Fourth Grade At‐a‐Glance Pacing Guide 2012‐13 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks (August 9‐October 10) (October 11‐December 20) (January 7‐March 13) (March 14‐May 24) Reading Reading Reading Reading Reading Foundational Reading Foundational Reading Foundational Reading Foundational ELACC4RF3a ELACC4RF4a‐c ELACC4RF3a ELACC4RF4a‐c ELACC4RF3a ELACC4RF4a‐c ELACC4RF3a ELACC4RF4a‐c Reading Literary Reading Literary Reading Literary Reading Literary ELACC4RL1 ELACC4RL2 ELACC4RL3 ELACC4RL4 ELACC4RL5 ELACC4RL6 ELACC4RL9 ELACC4RL10 ELACC4RL1 ELACC4RL2 ELACC4RL3 ELACC4RL5 ELACC4RL6 ELACC4RL7 ELACC4RL9 ELACC4RL10 ELACC4RL1 ELACC4RL2 ELACC4RL3 ELACC4RL5 ELACC4RL6 ELACC4RL9 ELACC4RL10 ELACC4RL1 ELACC4RL2 ELACC4RL3 ELACC4RL4 ELACC4RL5 ELACC4RL6 ELACC4RL7 ELACC4RL9 ELACC4RL10 Reading Informational Reading Informational Reading Informational Reading Informational ELACC4RI1 ELACC4RI2 ELACC4RI3 ELACC4RI7 ELACC4RI9 ELACC4RI10 ELACC4RI1 ELACC4RI2 ELACC4RI3 ELACC4RI4 ELACC4RI5 ELACC4RI6 ELACC4RI7 ELACC4RI8 ELACC4RI9 ELACC4RI10 ELACC4RI1 ELACC4RI2 ELACC4RI3 ELACC4RI4 ELACC4RI5 ELACC4RI6 ELACC4RI7 ELACC4RI8 ELACC4RI9 ELACC4RI10 Page 1 of 2 ELACC4RI1 ELACC4RI2 ELACC4RI3 ELACC4RI4 ELACC4RI5 ELACC4RI6 ELACC4RI7 ELACC4RI8 ELACC4RI9 ELACC4RI10
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks (August 9‐October 10) (October 11‐December 20) (January 7‐March 13) (March 14‐May 24) Writing Writing Writing Writing ELACC4W2a‐e ELACC4W3a‐e ELACC4W4 ELACC4W5 ELACC4W8 ELACC4W9a,b ELACC4W10 ELACC4W1a‐d ELACC4W3a‐e ELACC4W4 ELACC4W5 ELACC4W9a,b ELACC4W10 ELACC4W2a‐e ELACC4W3a‐e ELACC4W4 ELACC4W5 ELACC4W9a, b ELACC4W10 ELACC4W2a‐e ELACC4W3a‐e ELACC4W4 ELACC4W5 ELACC4W6 ELACC4W7 ELACC4W8 ELACC4W9a, b ELACC4W10 Language Language Language Language ELACC4L1a, d, f, g ELACC4L2a, c, d ELACC4L3a‐c ELACC4L4a, b ELACC4L5a,c ELACC4L6 ELACC4L1a, d, e, f, g ELACC4L2a, c, d ELACC4L3a‐c ELACC4L4a‐c ELACC4L5b,c ELACC4L6 ELACC4L1a‐g ELACC4L2a‐d ELACC4L3a‐c ELACC4L4a‐c ELACC4L5a‐c ELACC4L6 ELACC4L1a‐g ELACC4L2a‐d ELACC4L3a‐c ELACC4L4a‐c ELACC4L5a‐c ELACC4L6 Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening ELACC4SL1a‐d ELACC4SL4 ELACC4SL6 ELACC4SL1a‐d ELACC4SL2 ELACC4SL3 ELACC4SL4 ELACC4SL5 ELACC4SL6 ELACC4SL1a‐d ELACC4SL2 ELACC4SL3 ELACC4SL4 ELACC4SL5 ELACC4SL6 ELACC4SL1a‐d ELACC4SL2 ELACC4SL3 ELACC4SL4 ELACC4SL5 ELACC4SL6
Page 2 of 2 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Language Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4L1 Demonstrate command of conventions of standard English grammar and usage when writing and speaking. (a‐h) Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Demonstrate Command of Conventions Standard English Grammar Usage Writing Speaking 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective writers and speakers have a command of the conventions of standard English grammar and usage. How can I show my understanding of proper grammar and usage when writing and speaking?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4L1 Further Explanation Skills/Concepts for Students:
· Consistently review and maintain the grammatical knowledge that you have been acquiring throughout your time in school
· Use and identify the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection)
· Put a special focus on the grammatical skills taught in your grade, using the concepts in your writing as often as you can for practice
· Look for examples of these new concepts in texts you read
· Remember to find opportunities to practice your cursive writing skills Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for L1 (see above)
· Provide explicit instruction in the grammatical concepts that are new to your grade
· Consider diagramming sentences to enforce skills and concepts such as the parts of speech
· Add specific focus elements to rubrics for speaking and writing that include grammatical elements included in your standards for this grade
· Point out examples within texts under consideration of grammatical concepts focused on in your grade’s standards
· As necessary, provide focused instruction on concepts that may be new to students
· Routinely consult the Language Progressive Skills Chart to ensure review of relevant concepts for your grade level Sample Task for Integration: Make students aware of the grammatical focus for your grade level as you undertake attentive reading of an extended or short text. Create a chart where students receive points for each instance they are able to identify (when reading in class) of grammatical concept in grade 4. As items are identified they can be discussed within that “teachable moment,” and students who spot the items will not only becoming adept at recognizing the construction, but will may become engaged in the hunt through the competition and possible rewards, such as a homework pass. Recommended Vocabulary: Grammar Conventions Pronoun Progressive Fragment Run­on Parts of speech Auxiliaries Cursive Sentence diagram Adjectives Homophone
Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Standard English Prepositions CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Language Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4L2 Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Demonstrate Command of Conventions Standard English Capitalization Punctuation Spelling 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective writers/speakers demonstrate proper grammar and usage in their speaking and writing. How do I show my understanding of proper grammar and usage when writing and speaking?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4L2 Further Explanation Skills/Concepts for Students:
· Consistently review and maintain the grammatical knowledge that you have been acquiring throughout your time in school
· Routinely consult reference materials for clarification when in doubt about a spelling
· Do not allow abbreviations common to digital media to adversely impact spelling in your formal writing
· Understand and apply the rules of spelling, capitalization, and comma usage
· In typing and when writing long hand try to be as neat as possible Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for L2 (see above)
· Consult the CCGPS’ “Language Progressive Skills Chart” to plan continued instruction on key aspects of grammar and conventions
· Include explicit and implicit instruction on grade­level concepts such as quotation marks ­ always in connection to a text under consideration (never in isolation)
· Insist upon legibility in student work
· Provide a rubric on occasion for written work that focuses specifically on legibility, grammar, and conventions in order to provide students with pointed feedback in these areas Sample Task for Integration: Have students create a PowerPoint presentation on a selection of their favorite characters or real‐life individuals from texts the class has read during the year. One individual should be featured per slide, along with a very brief paragraph (2 or 3 sentences) that incorporates a quote from that character or person. The quote must be properly punctuated, but must also be truly representative of the trait the student claims to admire or find interesting about that character. Recommended Vocabulary: Punctuation Capitalization Coordinating Conjunction Commas Simple sentence Quotation marks Compound sentence Direct speech Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Complex sentence Standard English CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Language Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4L4 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. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Determine Clarify Choose Meanings of unknown words and phrases Multiple‐meaning words and phrases Range of Strategies 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Determining or clarifying the meaning of unknown words and phrases requires a variety of strategies. How do I use a variety of strategies to determine the meaning of unknown words, phrases, and multiple‐ meaning words?
Determining or clarifying multiple‐meaning words and phrases requires a variety of strategies. Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4L4 Further Explanation Skills/Concepts for Students:
· Review and maintain the grammatical knowledge that you have been acquiring throughout your time in school
· Recognize and use words with multiple meanings and determine which meaning is intended from the context of the sentence
· Determine the meaning of unfamiliar words by using all the strategies you’ve learned, such as context and roots
· Use both print and digital reference materials
· Acquire new vocabulary not only in school texts, but from your environment, from others, and from independently read or viewed texts Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for L4 (see above)
· Review semantic clues (e.g., definitions, examples, or restatements in text)
· Review syntactic clues (e.g., function of the word in a sentence or the position of the word in the sentence)
· Provide opportunities for students to engage in using both print and digital reference materials
· Routinely list and explore new words introduced through class texts
· Point out roots and patterns in unfamiliar words
· Have a variety of reference materials on hand other than digital resources so that students gain a working knowledge of the use of dictionaries, glossaries, thesauruses, and appendices Sample Task for Integration: Have students keep a log book of all unfamiliar words encountered, both within texts and in academic and technical contexts. Terms gleaned from texts should be logged with text reference of text, author, title, and page. Encourage students to maintain this book beyond the school year, logging words they particularly like or are intrigued by. Incentives for well‐kept logs could include their allowance as reference when testing or writing, or during a spelling bee. Recommended Vocabulary: Definition Verb Pronoun Context Adverb Article Thesaurus Adjective Word Pattern Dictionary Interjection Pronunciation
Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Noun Conjunction CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Language Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (a‐c) Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Demonstrate Figurative language Word relationships Word meanings 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective readers demonstrate their understanding of figurative language, word relationships, and word meanings. How do I demonstrate an understanding of figurative language, word relationships, and word meanings?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4L5 Further Explanation Skills/Concepts for Students:
·
Notice the effect of figurative language in the texts you read; how does it make it better or more interesting
·
Understand the impact on text of sensory detail words and images
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Notice relationships between and among words, such as synonyms, antonyms, homophones
·
Understand the definition of “idiom,” “adage,” and “proverb” (these are mostly what we think of as “sayings”)
·
Consider the connotations of various words when determining the author’s purpose in using certain words Strategies for Teachers:
·
Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for L5 (see above)
·
Guide students in identifying various types of figurative language; provide contextual examples
·
Choose texts rich in figurative and connotative language
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Provide opportunities for students to brainstorm out loud about the connotations of words to ensure that they are applying this concept correctly
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Provide explicit instruction including plenty of examples of idioms, adages, and proverbs
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Require students to translate figurative expressions into concrete language and vice versa
·
Practice exploring connotations of common vocabulary as well as newer vocabulary Sample Task for Integration: Provide students with a selection of short proverbs. Have the students paraphrase these and try to distill the message. After paraphrase, have students attempt to match with an existing idiom or adage, or create an idiom or adage to match. For example: Idiom Paraphrase Adage A chain is only as strong as its weakest link one weak person can ruin the project one bad apple can spoil the bunch Recommended Vocabulary for Teaching and Learning: Figurative Simile Synonym Literal Proverb Antonym
Connotation Adage Denotation Idiom Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Metaphor Homophone CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RF3 Know and apply grade‐level phonics and word analysis skills in decoding words. (a) Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Know Apply Decode Phonics Skills Word analysis Skills Word structure 1, 2 Knowledge Application Analysis Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Using phonics and word analysis skills can help a reader decode unfamiliar words in text. What skills can be used to decode words? What word structures do words have in common?
Word structures can be used as a strategy to help decode words. Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RF3 Further Explanation Skills/Concepts for Students:
· Apply knowledge of letter­sound correspondences, syllabication patterns, and morphology
· Use a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning
· Recognize roots and affixes
· Identify the meaning of common root words to determine the meaning of unfamiliar words Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RF3 (see above)
· Provide differentiated, small group instruction as needed
· Provide additional opportunities for students to master these skills and concepts through the use of literacy centers
· Teach strategies for identifying multi­syllabic words (e.g., chunk words, break down words into smaller units, look for syllables, affixes, or phonograms)
· Engage students in fluency building and making word activities
· Engage students in using spelling logs or journals
· Provide word rings or spelling rings with multi­syllabic words for independent and filler time practice (line for dismissal and lunch line)
· Provide opportunities for students to practice using syllabication (reading words, spelling words, writing words)
· Include practice in reading texts that are written for students to use their knowledge of decoding words
· Include in the classroom interactive word walls
· Include activities for word games (e.g., scrabble)
· Include activities such as “Root of the Day” – display a root and students must tell as much information about the root as possible Sample Task for Integration: The teacher will provide students opportunities to apply their knowledge of letter‐sound correspondences, syllabication patterns, morphology, and multi‐syllabic words when reading various texts. Students will participate in keeping a word journal. Students will use their word journals to write paragraphs and read these to the class. Recommended Vocabulary: Affixes Multisyllabic words Morphology Roots Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RF4 Read with sufficient accuracy and fluency to support comprehension. (a‐c) Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Read accurately and fluently Comprehend Reading accuracy Reading fluency Comprehension 2 Application Comprehension Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Reading accurately and fluently is needed for comprehension. Why do we need to know how to read accurately and fluently? What can we do to better comprehend what we read?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RF4 Further Explanation Skills/Concepts for Students:
· Read on level text with purpose and understanding
· Read familiar text with expression
· Use self­correction when subsequent reading indicates an earlier miscue (self­monitoring and self­correcting strategies)
· Read with rhythm, flow, and meter to sound like everyday speech (prosody)
· Use context clues when reading to aid with self­correcting and word recognition and understanding Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RF4 (see above)
· Provide differentiated, small group instruction as needed
· Provide additional opportunities for students to master these skills and concepts through the use of literacy centers
· Engage students in opportunities to express understanding about what they have read ( graphic organizers, etc)
· Model fluent reading for students
· Provide opportunities for students to read independently
· Provide students opportunities to engage in on­level text with purpose and understanding
· Use multiple set of text for repeated reading practice
· Engage students in various fluency building activities (e.g., repeated reading, paired reading, plays, reader’s theatre, and choral reading
· Keep reading fluency logs to graph rate and errors
· Keep running records of student reading fluency Sample Task for Integration: The students will select a short text that is grade and text level appropriate. The student will read the text independently and then read the text to a partner. After the reading, the student will write a new text in the form of a puppet show. The student will work with several other students to perform the puppet show for a kindergarten class. Recommended Vocabulary: Fluency Appropriate rate Purpose Context Clue Understanding Pitch Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Accuracy CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Identify Use Understand Details in a text Examples in a text Explicit text Inferences from a text 2, 3 Comprehension Application Analysis Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Details and examples are useful in explaining text. Why are inferences in a text important? Understanding inferences made in a text are necessary What do we need to use when we explain information in explaining the text. from a text?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RI1 Further Explanation Skills/Concepts for Students:
· Read a wide variety of books from all genres, including ones you pick out for yourself
· Support all of your ideas about a text with evidence from the text
· Make predictions using prior knowledge and from text content
· Take notes as you read
· Understand the difference between what is explicit in the text and what is inferred Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI1(see above)
· Provide explicit instruction on the concepts of implicit and explicit text messages (inference)
· Model note­taking with an emphasis on how to use details from the text (and separating important facts and details from extraneous)
· Require text evidence for all claims, both formal and informal, in writing and in discussion Sample Task for Integration: After completing an informational text with the class, make note cards with facts and inferences from the text. Provide these to students who are arranged into small groups. Students will determine which of these facts came explicitly from the text (or whether it never was in the text) and/or whether information on the card is an inference that can be made from text evidence. On the reverse side of the card they will either cite the place in the text that supports the fact or inference, or will write that this fact or inference does not appear in the text. Students should compare their answers to determine accuracy. An extension of the activity could be to have students make their own cards and trade between groups. Recommended Vocabulary: Text Genre Implicit Explicit Fact Extraneous Inference Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Ongoing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Determine Explain Identify Main idea Key details 1, 2, 3 Comprehension Knowledge Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Identifying the main idea of a text enables comprehension. Why is the main idea of a text important to know? Why are key details in what we read important? Key details in text are essential in understanding concepts. How and why should we summarize what we read?
Being able to summarize text is essential for comprehension, application, and analysis of a text. Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RI2 Further Explanation Skills/Concepts for Students:
· Read a wide variety of books from all genres, including ones you pick out for yourself
· Understand the difference between theme (usually literary) and main idea (usually informational)
· Use the structure of a text to help you identify topic sentences and support for claims
· Take notes on the most important facts and elements of a text as you read
· Know the difference between paraphrase and summary; try not to include your own opinion when you summarize Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI2 (see above)
· Engage students in using various informational texts to identify the main idea, and the supporting key details
· Model effective summarization and the difference between summary and paraphrase; provide students with opportunities to practice both
· Provide strategies for determining main idea in an informational text (for example word frequency, topic sentences) Sample Task for Integration: The teacher will use the site http://library.thinkquest.org/J002678F/columbus.htm The Journal of the Admiral of the Ocean Sea entry for July 15, 1492. Project the journal entry or provide copies for the students to read. Students will read independently and then work with a partner to determine the main idea of the text and provide supporting details for the journal entry of Christopher Columbus. Each student group will select another journal entry. The groups will read the entries, determine the main ideas, and summarize to present to the class. Recommended Vocabulary: Informational Literary Extraneous Paraphrase
Support Theme Evidence Topic Structure Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Detail Summary CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RI3 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. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Explain Events Procedures Ideas Concepts Text Information 2, 3 Comprehension Application Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective readers give specific detail/information from the text to explain an event, procedure, idea or concept. How can I support my understanding of the text when explaining an event, procedure, idea, or concept?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RI3 Further Explanation Skills/Concepts for Students:
· Understand and recognize common graphic features (e.g., charts, maps, diagrams, illustrations)
· Understand and recognize common organizational structures (e.g., chronological order, cause and effect)
· Take notes recognizing the difference between important facts and details and extraneous ones
· Use specific details from text when explaining events, procedures, ideas, and concepts Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI3 (see above)
· Use graphic organizers to illustrate connections and distinctions (such as Venn diagrams and “T” charts)
· Require students to create outlines tracing the development of ideas or arguments in informational texts
· Proactively provide examples of the kinds of connections to be made within a text (for example point out comparisons and contrasts)
· Provide routine writing opportunities that require students to think about and identify connections within text Sample Task for Integration: The teacher will provide students with some favorite recipes from their kitchen as an example of technical texts. Students will work in groups to determine words that have been used for measurement, and discover the transition words (e.g., next, then, afterwards, etc.). Students will also be able to explain the recipe procedures they have read to the class. An extension activity would be for student to spend time in the kitchen with a parent and record their favorite recipe and deliver to the class. Recommended Vocabulary: Informational Text Scientific Procedure Technical Idea Specific Concept Evidence Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Historical Organization
CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading for information Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RI7 Interpret information presented visually, orally, or quantitatively (e.g. charts, graphs, diagrams, timelines, animations or interactive elements on web pages) and explain how the information contributes to an understanding of the text. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Interpret Explain Information (charts, graphs, diagrams, timelines, animations, interactive elements in web pages) 2, 3 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Good readers interpret information presented visually, How do text features help you interpret the text?
orally and quantitatively. Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RI7 Further Explanation Skills/Concepts for Students:
· Use all kinds of resources in your research, not just digital resources
· Think about the ways in which visual elements help you understand a text; whether they help you more in certain kinds of texts
· Notice the kinds of charts, graphs, and diagrams you see in your reading and think about what kinds you’d like to use in your own informational writing
· Learn to use software to help you generate graphics and understand charts and graphs, such as excel Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI7 (see above)
· Provide students with opportunities to use multiple print and digital sources
· Guide students to understand how to use digital charts, graphs, time lines, animations, and interactive elements on Web pages Sample Task for Integration: Use the site http://www.ncdc.noaa.gov/oa/ncdc.html and click on an icon listed in the middle of the page (e.g., weather/climate, events, information and assessment). This link and the others on the page will provide students with an opportunity to look at charts and graphs to interpret information about weather. Give students a list of specific information to gather (for example the average temperature for the last 7 days, or the number of days of rain in the last month). Have students create a paper and pencil visual representation of their own to go with the answers they have found. Recommended Vocabulary: charts interactive elements captions
graphs visually diagrams orally time lines quantitatively Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 animations illustration CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading for information Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Integrate Information from two texts 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Good readers integrate information from two texts to write or speak about the subject knowledgeably. How can I use more than one text to answer questions about a certain topic? Why do I need to use more than one text to draw information?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RI9 Further Explanation Skills/Concepts for Students:
· Read a wide variety of texts to build background knowledge
· Research topics that appeal to you independently; it’s neat to be an expert!
· Make it a habit to check multiple sources before arriving at a conclusion on a subject
· Do not rely only on the internet for your information Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RI9 (see above)
· Integrate short and extended research opportunities into your thematic units that require students to integrate information from multiple sources
· Provide writing opportunities that require students to integrate information from multiple sources
· Discuss the verbiage of the standard with your students; explore the meaning of true “integration” of information Sample Task for Integration: Choose a topic under consideration in the 4th grade social studies curriculum. Have students compare texts on the subject that express differing points of view. Try to include a broad variety of view points, including gender, social class, country of origin, etc. Advise students to compare historical and modern texts for perspective as well. Students should write a response that includes not only the facts as seen through different eyes, but also the reasons why the student believes those facts were perceived differently by different parties or purposefully misconstrued. Recommended Vocabulary: Integrate Multiple Text Genre Topic Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading Literacy Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RL4 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). Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Determine Meaning of words/phrases in relation to characters in new text. 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective readers recall and understand new words and phrases and relate them to a piece of text they have read as well as use them within a new text. What words or phrases are necessary for me to understand text and characters? Further Explanation
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools Skills/Concepts for Students:
· Read a wide variety of books from all genres, including ones you pick out for yourself
· Notice when you see references to mythology in popular culture, and make yourself familiar with the basics of Greek and Roman myths (you will find that they are everywhere!)
· When you read, think about why an author chooses the kinds of words he or she chooses, noticing whether they are formal or informal, old­fashioned or modern, aimed at children or adults; think about how those words make you feel
· Use all the strategies you’ve learned to understand words you don’t know, and keep a list of new words you’ve learned Strategies for Teachers
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL4 (see above)
· Guide students in recognizing how the different word choices of authors impact their understanding of a text, and how those choices are purposeful (pay attention to how words make you feel, and to considering what other words could have been used instead and how the experience would have been different)
· Include works from Greek and Roman mythology throughout your lesson plans in grade 4, but also remember to include mythology from American Indian, African, Chinese, and other cultures from around the world
· Provide explicit guidance and instruction on vocabulary from mythology, especially important foundational concepts Sample Task for Integration: Collect a 4 or 5 myths from a single culture that are grade‐level appropriate and that can be read in a reasonable amount of time. Put students into small groups and provide each group with a different myth from that culture. Students will use chart paper to note any unknown vocabulary. (It will be useful if you can purposefully select stories that you know to have resonant vocabulary, but this should happen naturally. If you choose 5 Greek myths from a single volume, they will doubtless share idiosyncratic vocabulary). Have students compare the words taken from the story and note words that occur in more than one group (for example “muse”). Start a word wall with these words and add to the list throughout the year as your study of mythology continues. Use all strategies familiar to the students (context, roots, affixes and suffixes, and resource materials) to determine meaning. Recommended Vocabulary: Vocabulary Roman myth Mythology Native American Myth Culture African Myth Allude Chinese myth Significant Creation myth Context Culture Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Greek myth CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading Literacy Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RL6 Compare and contrast the points of view from which different stories are narrated, including the difference between the first and third person narrations. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Compare Contrast Point of view First Person Narration Third Person Narration 3 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Good readers are able to understand different points of view from various stories. Why do I need to be able to compare and contrast different points of view? Effective readers recognize who is telling the story and Why are first and third person narrations important? if they are expressing their own point of view or someone else’s. How does point of view shape a story?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RL6 Further Explanation Skills/Concepts for Students:
· Read a wide variety of books from all genres, including ones you pick out for yourself
· Take notes about what you read, focusing on important elements such as plot structure, vocabulary, and characters
· Notice whose voice the author uses to tell a story and how that voice impacts your experience as a reader
· Review your knowledge of narrative voice: first person is when a character is telling the story, third person is when a narrator is telling the story
· Second person is rarely used (it is when the text speaks directly to the reader, as in “you are walking through the door; you see your friends…”) Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL6 (see above)
· Proactively provide examples of various narrative voices
· Have students experiment with writing from different narrative perspectives
· Guide students in identifying the differences in reader experience between the different narrative voices and the specific effects the authors are trying to achieve; in general first person narration is much more intimate and is also much more likely to involve flashback
· At your discretion you may want to talk about omniscience in narration Sample Task for Integration: After providing some explicit instruction and a few examples of various first and third person narrative voices, place 10 or 20 books on a table in your classroom. Provide students with an activity sheet to fill out or index cards and give them a time limit in which to determine a few basic facts about each text, including the narrative point of view (other facts might include author, # of pages, publisher, etc.) This activity will facilitate students’ familiarity with all aspects of a text, but specifically with recognizing narrative voice quickly from a few obvious clues. It will also provide an opportunity for them to determine for themselves what those clues are (mostly pronouns). Recommended Vocabulary: Narration Point of View First Person Third Person Omniscience Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading Literacy Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RL9 Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Compare Contrast The treatment of similar themes and topics Patterns of events (in stories, myths, and traditional literature from different cultures) 3 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Different stories often have similar themes. How do the themes vary from one novel to the next? Stories can have different patterns of events/endings and still have a similar theme. How does the pattern of events change the outcome of stories?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RL9 Further Explanation Skills/Concepts for Students:
· Read a wide variety of books from all genres, including ones you pick out for yourself
· Identify themes and lessons in folktales, tall tales, and fables
· Compare traditional literature and mythology from different cultures
· Research stories that are based on myths and look for the patterns and similarities Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL9 (see above)
· Proactively choose texts with identifiable mythological references in modern texts to illustrate their fundamental archetypal presence in literature
· Provide explicit instruction on the fundamentals of mythology (basic terms and characters)
· Include mythological and traditional texts in your unit plans Sample Task for Integration: The teacher will provide the students with various books from different cultures sharing similar theme such as Cinderella, by Mahlon Craft, Yeh­Shen, by Ai­Ling Loie, and Golden Sandal: A Middle Eastern Cinderella Story, by Rebecca Hickox. Students will read the books in groups and complete graphic organizers about the similarities and differences in the themes represented in the books. Students will present their graphic organizers to other groups in the class. The students will work together to complete an electronic display of the information about the themes from the books. Recommended Vocabulary: Compare Contrast Themes Topics Culture Pattern Archetype
Traditional Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Myth CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Reading Literacy Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Refer Explain Draw Details Examples Inferences Text 1, 2 , 3 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Good readers use details in the text to draw inferences How do I use details from the text to draw inferences?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4RL1 Further Explanation Skills/Concepts for Students:
· Read attentively for understanding
· Read books assigned by your teacher but also books that you chose on your own
· Keep a notebook where you write down the names of books you have read and things you liked about them or didn’t like
· Take notes on what you read so that you can remember details from the text about things like plot, setting, and characters
· Think about not only what the author is saying in words, but also what he or she wants you to think about or feel (for example, if the author says someone “trudged” to school, he or she wants you to know something about how that character feels about going to school; it is different than saying someone “skipped all the way” to school) Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 (see above)
· Show students what kind of information goes in their notes, focusing on literary elements and avoiding extraneous detail
· Reinforce basic knowledge of the parts of a text: plot, characters, setting, etc.
· Consistently require evidence for claims and inferences made about a text; provide explicit instruction on the nature of “inference” Sample Task for Integration: After reading aloud a chapter of a book under consideration by the class, ask students in small groups to make a chart with two columns. On the left, have them list 3‐5 inferences they can make about what they have just read. Scaffold understanding of the term “inference.” Allow students to compare the inferences they have made. Notice whether they disagree on any major points (for example, if one group infers that “Mary is a very happy girl” and another that “Mary seems unhappy” have them discuss the reasons for their inferences and come to a consensus on how Mary felt (or whatever your text issue is). This discussion will provide a strong model for how we go about pulling evidence from the text to support our inferences. Have students use this knowledge to pull evidence from the text to put in the second column that supports each of their inferences. Recommended Vocabulary: Detail Example Explicit Implicit Text Genre Example Extraneous Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4SL1 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. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Participate Initiate Clarify Expand Ask Respond Engage Build Express Collaborative Discussion Topics and texts Ideas (Your Own and Others) 2, 3, 4 Comprehension Synthesis Evaluation Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Collaborative discussions require participants to initiate and participate in various roles. How will students effectively communicate and interact with others?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4SL1 Further Explanation Skills/Concepts for Students:
· Participate in student­to­teacher, student­to­student, and group verbal interactions
· Give reasons in support of opinions expressed
· Research topic to be discussed and give reasons in support of opinions expressed
· Clarify, illustrate, or expand on a response when asked to do so; ask classmates for similar expansions
· Ask relevant questions
· Respond to questions with appropriate information
· Respond appropriately to comments and questions Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for SL1 (see above)
· Model having a discussion and being respectful to others
· Invite visitors and other classes to participate in collaborative discussions
· Occasionally require preparation for collaborative discussion
· Allow students to create their own set of rituals and routines for discussion Sample Task for Integration: Arrange a day for a celebration or conference on a topic of student interest (Earth Day, the premier of a popular children’s movie, a holiday). Students will be assigned elements on the topic on which to be prepared to share. Conduct a collaborative discussion modeled on the idea of an academic conference on the subject, with students sitting round‐table or panel style and sharing information. The session could be recorded, or a class recorder(s) could take notes. You might arrange to have decorations or refreshments on the theme. Recommended Vocabulary: Brainstorm Collaborate Discussion Express Presentation Explicit Relevant Implicit
Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Observation CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4SL3 Identify the reason and evidence a speaker provides to support particular points. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Identify Provide Support Reasons Evidence Key Points 2, 4 Comprehension Evaluation Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) It is important to identify reasons and provide evidence shared by others to support key points. How will students clarify and support information expressed by others?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4SL3 Further Explanation Skills/Concepts for Students:
· Summarize the points a speaker makes without including your own opinion
· Think about a speaker’s own opinions and try to notice when he or she is biased or not basing their content solely on facts
· Acquire knowledge of some of the ways in which speakers will sometimes try to fool us (in commercials for example) by using celebrities or distractions
· Consider the impact of visual elements like lights, make up, clothing, etc. Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for SL3 (see above)
· Engage the students in using graphic organizers to summarize
· Model summarizing the claims made by the speaker or presenter and then explain how each claim is supported by evidence
· Provide students opportunities to listen to a speaker either in person or electronically Sample Task for Integration: Provide students with an opportunity to listen to a famous speech from history (you may provide a dramatic interpretation or a video or audio of someone such as Martin Luther King, Jr, or John F. Kennedy, etc.) and require students to identify the argument(s) and supports through listening only (without a written text). Provide a graphic organizer to scaffold the acquisition of the appropriate facts. Stop the speech at intervals to guide students in recognizing topics, claims and supports. You may additionally require them to write about their perceptions using the graphic organizer a a guide. Recommended Vocabulary: Summarize Reasons Claim Paraphrase Evidence Author’s Purpose Support Bias
Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Clarify CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4SL4 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. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Report Tell/Speak Recount Use Support Topic/text/story Experience Facts Relevant details Main ideas Themes Pace 1, 2, 4 Knowledge Comprehension Application Synthesis Evaluation Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Good readers/speakers clearly express appropriate and relevant ideas and details about a shared topic, experience, or story. How will students effectively communicate about a shared topic, experience, or story?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4SL4 Further Explanation Skills/Concepts for Students:
· Consistently review and maintain the grammatical knowledge that you have been acquiring throughout your time in school
· Shape information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members
· Work consistently towards becoming comfortable while presenting to your peers and to adults
· Practice your presentations in front of a friend or a mirror to get feedback on your pacing, eye contact, volume, etc.
· Try recording yourself presenting orally in order to assess your own pacing, volume, and inflection
· Use notes, multimedia, or other memory aids to structure the presentation
· Engage the audience with appropriate verbal cues and eye contact Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for SL4 (see above)
· Include opportunities for public speaking and presentation not only in the classroom environment, but in real­ world situations as you are able (such as presenting on the school news show, morning announcements, school assembly, PTO meeting, etc.)
· Encourage students to record or videotape their presentations and produce reflective feedback on their performance
· Model using graphic organizers to organize ideas
· Use recorded readings, speeches, etc. so students can hear appropriate rate of speaking Sample Task for Integration: Put students into teams and have them prepare for an informal debate on a topic associated with the theme of your current unit. Rules and format for a simple classroom debate can be found at http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml . Invite another class to be the audience for your debate and provide them with the rubric (on the site above) to judge the performance of each team in defending their position. You may add rubric items for speaking at an understandable pace, making eye contact, etc. Recommended Vocabulary: Pacing Fluency Evidence Logic
Word Choice Eye Contact Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Confidence CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4SL6 Differentiate between contexts that call for formal English (eg., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to task and situation. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Differentiate Use Formal English Informal English Context Situations (difference of…) Tasks 3, 4 Analysis Synthesis Evaluation Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) It is important to differentiate between situations that When would you use formal English? require formal English and those where informal English will do. When would you use informal English?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4SL6 Further Explanation Skills/Concepts for Students:
· Consistently review and maintain the grammatical knowledge that you have been acquiring throughout your time in school
· Project a sense of individuality and personality in selecting and organizing content and in delivery
· Adapt speech to context and task
· Seek out opportunities to speak in informal situations as well as more formal situations, including leading a class discussion or telling a story to a younger sibling Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for SL6 (see above)
· Provide differentiated, small group instruction as needed
· Provide additional opportunities for students to master these skills and concepts through the use of literacy centers
· Explore creative ways to incorporate grammar and conventions into daily instruction
· Model using different speech in a variety of situations Sample Task for Integration: The teacher will show the students a PowerPoint presentation with various event pictures. The students will determine if formal English or informal English would be used at the event. The students will discuss the picture of the event on the PowerPoint before the teacher provides the correct answer. Possible examples for formal English could include the Presidential Inauguration, a wedding, a graduation ceremony, a courtroom, a military ceremony, and a funeral. Possible example for informal English could include playground conversation, a lunchroom, text messages, football practice, telephone conversation, sitting on the school bus, and watching television with a friend. Recommended Vocabulary: Standard English Formal English Adapt Context Vary Next step, create assessments and engaging learning experiences
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Writing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Write support Opinion Pieces Point of View Topics Texts Reasons 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective writers create more detailed writing with support from their reasoned point of view. How will various points of view, help my writing?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4W1 Further Explanation Skills/Concepts for Students:
·
Select a focus, an organizational structure, and a point of view for your essay
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Use an organizing structure appropriate to a specific purpose, audience, and context
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Engage the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest
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Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question)
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Use appropriate structures to ensure coherence (e.g., transition elements)
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State a clear position and supports the position with relevant evidence
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Distinguish fact from opinion
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Provide a sense of closure to the writing Strategies for Teachers:
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Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for W1 (see above)
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Read aloud and provide for independent reading with books addressing an opinion of an author
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Share great student examples and real world examples
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Identify and model key vocabulary to students that will help with using words, phrases and clauses to link opinion and reasons
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Encourage the implementation of multimodal venues for writing, such as blogs, wikis, co­writing with remote partners, and presentation of opinions in video and digital formats Sample Task for Integration: The teacher will provide students a list of four possible fieldtrip destinations, recognizing that the fieldtrips connect to current curriculum being studied in science or social studies. The teacher explains that the principal needs to know why he should approve one of the fieldtrips. Students will work independently to explain their opinion of why the grade level needs to take one of the fieldtrips. They will use evidence from short texts in the unit that are tied to the science or social studies curriculum or they will conduct independent research into texts that they can cite in their arguments. Once students have worked independently, they will collaborate with others who share their same opinion. The groups will work together to ensure they have a clear opinion established and reasons to support their opinion. The groups will work together to write a letter to the principal trying to persuade him to approve the fieldtrips. Recommended Vocabulary: topic writer’s purpose text Support opinion fact organizational structure details Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 evidence concluding statement
CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4 th Writing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Write Convey Examine Informative/Explanatory Texts Topics Ideas Information 1, 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) It is important to clearly convey information in expository writing. How can I convey my ideas clearly when writing informational texts? How can I examine a topic of study and reflect my understandings into my writing?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4W2 Further Explanation Skills/Concepts for Students:
·
Select a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements
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Include researched information in different types of presentations (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.)
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Include appropriate facts and details and exclude extraneous details and inappropriate information.
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Draw from more than one source of information such as speakers, books, newspapers, and online materials
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Use appropriate structures to ensure coherence (e.g., transition elements)
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Lift the level of language using appropriate strategies including word choice with grade appropriate language and domain specific vocabulary to explain the topic
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Provide a clear introduction and thesis as well as a sense of closure to the writing
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Acknowledge information from sources Strategies for Teachers:
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Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for W2 (see above)
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Require all steps of the writing process when appropriate
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Model and guide students to an understanding of transitions
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Provide students opportunities to use various forms of technology to aid in writing
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Model for students how to correctly acknowledge information obtained from sources and how to choose appropriate sources
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Provide explicit instruction in determining what qualifies as strong evidence for a claim as opposed to weak, irrelevant, or trivial support Sample Task for Integration: Allow students to respond to one of the informational writing prompts in their unit by producing a response in a small group and in a multimedia format. The prompt may be any informative/explanatory prompt that requires evidence from texts under consideration by the class. Students will incorporate illustrations and multimedia components, link sections of the presentation together effectively, use appropriate vocabulary, share responsibility and planning equitably, and provide a strong sense of closure. Recommended Vocabulary: Informative Connotation Expository Graphics Explanatory Denotation Topic Extraneous Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 Relevant Transition
CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Writing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Write Develop Use Narratives Experiences Events Technique Details Sequences 2, 3 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Effective narrative writing is a product of developing experiences through the use of details and clear sequencing. How can I use descriptive details to reflect an experience in my narrative? What is the relationship between clear sequencing in my story and the clarity of my story? What writing techniques help me develop my narrative writing?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4W3 Further Explanation Skills/Concepts for Students:
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Use all the steps of the writing process
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Engage the reader by establishing a context, creating a point of view, and otherwise developing reader interest
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Establish a plot, setting, and conflict, and/or the significance of events
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Include sensory details and concrete language to develop plot and character
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Use appropriate structures to ensure coherence (e.g., transition elements)
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Develop complex characters through actions describing the motivation of characters and character conversation
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Use a range of appropriate narrative strategies such as dialogue, tension, or suspense Strategies for Teachers:
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Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for W3 (see above)
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Require all steps of the writing process when possible
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Model using various narrative techniques to include dialogue, description, and pacing
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Use www.corestandards.org Appendix B for students to see examples of writing using transition words, phrases, and clauses along with concrete words, phrases, and sensory details
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Include poetry writing as part of narrative writing
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Guide students in creating a list of transition words, phrases, and clauses for their writing journal to use with future writing
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Encourage students to use the style and voice of their favorite writers on occasion to aid in developing their abilities Sample Task for Integration: Using a literary text under consideration by the class, ask students to write a “prologue” that tells what was happening before the time when the rising action of the story begins. Students may choose a time years before, days before, or even minutes before the story commences. Select a focus for the narrative work (for example ask students to demonstrate their ability to create effective characterization, or clearly sequenced events, or dialogue). Recommended Vocabulary: orient narrator narrative techniques dialogue concrete phrases sensory details character transition words conclusion
event sequence descriptive details Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 characters concrete words CCGPS Unwrapped Standard Content Area Grade/Course Unit of Study Duration of Unit Forsyth County Schools ELA 4th Writing Insert a CCGPS standard below (include code). CIRCLE the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. ELACC4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Skills (what students must be able to do) Concepts (what students need to know) DOK Level / Bloom’s Conduct Build Projects Knowledge Investigation Aspects Topic 2 Step 5: Determine BIG Ideas (enduring understandings Step 6: Write Essential Questions (these guide students will remember long after the unit of study) instruction and assessment for all tasks. The big ideas are answers to the essential questions) Research makes us understand topics at various levels and in different ways. How can I show what I have learned through research in a project or performance task? How do I narrow the focus of the research topics I choose?
Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 CCGPS Unwrapped Standard Forsyth County Schools ELACC4W7 Further Explanation Skills/Concepts for Students:
· Learn about software for gathering and sharing information
· Acquire keyboarding skills adequate to produce text in the quantities and within the time limits required
· Give credit for works you use in your essays and avoid plagiarism
· Learn to differentiate between a reliable Internet site and an unreliable one
· Learn to navigate the web and the media center effectively, narrowing your searches appropriately
· Conduct independent research on topics of interest to you Strategies for Teachers:
· Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for W7 (see above)
· Provide various resources for students to use to conduct research
· Provide students with graphic organizers or other organizational aids (print or electronic) for organizing their research
· Model for students how to correctly acknowledge information obtained from sources Sample Task for Integration: Provide students a topic that is connected to the theme of your current unit. Give each student a supply of index cards (and choose a topic on which information is available. The goal of this activity (which should be repeated at intervals) is simply to have students gather meaningful and useful information efficiently. Give each student a different topic (or at least provide several topics to the class) to avoid “sharing” and too few resources for too many students. Require that the chosen resources come from at least 2 different mediums and formats. Students may save the card sets for future research if desired. Recommended Vocabulary: research prefaces table of contents almanac appendices atlas indices magazines Next step, create assessments and engaging learning experiences Adapted for Forsyth County Schools from The Leadership and Learning Center, 2011 glossaries newspapers