, physical,
and situational cues that indicate how others may feel and 2A.1b Describe the expressed feelings and perspectives of others.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #29 (T 141-188)
DIGITAL / PRINT TEXT
Essential Question: What can people learn by working for a
cause?
PERFORMANCE TASKS
DIFFERENTIATION
Your Turn: Writing: T 171
Leveled Readers*
Opinion Writing: Opinion Essay: T 182-185
Accessible
Target Skill: Understanding Characters
Target Strategy: Infer/Predict - “Save Timber Woods!”, “Following
Muir: A Persuasive Essay” & “The Comb of Trees,” “Enjoy the
Earth”
Writing: Opinion Writing
Focus Trait: Ideas
Grammar: Correct Pronouns
Cumulative Performance Assessment: Task 4 of 5
Research and Media Performance Task: pp. xxviii-xxix
Write in Reader
Reader’s Notebook
My WriteSmart
“Justin and the Best Biscuits”
Literacy Centers
Chapters 9-10, T 272-281
Writing: Common Core Handbook
Thinkcentral
Complex
“Phineas L. MacGuire… Gets Slimed!”
Chapters 10-12, T 328-337
More Complex
Spelling: Words with Silent Consonants
Optional Lesson: LLG pp. 242-243
“Sea Turtles: Ocean Nomads”
Read Chapter 4, T 384-393
Vocabulary: T 150-152
*will be continued in following lesson.
Differentiated Vocabulary Strategies: T
172-173
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 4 of 12
Materials Bank
ASSESSMENTS OPTIONS: Weekly Test T 186: 187, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T 179, Opinion Writing T 184-185, Grammar T181
SOC Standards: 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively and 4.GVT.18 Laws can protect rights,
provide benefits and assign responsibilities.
ACADEMIC
SCI Standards: LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
CONNECTIONS
SEL Standards: 3B.1b Generate alternative solutions and evaluate their consequences for a range of academic and social situations and 3C.1b Identify and perform roles that contribute to
one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
INSTRUCTIONAL ALIGNMENT:
LESSON #30 (T 189-236)
DIGITAL / PRINT TEXT
PERFORMANCE TASKS
DIFFERENTIATION
Essential Question: What can we do to protect the environment?
Your Turn: Writing: T 219
Leveled Readers
Target Skill: Conclusions and Generalizations
Opinion Writing: Opinion Essay:T 230-233
Accessible
Target Strategy: Sentence Fluency - “Mystery at Reed’s Pond”, “A
Big Python Problem” & “Naming the Turtle,” “Greater Flamingo”
Writing: Opinion Writing
Cumulative Performance Assessment: Task 5 of 5
Research and Media Performance Task: pp. xxviii-xxix
My WriteSmart
Literacy Centers
Chapters 11-12, T 282-291
Writing: Common Core Handbook
Thinkcentral
Grammar: Pronoun Contractions
“Phineas L. MacGuire… Gets Slimed!”
Spelling: Unusual Spellings
Chapters 13-15, T 338-347
Optional Lesson: LLG pp. 244-245
Reader’s Notebook
“Justin and the Best Biscuits”
Complex
Focus Trait: Sentence Fluency
Write in Reader
More Complex
Vocabulary: T 198-200
“Sea Turtles: Ocean Nomads”
Read Chapter 5, T 394-403
Differentiated Vocabulary Strategies: T
220-221
ASSESSMENTS OPTIONS: Unit Test, Weekly Test T186 –187, Performance Assessment, Cold Reads, Examview, Assessment App, Spelling T179, Opinion Writing T184-185, Grammar T181
SOC Standards: 4.GVT.16 Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.
ACADEMIC
SCI Standards: LS: Earth’s Living History 1. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
CONNECTIONS
SEL Standards: 3A.1a Demonstrate the ability to respect the rights of self and others and 3C.1b Identify and perform roles that contribute to one’s local community.
FIELD
EXPERIENCES
ADDITIONAL
Literacy Centers, Projectables, My WriteSmart, Vocabulary Cards, Grab and Go, Thinkcentral, LLG Handbook
RESOURCES
ESL
NOTES:
ESL: ELL standards corresponding to English Language Arts Grade 4 - Quarter 4 Scope and Sequence
Lesson23
Standard 1- construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
Standard 7- adapt language choices to purpose, task, and audience when speaking and writing
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 5 of 12
Materials Bank
Target Skill/ Target Strategy: To read and comprehend a text and graphic features/Monitor and Clarify, “The Ever-Living Tree”
Grammar/Writing Skill: Punctuations/Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short story . (
inference and predictions)
Guided Reading and Listening
Students will listen to ESL leveled reader or short story.
(inference and predictions)
S1
use a very limited set of strategies to:
• identify a few key words and phrases
• identify the main topic
• retell a few key details
from read‐alouds, leveled readers, simple written texts, and oral
presentations
S1
use a developing set of strategies to:
• determine the main idea or theme, and
• retell a few key details
• retell familiar stories
S7
• recognize and use the meaning of some words learned through
conversations, reading, and being read to.
•adapt language choices to different social and
academic contents
Writing:
In partners write interesting facts you learned from the selection
Online Websites:
Punctuations:
http://www.funenglishgames.com/grammargames/punctuation.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
S7
with developing control,
• adapt language choices according to purpose, task, and audience
• use an increasing number of general academic and content‐specific
words,
phrases, and expressions in conversation,
discussions, and short written text.
Writing:
Research the dates of the historical events mentioned in “The
Ever‐Living Tree.” Then use those dates to construct a timeline of
events that occurred throughout the redwood tree’s life.
Summarize the events in the selection to include on your
timeline.
Online Websites:
Punctuations:
http://www.funenglishgames.com/grammargames/punctuation.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson24
Standard 5-conduct research and evaluate and communicate findings to answer
questions or solve problems
Standard 6- An ELL can analyze and critique the arguments of others orally and in writing.
Standard 9- create clear and coherent grade-appropriate speech and text
Target Skill/ Target Strategy: Compare and Contrast/Analyze and Evaluate, “Owen and Mzee”
Grammar/Writing Skill: Commas/Informative Writing
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 6 of 12
Materials Bank
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Guided Reading and Listening
Students will listen to ESL leveled reader or short story . (
compare and contrast Venn Diagram)
S5
• recall information from experience
• gather information from a few provided sources
• label some key information.
• record some information.
with support (including
visual aids and modeled
sentences),
S.6
•identify a point an author or speaker makes
• agree or disagree with the author or speaker
S.9
with support (including visual aids and modeled sentences),
• communicate simple information about a topic
• recount a simple sequence of events in
Order
use a narrow range of vocabulary and syntactically simple
sentences
• use frequently occurring linking words (e.g., and,
then)
with limited/emerging control.
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Students will listen to ESL leveled reader or short story.
(compare and contrast Venn Diagram)
S5
• recall information from experience
• gather information from print and digital sources
to answer a question
• identify key information in orderly notes.
S.6
• tell how one or two reasons support the
specific points an author or speaker makes or fails to make.
S.9
with support (including modeled sentences),
• introduce an informational topic
• present one or two facts about the topic
• recount a short sequence of events in order
• use an increasing range of temporal and other
linking words (e.g., next, because, and, also)
• provide a concluding statement
with emerging/developing control.
Documentary Videos :
Interactive website for “Owen and Mzee”
http://www.owenandmzee.com/omweb/
Documentary Videos :
Interactive website for “Owen and Mzee”
http://www.owenandmzee.com/omweb/
Online Websites:
Interactive website for “Owen and Mzee”
http://www.owenandmzee.com/omweb/
Online Websites:
Interactive website for “Owen and Mzee”
http://www.owenandmzee.com/omweb/
Commas:
Commas:
http://www.sheppardsoftware.com/grammar/punctuation.htm http://www.sheppardsoftware.com/grammar/punctuation.htm
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson25
Standard 6-analyze and critique the arguments of others orally and in writing
Standard 8- determine the meaning of words and phrases in oral presentations and literary and informational text
Target Skill/ Target Strategy: To identify author’s purpose of writing a text /To ask questions in order to comprehend a text, “The Fun They Had”
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 7 of 12
Materials Bank
Grammar/Writing Skill: Proper Mechanics/Informative Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
Guided Reading and Listening
Guided Reading and Listening
Students will listen to ESL leveled reader or short story .
Students will listen to ESL leveled reader or short story.
( Authors Purpose)
(Author’s Purpose)
S.6
•identify a point an author or speaker makes
• agree or disagree with the author or speaker
S.6
• tell how one or two reasons support the
specific points an author or speaker makes or fails to make.
S.8
relying heavily on context, visual aids, and knowledge of
morphology in his or her native language,
• recognize the meaning of a few/some frequently
occurring words, phrases, and formulaic expressions
S.8
using context, visual aids, reference materials, and a
developing knowledge of English morphology,
• determine the meaning of frequently occurring words and
phrases
• determine the meanings of some idiomatic
expressions
in simple oral discourse,
read‐alouds, and written texts about familiar topics,
experiences, or events.
Youtube Video Authors Purpose:
Students will recognize and identify “PIE”
https://www.youtube.com/watch?v=ECE0I0AeXXE
in texts about familiar topics, experiences, or events.
Youtube Video Authors Purpose:
Students will recognize and identify “PIE”
https://www.youtube.com/watch?v=ECE0I0AeXXE
Author’s Purpose Activity:
Facilitate small white boards to students for assessment.
Use PowerPoint or display small passages on board for
students to identify author’s purpose. Student will choose
from Persuade Inform Entertain to best fit the passage.
Online Websites:
Authors Purpose
http://www.roomrecess.com/pages/AuthorsPurpose.html
Online Websites:
Authors Purpose
http://www.roomrecess.com/pages/AuthorsPurpose.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Lesson28
Standard 5- conduct research and evaluate and communicate findings to answer questions or solve problems
Standard 10- make accurate use of standard English to communicate in grade appropriate
Target Skill/ Target Strategy: Fact Opinion/Monitor and Clarify “Museums: worlds of Wonders”
Grammar/Writing Skill: Possessive Pronouns/Opinion Writing
Tasks/ Activities Level 1‐2
Pre‐Functional –Beginning
Tasks /Activities Level 2‐3
Beginning – Intermediate
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
Page 8 of 12
Materials Bank
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story. ( Fact and Opinion)
Guided Reading and Listening
Students will listen to ESL leveled reader or short
story. (Fact and Opinion)
S.5
• recall information from experience
• gather information from a few provided sources
• label some key information.
• record some information.
with support (including
visual aids and modeled
sentences),
S.5
• recall information from experience
• gather information from print and digital sources
to answer a question
• identify key information in orderly notes.
S.10
• recognize and use some frequently occurring nouns,
pronouns, verbs, prepositions, adjectives, adverbs, and
conjunctions
• produce simple sentences in response to prompts.
S.10
with support (including
context and visual aids),
• recognize and use a small number of frequently
occurring nouns, noun phrases, and verbs
• understand and respond to simple questions.
Think/Pair/Share
After reading selections, discuss and write which part of
the text were facts and opinions
Think/Pair/Share
After reading selections, discuss and write which part of
the text were facts and opinions
Online Websites:
Fact and Opinion
http://www.wartgames.com/themes/languagearts/factopinion.html
Online Websites:
Fact and Opinion
http://www.wartgames.com/themes/languagearts/factopinion.html
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
**Great website for all journey lessons
http://guest.portaportal.com/4thgradejourneys
Standards Covered
Core: English Language Arts
LA.4.CCSS.ELA-Literacy.L.4: Language
Conventions of Standard English
LA.4.CCSS.ELA-Literacy.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LA.4.CCSS.ELA-Literacy.L.4.1a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
LA.4.CCSS.ELA-Literacy.L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LA.4.CCSS.ELA-Literacy.L.4.2a: Use correct capitalization.
LA.4.CCSS.ELA-Literacy.L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
LA.4.CCSS.ELA-Literacy.L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
LA.4.CCSS.ELA-Literacy.L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LA.4.CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
LA.4.CCSS.ELA-Literacy.L.4.3b: Choose punctuation for effect.
Vocabulary Acquisition and Use
LA.4.CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
LA.4.CCSS.ELA-Literacy.L.4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
LA.4.CCSS.ELA-Literacy.L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LA.4.CCSS.ELA-Literacy.L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
LA.4.CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
LA.4.CCSS.ELA-Literacy.R.4: Reading
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
LA.4. CCSS.ELA-Literacy.RI.4: Informational Text
Craft and Structure
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.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.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
LA.4.CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
LA.4.CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
LA.4.CCSS.ELA-Literacy.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.
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
LA.4.CCSS.ELA-Literacy.RF.4: Foundational Skills
Fluency
LA.4.CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
LA.4.CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
LA.4.CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
LA.4.CCSS.ELA-Literacy.RF.4.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonics and Word Recognition
LA.4.CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
LA.4.CCSS.ELA-Literacy.RF.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.
LA.4.CCSS.ELA-Literacy.RL.4: Literature
Craft and Structure
LA.4.CCSS.ELA-Literacy.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).
LA.4.CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Integration of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
LA.4.CCSS.ELA-Literacy.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.
Key Ideas and Details
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LA.4.CCSS.ELA-Literacy.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).
Range of Reading and Level of Text Complexity
LA.4.CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
LA.4.CCSS.ELA-Literacy.SL.4: Speaking and Listening
Comprehension and Collaboration
LA.4.CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
LA.4.CCSS.ELA-Literacy.SL.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.
LA.4.CCSS.ELA-Literacy.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
LA.4.CCSS.ELA-Literacy.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.
LA.4.CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
LA.4.CCSS.ELA-Literacy.W.4: Writing
Production and Distribution of Writing
LA.4.CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
LA.4.CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
LA.4.CCSS.ELA-Literacy.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Range of Writing
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Materials Bank
LA.4.CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Research to Build and Present Knowledge
LA.4.CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LA.4.CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
LA.4.CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LA.4.CCSS.ELA-Literacy.W.4.9b: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Text Types and Purposes These broad types of writing include many subgenres.
LA.4.CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
LA.4.CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
LA.4.CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LA.4.CCSS.ELA-Literacy.W.4.2a: 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.
LA.4.CCSS.ELA-Literacy.W.4.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
LA.4.CCSS.ELA-Literacy.W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
LA.4.CCSS.ELA-Literacy.W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
LA.4.CCSS.ELA-Literacy.W.4.2e: Provide a concluding statement or section related to the information or explanation presented.
Materials
For a closer look at the materials list below, log onto https://cleveland.schoolnet.com
Lessons:
1. ELA-4th grade writing using text-based evidence: Responding to a constructed response question
2. ELA-Close reading literature: "The Legend of Keesh"
3. ELA-Reading Literature: A Dog's Tale (Fiction)
4. ELA-Reading Informational texts: "The Settlers of Jamestown"
5. ELA-Writing informative essay about the text "The Seasons and the Sun"
6. ELA-Close reading drama: "Little Red Riding Hood"
7. ELA-Distinguishing a Poem from Prose
8. ELA-Make Predictions from a Poem's Title
9. ELA-Reading Literature: The Fieldmouse (Poetry)
10. ELA-The Echoing Green
11. ELA-Analyzing descriptive comparisons in a poem
12. ELA-Read a Poem Out Loud
13. ELA-Rereading and retelling to understand a poem
14. ELA-Tracking thoughts and questions while reading poetry
15. ELA-Visualize the Setting
16. ELA-Choose a research writing topic for an informational text
17. ELA-Develop a research question
18. ELA-Find answers to research questions by skimming texts for evidence
19. ELA-Group research into categories to plan informational writing
20. ELA-Plan writing for an informational text
21. ELA-Draft informational, research-based writing
22. ELA-Add text features to informational writing
23. ELA-Organize ideas in informational writing using headings
24. ELA-Write an introduction for an informational text
25. ELA-Write a conclusion for an informational text
Resources:
1. ELA-Into the Book
2. ELA-National Writing Project
3. ELA-PBS LearningMedia
4. ELA-Reading Is Fundamental
5. ELA-Reading and Writing Lesson Plans for Teachers
6. ELA-Reading and Writing Project
7. ELA-Reading Rockerts
8. ELA-ReadWriteThink
9. ELA-WritingFix.com
10. .ELA-Worksheet Works
11. ELA-Annenberg Learner
12. ELA-Busy Teacher's Cafe
13. ELA-Discovery Education
14. ELA-Education Northwest
15. ELA-Education World
16. ELA-Grades 3-8 Materials for SCA (3rd MP0
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
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Materials Bank
17. ELA-Freeology
18. ELA-Instructional Support Tools
19. ELA-Internet4Classrooms
20. ELA-K-12 Internet Resource Center
21. ELA-neok12
22. ELA-Quizlet
23. ELA-ShareMyLesson
24. ELA-Teaching Channel
25. ELA-The Story Starter
26. ELA-The Teacher's Corner
Additional Properties
Author: CMSD
Publisher: Cleveland Metro SD
Cost/Fee: No
Restricted Use: No
Rights: All Rights Reserved
Keywords:
Created by: BLANCHARD, MARY (4/21/2015 2:31 PM)
Last modified by: User, Temporary (7/18/2015 11:01 PM)
For additional instructional materials in Classrooms, visit https://cleveland.schoolnet.com
Generated 10/17/2016
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