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1
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
Unit Name Sacajawea A Guide to Lewis and Clark
Module 2 9292014 - 1122014 (Number of Days=24) TLI Reading Focus Informational
TLI Writing Focus Narrative
Unit Overview In this unit students will learn The Story of Sacajawea a Guide to Lewis and
Clark is a true tale of the life of the famous historical figure Sacajawea Sacajawearsquos early years were filled with the daily duties of a member of the
nomadic Shoshoni people But this peaceful way of life was soon turned upside down when the Minnetaree warriors captured and forced Sacajawea to
live among them as a slave Later Sacajawea was sold to a fur trader and became his wife Although still a teenager Sacajawea was strong and
resourceful Thatrsquos why when the explorers Lewis and Clark came seeking interpreters especially those who could speak with Native Americans they
asked Sacajawea to join them on their expedition Sacajawea faced challenges and triumphs on this extraordinary journey She proved to be an invaluable
resource to Lewis and Clark and a memorable figure to history
Performance Task Students will explore the different Native American groups they have read about during this novel Students will gather information from reliable sources such as edu gov ororg websites Students can also use books and magazine articles When in doubt students are to ask the teacher librarian if there is a reliable source After students have determined their topics the information that should be displayed in their research document is as follows
Where the group lived during expedition When and where Lewis and Clark Encountered the group How this group lived Did they farm raise horses etc What they ate Languages and customs Other Native American groups with which they are closely aligned Maps or other visuals that might be useful for the report and or presentation
Essential Questions How might a journey change you
Building Background Knowledge Prior to Teaching Please refer to the North Carolina Unpacked Standards
Explanations and Examples in this document are reference the Arizona Delaware North Carolina and Ohio Departments of Education
2
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily Word StudymdashWhole Group---15-20 minutes daily Book Talkmdash5 Minutes Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
3
PBSD- Grade 4- Common Core- Module 2
Reading Complex Texts RLRI410
Writing About Texts W41-2 4-6 9-10
Research Project W47-9
RLRI41-10
Narrative Writing W43-610
5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives
Literature Related Reading 1
ldquoFrom Sea to Shining SeahellipWell Almostrdquo
Informational
The Story of Sacajawea Guide to Lewis and Clark
by Della Rowland
Develop and Convey Understanding
Students will
Keep a notebook to be used as a DAILY Reading Journal Reading Response Journal as they read the novel The Story of Sacajawea a Guide
to Lewis and Clark The journal will be used for Follow up independent
writing and reflection at the close of daily mini lessons
Focus on Inform amp Explain
Focus on Inform amp Explain
Focus on Inform amp Explain
Integrate knowledge from sources when composing
Research and write a report about one of the Native American tribes mentioned in the text or related readings Review with students
how to cite sources and use quotes correctly Encourage students to
include maps and drawing to enhance the information in their
reports Allow students to present their reports to the class
Website for Exploration and
Research
httpwwwpbsorglewisandclark
Convey Experiences
Convey Experiences
Convey Experiences
Literature Related Reading 2
ldquoThe Cedar Basketsrdquo ldquoA Song of Greatnessrdquo
Literature Related Reading 3 ldquoGreat Adventurerdquo ldquoLewis and Clarkrdquo
Native American Nature
Poetry (Journeys)
Science
Social Studies
Sacajawea (Journeys)
Art
For Reading and Writing in Each Module
Cite Evidence RLRI41
Analyze Content RLRI42-9 SL42-3
Study and Apply Grammar L41-3 SL46
Study and Apply Vocabulary
L44-6
Conduct Discussions SL41
Report Findings SL44-6
4
4th Grade ELA Checklist for Module 2
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text
RI43 - 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
RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
RI45 - Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
RI47 - Interpret information presented visually orally or quantitatively (eg 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
5
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI48 - Explain how an author uses reasons and evidence to support particular points in a text
RI49 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use correct capitalization b Use commas and quotation marks to mark
direct speech and quotations from a text c Use a comma before a coordinating
conjunction in a compound sentence
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas
precisely
LP411h - Use determiners (eg articles demonstratives)
LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP431f - Ensure subject ndash verb and pronoun ndash antecedent agreement
LP431i - Produce simple compound and complex sentences
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
2
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily Word StudymdashWhole Group---15-20 minutes daily Book Talkmdash5 Minutes Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
3
PBSD- Grade 4- Common Core- Module 2
Reading Complex Texts RLRI410
Writing About Texts W41-2 4-6 9-10
Research Project W47-9
RLRI41-10
Narrative Writing W43-610
5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives
Literature Related Reading 1
ldquoFrom Sea to Shining SeahellipWell Almostrdquo
Informational
The Story of Sacajawea Guide to Lewis and Clark
by Della Rowland
Develop and Convey Understanding
Students will
Keep a notebook to be used as a DAILY Reading Journal Reading Response Journal as they read the novel The Story of Sacajawea a Guide
to Lewis and Clark The journal will be used for Follow up independent
writing and reflection at the close of daily mini lessons
Focus on Inform amp Explain
Focus on Inform amp Explain
Focus on Inform amp Explain
Integrate knowledge from sources when composing
Research and write a report about one of the Native American tribes mentioned in the text or related readings Review with students
how to cite sources and use quotes correctly Encourage students to
include maps and drawing to enhance the information in their
reports Allow students to present their reports to the class
Website for Exploration and
Research
httpwwwpbsorglewisandclark
Convey Experiences
Convey Experiences
Convey Experiences
Literature Related Reading 2
ldquoThe Cedar Basketsrdquo ldquoA Song of Greatnessrdquo
Literature Related Reading 3 ldquoGreat Adventurerdquo ldquoLewis and Clarkrdquo
Native American Nature
Poetry (Journeys)
Science
Social Studies
Sacajawea (Journeys)
Art
For Reading and Writing in Each Module
Cite Evidence RLRI41
Analyze Content RLRI42-9 SL42-3
Study and Apply Grammar L41-3 SL46
Study and Apply Vocabulary
L44-6
Conduct Discussions SL41
Report Findings SL44-6
4
4th Grade ELA Checklist for Module 2
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text
RI43 - 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
RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
RI45 - Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
RI47 - Interpret information presented visually orally or quantitatively (eg 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
5
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI48 - Explain how an author uses reasons and evidence to support particular points in a text
RI49 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use correct capitalization b Use commas and quotation marks to mark
direct speech and quotations from a text c Use a comma before a coordinating
conjunction in a compound sentence
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas
precisely
LP411h - Use determiners (eg articles demonstratives)
LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP431f - Ensure subject ndash verb and pronoun ndash antecedent agreement
LP431i - Produce simple compound and complex sentences
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
3
PBSD- Grade 4- Common Core- Module 2
Reading Complex Texts RLRI410
Writing About Texts W41-2 4-6 9-10
Research Project W47-9
RLRI41-10
Narrative Writing W43-610
5-9 Short Texts 1 Extended Text Routine Writing 3-4 Analyses 1 Research Project 2-3 Narratives
Literature Related Reading 1
ldquoFrom Sea to Shining SeahellipWell Almostrdquo
Informational
The Story of Sacajawea Guide to Lewis and Clark
by Della Rowland
Develop and Convey Understanding
Students will
Keep a notebook to be used as a DAILY Reading Journal Reading Response Journal as they read the novel The Story of Sacajawea a Guide
to Lewis and Clark The journal will be used for Follow up independent
writing and reflection at the close of daily mini lessons
Focus on Inform amp Explain
Focus on Inform amp Explain
Focus on Inform amp Explain
Integrate knowledge from sources when composing
Research and write a report about one of the Native American tribes mentioned in the text or related readings Review with students
how to cite sources and use quotes correctly Encourage students to
include maps and drawing to enhance the information in their
reports Allow students to present their reports to the class
Website for Exploration and
Research
httpwwwpbsorglewisandclark
Convey Experiences
Convey Experiences
Convey Experiences
Literature Related Reading 2
ldquoThe Cedar Basketsrdquo ldquoA Song of Greatnessrdquo
Literature Related Reading 3 ldquoGreat Adventurerdquo ldquoLewis and Clarkrdquo
Native American Nature
Poetry (Journeys)
Science
Social Studies
Sacajawea (Journeys)
Art
For Reading and Writing in Each Module
Cite Evidence RLRI41
Analyze Content RLRI42-9 SL42-3
Study and Apply Grammar L41-3 SL46
Study and Apply Vocabulary
L44-6
Conduct Discussions SL41
Report Findings SL44-6
4
4th Grade ELA Checklist for Module 2
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text
RI43 - 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
RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
RI45 - Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
RI47 - Interpret information presented visually orally or quantitatively (eg 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
5
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI48 - Explain how an author uses reasons and evidence to support particular points in a text
RI49 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use correct capitalization b Use commas and quotation marks to mark
direct speech and quotations from a text c Use a comma before a coordinating
conjunction in a compound sentence
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas
precisely
LP411h - Use determiners (eg articles demonstratives)
LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP431f - Ensure subject ndash verb and pronoun ndash antecedent agreement
LP431i - Produce simple compound and complex sentences
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
4
4th Grade ELA Checklist for Module 2
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text
RI43 - 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
RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area
RI45 - Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
RI47 - Interpret information presented visually orally or quantitatively (eg 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
5
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI48 - Explain how an author uses reasons and evidence to support particular points in a text
RI49 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use correct capitalization b Use commas and quotation marks to mark
direct speech and quotations from a text c Use a comma before a coordinating
conjunction in a compound sentence
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas
precisely
LP411h - Use determiners (eg articles demonstratives)
LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP431f - Ensure subject ndash verb and pronoun ndash antecedent agreement
LP431i - Produce simple compound and complex sentences
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
5
Standards Date Taught Date Taught Date Reviewed Date Assessed Date Re-Assessed
RI48 - Explain how an author uses reasons and evidence to support particular points in a text
RI49 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing a Use correct capitalization b Use commas and quotation marks to mark
direct speech and quotations from a text c Use a comma before a coordinating
conjunction in a compound sentence
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas
precisely
LP411h - Use determiners (eg articles demonstratives)
LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP431f - Ensure subject ndash verb and pronoun ndash antecedent agreement
LP431i - Produce simple compound and complex sentences
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
6
4th
Grade ELA Writing Standards ndash Embedded into All Modules Text Types and Purposes 1 Write opinion pieces on topics or texts supporting a point of view with reasons and information
a Introduce a topic or text clearly state an opinion and create an organizational structure in which related ideas are grouped to support the writerrsquos purpose b Provide reasons that are supported by facts and details c Link opinion and reasons using words and phrases (eg for instance in order to in addition) d Provide a concluding statement or section related to the opinion presented
2 Write informativeexplanatory texts to examine a topic and convey ideas and information clearly a Introduce a topic clearly and group related information in paragraphs and sections include formatting (eg headings) illustrations and multimedia when useful to
aiding comprehension b Develop the topic with facts definitions concrete details quotations or other information and examples related to the topic c Link ideas within categories of information using words and phrases (eg another for example also because) d Use precise language and domain-specific vocabulary to inform about or explain the topic e Provide a concluding statement or section related to the information or explanation presented
3 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear event sequences a Orient the reader by establishing a situation and introducing a narrator andor characters organize an event sequence that unfolds naturally b Use dialogue and description to develop experiences and events or show the responses of characters to situations c Use a variety of transitional words and phrases to manage the sequence of events d Use concrete words and phrases and sensory details to convey experiences and events precisely e Provide a conclusion that follows from the narrated experiences or events
Production and Distribution of Writing 4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience 5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing 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
Research to Build and Present Knowledge 7 Conduct short research projects that build knowledge through investigation of different aspects of a topic 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 9 Draw evidence from literary or informational texts to support analysis reflection and research
a Apply grade 4 Reading standards to literature (eg ldquoDescribe in depth a character setting or event in a story or drama drawing on specific details in the text [eg a characterrsquos thoughts words or actions]rdquo)
b Apply grade 4 Reading standards to informational texts (eg ldquoExplain how an author uses reasons and evidence to support particular points in a textrdquo)
Range of Writing 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
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
7
4th
Grade Literacy Curriculum Guide Module 2 2013-2014
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Cite evidence from text to support your answers to questions orally and in writing This standard is a part of the fundamental skill set that occurs daily throughout the instructional day Students should learn to draw evidence from a variety of complex texts to support their answers Sample Questions bull Based on the information in ____ (text title) which car is best for a large family How do you know Which details andor examples from the article support your answer bull Why are spiders important How do you know Which details andor examples from the article support your answer bull Which step is most important in constructing a bridge How do you know Which details andor examples from the article support your answer bull Why is it important that birds fly south for the winter How do you know Which details andor examples from the article support your answer bull As a result of their work what will most likely happen to the snow geese population How do you know Which details andor examples from the article support your answer bull How are insects and mammals alike and different How do you know Use details andor examples from the article to support your answer
Informational Text Graphic Organizer As a class we will keep a chart of information with the categories listed below learned about seasons and weather at home and far away As the chart is filled in we will use the information to talk about what we learned from nonfiction books andor weather channelkidscom either explicitly read or inferred
Type of weather
How is it caused
What positive effects does this weather have
What negative effects can this weather have
What do we need to do to prepare for this kind of weather
What parts of the world experience this weather
What are the ldquoweatherrdquo words we should know (eg meteorology prediction forecast etc)
Post Its Write your own response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (RF44 RF44 RI41 RL42 RL44 RI49 L44)
Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
8
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inference from the text
Teachers please feel free to write your own notes in this section
Citing Evidence Strategy
Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases
Because hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
9
CCCS Focus Standards
Explanation of Standard Examples
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Students will independently or in small groups complete graphic organizers to show how key details support the main idea Students will use a variety of informational text sources (eg magazine biography journal writing research paper) Students will use their notes to create a summary
Main Idea
Detail Detail Detail
Conclusion
Informational Text Graphic Organizer As a class we will keep a chart using the categories and questions below of information learned about historical events from the American Revolution As we read informational texts that are from firsthand and secondhand accounts of people and events we will talk about how the differences in point of view affect our understanding Does the overall structure of the text (chronology causeeffect etc) affect your understanding of events as they are presented As the chart is filled in we will use the information to talk about what we learned from nonfiction books
Person or event
Where this took place
When this took place
What is the historical significance of this event
From whose point of view is this account written
What other memorable information do you want to remember about this person or event
Notes about text structure (chronology causeeffect etc)
Post Its Write your response on a sticky note on a white board or in your journal and share it with a partner before each section of the class chart is filled in (SL43 RI41 RI42 RI45 RI46 RI47 RI49) Sample Questions bull What is the main idea of the article Which key details in the article support this main idea bull What is the main idea of the article Explain how the key details in each paragraph support this main idea bull Summarize the information in the article
Lesson Plans and Activities Main Idea and Details Lessons
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
10
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text Main Idea Details Summarize
Teachers please feel free to write your own notes in this section
Types of Main Idea Questions Anchor Chart
Boxes and Bullets Graphic Organizer
May also be used for brainstorming paragraphs and citing evidence to support a claim
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
11
CCCS Focus Standards
Explanation of Standard Example
CCRI43 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
Explain events by referring back to the text
Sample Questions bull What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how the bird made its nest What information from the article supports your explanation
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
12
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI43 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
Teachers please feel free to write your own notes in this section
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
13
CCCS Focus Standards
Explanation of Standard Examples
CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Students will keep word journals or records for easy reference Students will complete vocabulary graphic organizers that include non-linguistic representations (drawings) Students will apply knowledge of context clues to determine word or phrase meanings Teachers model the use of context clues to determine the meaning of a word or phrase by
Looking at the illustration or graph
Using background knowledge regarding the subject
Looking at the sentence before and after to help build meaning
Using morphology affixes Greek amp Latin roots to derive meaning
Academic Vocabulary Use a six-step strategy to teach academic vocabulary These steps include Step 1 Give a description explanation or example of the new term (not a definition) Step 2 Students give a description explanation or example of the new term in their own words Step 3 Students to draw a picture model or symbol or locate a graphic to represent the new term Step 4 Students participate in activities that provide more knowledge of and contact with the words in their vocabulary notebooks Step 5 Give students chance to discuss term with other students Step 6 Students participate in games that reinforce the new term (Adapted from Marzanorsquos Building Academic Vocabulary)
Research ProjectWrite a Weather Forecast (Option 1) Read a variety of informational texts in print and online about a specific season in a geographical region of choice Watch a meteorologist presenting a weather forecast online or on TV and describe what makes that style of presenting unique Then write a weather forecast for the area of choice Include visual displays in your presentation as appropriate and share your report with your class in the style of a meteorologist (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41a c d g L42a b) Word Study As an individual and as a class keep an index card file of new words learned in this unit (ie meteorology prediction forecast catastrophic catastrophe etc) How does the context of the word help you understand its meaning Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features (Note This will be an ongoing activity all year long) In addition you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of weather and story events (L44 RI46) Sample Questions bull What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5
Lesson Plans and Activities
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips Lesson Graphic Organizers and Assessment
Context Clues Graphic Organizers and Lesson
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
14
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CC RI44 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Vocabulary
Teachers please feel free to write your own notes in this section
Pinterest Board with Anchor Charts and Ideas for Context Clues
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
15
CCCS Focus Standards
Explanation of Standard Examples
CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
When conducting a simple scientific investigation students may record data in T-charts tables lists and logs While conducting research for a history assignment students find and use chronological order as well as cause and effect information Students will use different graphic organizers depending on the type of informational text (eg descriptive web comparison T-chart sequential flowchart)
Signal Words Have students brainstorm lists of words that signal an informational textrsquos organizational structure A beginning structure can be provided as follows or they can develop the lists independently depending on the sophistication of the readers If the text structure is comparison (Signal words as well as also) If the text structure is contrast (Signal words but also)
Sample Questions bull What is the overall structure of this article What is the most likely reason the author chose that structure bull What is the overall structure of paragraph 4 bull Why is chronological order a good way to organize the information in this article bull Why is causeeffect a good way to organize the information in this article
Lesson Plans and Activities
Learn How to Sequence Events in a Text (videos)
effect
cause
cause
event
leading events
leading events
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
16
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCSS Code CCRI45 Describe the overall structure (egchronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Teachers please feel free to write your own notes in this section
Sequencing Anchor Charts
Cause and Effect Anchor Charts
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
17
CCCS Focus Standards
Explanation of Standard Examples
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Sample Questions bull Explain how the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use examples from both accounts in your answer bull Describe the differences in focus and in the information provided between the firsthand and secondhand accounts of the launching of the space shuttle Use examples from both texts in your explanation bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle are similar and different Use details from both accounts in your answer bull Explain why the firsthand and secondhand accounts of the launching of the space shuttle have a different focus and present different information Use details from both texts in your explanation
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
18
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI46 Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided
Teachers please feel free to write your own notes in this section
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
19
CCCS Focus Standards
Explanation of Standard Examples
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Text Feature Explanation
Electronic Menus and Icons Provides direction and information to the reader
Graphs Charts and Diagrams Information graphically displayed ndash few words
Maps Provide a visual representation of a location
Photos Illustrations Captions Emphasizes key points aids in comprehension and provides interest
Students will use timelines graphs tables charts and maps to interpret historical data about social studies content studied
Students will use 2-column notes to compare information presented orally or visually with information in text BIG FOX Graphic Organizer This is a tool for helping students understand nonfiction that can be used as a pre-readingduring-reading strategy to orient the reader to the topic
B Bold ndash List any words or phrases that are in bold print
I Italics - List any words or phrases that are in italics
G Graphics ndash Describe any graphics (photos drawings graphs charts maps tables)
F Facts ndash List 5 facts found in text
O Opinions ndash List any opinions found in text
X ldquoXrdquo Marks the Spot ndash In 2 or 3 sentences write the main point of text
Images Support Text Use a T-Chart or Venn diagram to categorize the information about a topic that is found in the written text in comparison to the information provided by the illustration and caption or the diagram and description Sample Questions bull How does the diagram help the reader understand how a person breathes Use examples from the diagram and the text to support your answer bull Explain how the chart helps the reader understand how the popularity of certain toys changes from year to year Use examples from the chart and the text in your answer bull How does the diagram help the reader understand the directions Use examples from the diagram and the text in your answer bull How does the graph contribute to the readerrsquos understanding of crop yields Use examples from the graph and the text in your answer bull How does the timeline contribute to the readerrsquos understanding of the development of chewing gum Use examples from the timeline and the text in your answer
Lesson Plans and Activities
Read Visualize amp Draw Activity
Mental Image Mini-lessons
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
20
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI47 Interpret information presented visually orally or quantitatively (eg 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
Teachers please feel free to write your own notes in this section
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
21
CCCS Focus Standards
Explanation of Standard Examples
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Model for students using exemplar texts Possible suggestion Construct a T-Chart
Sample Questions bull How does the author support the idea that _____ Use examples from the article to support your answer bull Do the reasons and evidence provided in the article support the points the author is making Why or why not bull Which reasons and evidence does the author use to support the points heshe makes about _____ How do these reasons and evidence help the reader understand the points the author makes
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
22
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI48 Explain how an author uses reasons and evidence to support particular points in a text
Teachers please feel free to write your own notes in this section
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
23
CCCS Focus Standards
Explanation of Standard Examples
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Prior to reading information from two sources on the same topic students anticipate categories of information to organize their thinking while reading the texts Students combine the information to demonstrate deeper knowledge of the topic This information can be used in the creation of a research report Teacher uses Social Studies Standards (eg American History World History) or Science to select appropriate topics Students complete graphic organizers indicating which resource provided the information (eg 3-4-5 column chart) Student or groups of students integrates the information into a single report Students can take notes on color-coded index cards to demonstrate the combination of resources builds greater information Students use the index cards of notes to sort and categorize before writing or speaking on their topic
Research ProjectQampA Report (Option 2) Read a variety of informational texts in print and online about a season or weather phenomenon of choice Write a report in question answer format where you write the questions and find the answers Include audio or visual displays in your presentation as appropriate Share your report with your class (RI41 RI43 RI44 RI47 RI49 W42 W47 SL44 SL45 L41 L41 L41 L41 L42 L42) Sample Questions bull Given the information presented in two texts explain why exercise is the key to good health bull Given the information presented in two texts explain the causes of the American Revolution
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
24
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
CCRI49 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
Teachers please feel free to write your own notes in this section
Integrate the Novel Text Sacajawea
and the Basal text Sacajawea
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
25
4
th Grade
Language Skills ndash Module 1
Conventions of Standard English
Explanation Examples
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
d Use correct capitalization
e Use commas and quotation marks to mark direct speech and quotations from a text
f Use a comma before a coordinating conjunction in a compound sentence
Students need regular exposure to appropriate conventions through direct instruction The students will have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students create grammar journals as an easy resource Teachers may write sentences phrases or passages for students to identify and correct errors Teachers provide sentence-stems for students to practice correct Standard English grammar orally and in writing Teachers create word wallsresource walls of common conventions for easy resource
PoetryLiterature Response Choose a poem or story and change the point of view from which it is written In other words if the story is in first person rewrite it in third or if the story is in third person rewrite it in first Alternately choose a story to write in poetic form or a poem to rewrite in story form Discuss with a partner style of writing you prefer and why (RL46 W44 L41a b c d e g L42a b c d) What the Teacher Wrote Prepare a writing sample with grammar and convention errors Practice editing either in a whole group or in small groups using projection equipment if available Editing marks can be introduced for student use This activity can be repeated as often as necessary with a focus on a particular skill set Always use teacher-created text rather than student writing for this activity
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
26
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L42 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization
b Use commas and quotation marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
Target Fundamental Lessons
LC012 ndash Apply grade Level
Capitalization Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
Teachers please feel free to write your own notes in this section
Pinterest Board with Conventions Anchor Charts and
Activities
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
27
Conventions of
Standard English Explanation Examples
L43 Use knowledge of language and its conventions when writing speaking reading or listening b Choose words and phrases to
convey ideas precisely
Formal vs Informal To help students distinguish between formal and informal language create a T-Chart with a list of informal words and phrases on one side and their formal translations on the other Emphasize that there is a place for both styles of language the important thing is to understand when to use which Examples of wordsphrases that could be used
Formal Informal
Hello How are you Whatrsquos up
wound Boo - boo
Get into trouble Get in hot water
impressed Blown away
Class Discussion Letrsquos compare and contrast how the earth and sky are treated in Native American stories and other texts Look back in the stories and poems wersquove read for specific lines or paragraphs in order to find specific details (SL41a b c d RL49 L43a b c) Ellipses and Question Marks Discuss the purpose of ellipsis (eg The door opened and there was) and use question marks to engage a reader how one can be used to suggest things to be left to the readerrsquos imagination and how the other can be used to raise questions in the readerrsquos mind Encourage students to watch for instances of this use in their own reading (Adapted from the United Kingdom located at httpnationalstrategiesstandardsdcsfgovuknode257798)
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
28
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
L43 Use knowledge of language and its conventions when writing speaking reading or listening
a Choose words and phrases to convey ideas precisely
Teachers please feel free to write your own notes in this section
Pinterest Board with Vocabulary Anchor
Charts and Activities
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
29
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411h Use determiners (eg articles demonstratives)
Teachers please feel free to write your own notes in this section
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
30
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP411j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Teachers please feel free to write your own notes in this section
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
31
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Teachers please feel free to write your own notes in this section
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
32
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431f Ensure subject ndash verb and pronoun ndash antecedent agreement
Teachers please feel free to write your own notes in this section
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
33
CCCS Focus Standards
Explanation of Standard Instructional Activities and Strategies
LP431i Produce simple compound and complex sentences
Teachers please feel free to write your own notes in this section
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
34
STANDARDS
Extended Text
Sacajawea Guide to Lewis and Clark MINI-LESSON IDEAS
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
Section 1
A New Life ndash Looking for Shoshoni
Introducing the Text (Before Reading) Genre and Structure (RI43-45)
Nonfiction Text Structure Chronological Signal Words TLI Core Reading Guide p5-6
Setting a Purpose for Reading - Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 1
Vocabulary ndash Context Clues (RI44 L44-46 W410) Learn the Words Use the Words
TLI Core Reading Guide p 8 24
Text Features Primary Sources and Direct Quotes (RI41-43 RI46 RI48)
TLI Core Reading Guide p 8 ndash 9 25
Pre-Teaching the Text
Mini Lesson
Connect to the Essential Question - Use partner talk to get the students thinking about what they know about journeys and the effect of the participants Students are to share ideas in class discussions and take notes on the Essential Question and record their ideas in their reading journal as they read the novel (SL41 SL46 W48 W410)
TLI Core Reading Guide p 7 23
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (W48 W410) Purpose Read to discover how a young Shoshoni girl became a member of the famous Lewis and Clark expedition
Section 1 Vocabulary
A New Life ndash Looking for Shoshoni
Locate Adapt
Capture Discovery Expedition Interpreter
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain
describe report or narrate
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
35
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI46 - Compare and contrast a firsthand and secondhand account of the same event or topic describe the differences in focus and the information provided RI48 - Explain how an author uses reasons and evidence to support particular points in a text Other Standards Taught SL41 SL44 SL46 W41 W48 W49 W410 RL44 RF43 RF44 L44 L45 L46 RI410
After Reading Section1 A New Life ndash Looking for Shoshoni
Text Features Primary Sources and
Direct Quotes Review and have students report their findings from the Student Packet page 25 (RI41-43 RI46 RI48) TLI Core Reading Guide p 8 ndash 9 25
Comprehension and Analysis ndash Short
Answer Reading Response (RI41 -43 and W41 W48-410)
TLI Core Reading Guide p 10 26 Textual Analysis (RI41-43) TLI Core Reading Guide p 11 27
After Reading Section 1 A New Life ndash Looking for Shoshoni
Along the expedition Lewis and Clark wrote their opinions about the events people and landscape in their journals What if Sacajawea had kept at least a journal What would she have thought about the expedition Choose one moment during the expedition and write Sacajawearsquos journal entry about it The entry should be one paragraph long ( W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 11 27 (Please see the criteria for this activity on page 11)
Websites
Compass Learning Odyssey
Target Fundamental Lessons W42b ndash Write to inform explain
describe report or narrate
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
36
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
Section 2 Little Bird Returns ndash Goodbye Again
Introducing the Text (Before Reading) Introduce Vocabulary Setting a Purpose for Reading -
Ongoing (RI410) TLI Core Reading Guide p 9
Reading Mini Lessons ndash During the
Reading of Section 2
Vocabulary ndash Context Clues (RI44 L44-46 W410)
o Learn the Words o Use the Words
TLI Core Reading Guide p 12 28 Text Feature Chapter Headings
(RI43 RI45 RI47) TLI Core Reading Guide p 12-13 29
Section 2 Little Bird Returns ndash Goodbye Again
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover how Sacajawea helped Lewis and Clark return home
Section 2 Vocabulary Little Bird Returns ndash Goodbye Again
Achievement
Council Custom
Navigate Route
Valuable
Websites Compass Learning Odyssey
Target Fundamental Lessons
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
37
STANDARDS
Extended Text Sacajawea Guide to Lewis and Clark
MINI-LESSON IDEAS
Language amp
Routine Writing in ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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 Other Standards Taught RL44 RF43 RI410 L46 W41 W42 W44 W48 W49 W410 SL42 SL44
After Reading Text Features Chapter Headings
Review and have students report their findings from the Student Packet page 25 (RI43 RI45 RI47 SL42SL44) TLI Core Reading Guide p 13 29
Comprehension and Analysis ndash (RI41
-43 and W41 W48-410) TLI Core Reading Guide p 14 30
After Reading In the second half of the expedition Lewis and Clark decide to split up into small groups Compare and contrast the experiences of each group Who had it easier Who had it harder Why Use specific details from the book to support your answer (W41 W42 ndash W45 W48 ndash W410 and L41-43) TLI Core Reading Guide p 15 31 (Please see the criteria for this activity on page 15)
Websites Compass Learning Odyssey
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
38
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1 Building Background Knowledge 1
ldquoThe Western Countryrdquo (RI41-43) TLI Related Readings Guide p2
Resource 2
Building Background Knowledge 2 ldquoInto the Unknownrdquo (RI41 ndash 43 RI47) TLI Related Readings Guidendashp2-3
Resource 3
Building Background Knowledge 3 ldquoGo West Across America with Lewis and Clarkrdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide page 3
Resource 4
Building Background Knowledge 4 ldquoLewis amp Clark Online Base Camprdquo
(RI41 ndash 43 RI47) TLI Related Readings Guide p 3-4
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Read to find out how the Lewis and Clark Expedition
changed Americarsquos understanding of the land between the Missouri River and
the Pacific Coast
Resource 2 Purpose Read the interactive story ldquoInto the Unknownrdquo to determine how you would have solved
problems faced by Lewis and Clark during their expedition
Resource 3 Purpose Play this online
game to learn about some of the problems Lewis and Clark faced on their
expedition through the Western territory and find out if you would have
survived the adventure
Resource 4 Purpose Read and watch to learn who was involved in the Corps
of Discovery expedition why they went what challenges they encountered and
what they accomplished
Websites Compass Learning Odyssey
Background Resources (Before reading of The Story of Sacajawea Guide to Lewis and Clark)
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
39
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 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 RI47 Interpret information presented visually orally or quantitatively (eg 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
Resource 1
ldquoFill Up the CanvashellipRiver of Words Exploring with Lewis and Clarkrdquo (RI41-43 and RI47) TLI Related Readings Guide p 5
Resource 2
ldquoJournaling in 1805rdquo (RI41-43) TLI Related Readings Guide p 5
Resource 3
ldquoYork African American Explorerrdquo (RI41-43) TLI Related Readings Guide p6
Resource 4
ldquoMy Excellent adventure with Lewis and Clarkrdquo (RI41-43) TLI Related Readings Guide p 6
Resource 5
ldquoDiscovering Lewis and Clark from the Airrdquo (RI41-43 RI47) TLI Related Readings Guide p 6-7
On a Daily Basis students may use their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Resource 1 Purpose Explore a map of
the Lewis and Clark expedition to discover what the corps observed along their journey and their impressions of the geography and people they met
Resource 2 Purpose Read the journal
entries of Lewis and Clark to learn about their experiences and their personal
writing and spelling styles
Resource 3 Purpose Read to learn about the contributions of the only
African American member of the Lewis and Clark Expedition and what
happened to this man when the explorers returned home
Resource 4 Purpose Read to find out what one boy imagines it would have
been like to travel with Lewis and Clark on their historic expedition
Resource 5 Purpose Explore this
website to view photos and learn about the faces the places the technology
and the issues associated with the Lewis and Clark Expedition
Websites Compass Learning Odyssey
Supporting Resources (During the reading of The Story of Sacajawea Guide to Lewis and Clark)
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
40
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening (a will be tested)
a Choose words and phrases to convey ideas precisely
Other Standards Taught RL44 RF43 L44 - 46 RL410 RF43 RF44 RL41 RL42 Rl43 RL46 Rl47 RL49 W42 W43 ndash 46 W48-410
Introducing the Text (Before Reading) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p 9
Reading Mini Lessons for Related
Reading 1
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410) TLI Related Readings Guide p 9-10 and 41-42
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410) Purpose Read to discover what happened on the Lewis and Clark Expedition from Lewisrsquos dogrsquos point of view
Assessment
Narrative Writing Task ndash Think of a story that is written in third ndash person narration and that includes an animal Rewrite a section of it from the animalrsquos point of view Be sure to include the important event as the animal might view them (W43 ndash 46 W48 -410 L41 ndash 43 L46) TLI Related Readings Guide ndash p10 44 (Please see the criteria for this assignment on p10 of Related Reading Guide)
Vocabulary
Vocabulary Magnificent
Worn out Scanned
Coat Edible
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide
Pages 11-12 of Related Reading Guide
ldquoDog of Discoveryrdquo
ldquoAKC Meet the Breeds Newfoundlandsrdquo
ldquoSeamanrdquo
ldquoArt in the Park Sacajawea and Seaman Statuesrdquo
Related Reading 1 ldquoFrom Sea to Shining SeahellipWell Almostrdquo (After the reading of The Story of Sacajawea
Guide to Lewis and Clark)
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
41
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
Other Standards Taught RL41 RL42 RL410 RL44 RL49 Rl45 RF43 RF44 W41 W42 W48 ndash 410 L44 ndash 46
ldquoThe Cedar Basketsrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
ldquoThe Song of Greatnessrdquo Introducing the Text (Before Reading) Introduce Vocabulary (RL44 RF43
L44-46) Setting a Purpose for Reading -
Ongoing (RI410 RF43 RF44) TLI Related Readings Guide p ndash 14 15
Reading Mini Lessons for Related
Reading 2
Vocabulary ndash Context Clues (RL44 L44-46 W410)
Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide p 15-16 and 45-46
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
ldquoThe Cedar Basketsrdquo Purpose Read this legend to discover what caused the Cedar tree and bean mice to stop helping humans
ldquoA Song of Greatnessrdquo Purpose Read ldquoA Song of Greatnessrdquo to discover what the speaker thinks about when listening to stories of greatness of tribal ancestors
ldquoNative American Mythsrdquo Purpose Read to learn about the legends and myths of the Americas
The Cedar Baskets - Vocabulary
Cedar Tunnel Cache
The Song of Greatness - Vocabulary
Ancient Esteemed Mightily
Websites
Compass Learning Odyssey
Additional Resources TLI Related Readings Guide p16
ldquoNative American Mythsrdquo
Related Reading 2 ldquoThe Cedar Basketsrdquo and ldquoA Song of Greatnessrdquo (After the reading of The Story
of Sacajawea Guide to Lewis and Clark)
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
42
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI47 Interpret information presented visually orally or quantitatively (eg 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
Other Standards Taught RF43 RF44 RL41 RL42 RL44 RL45 RL49 L44 ndash 46 W42 W48 W49 W410
Reading Mini Lessons for Related Reading 3
Introducing the Text (Before Reading
Great Adventure) Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410) TLI Related Readings Guide - p 17
Introducing the Text (Before Reading ldquoLewis and Clarkrdquo)
Vocabulary ndash Context Clues (RI44 L44-46 W410)
TLI Related Readings Guide ndash p18
Setting a Purpose for Reading - Ongoing (RI410)
TLI Related Readings Guide ndash p18 Comprehension and Analysis ndash Short
Answer Reading Response (RL41 RL42 RL49 W42 W48-410)
TLI Related Readings Guide ndash p 19-20 47-48
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Great Adventure Purpose Read to discover how events in this play compare to events in the biography Sacajawea Guide to Lewis and Clark
ldquoLewis and Clarkrdquo Purpose Listen for the rhyme and rhythm in ldquoLewis and Clarkrdquo as you read the poem aloud
Great Adventure - Vocabulary Map
Timeline
Lewis and Clark - Vocabulary Mammoth
old shankrsquos mare
Websites Compass Learning Odyssey
Additional Resources TLI Related Readings Guide ndash p20
ldquoLewis and Clark and the Time Travelersrdquo
Related Reading 3 Great Adventure and ldquoLewis and Clarkrdquo (After the reading of The Story of
Sacajawea Guide to Lewis and Clark)
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
43
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text
Introducing the Text (Before Reading Sacajawea)
Introduce Vocabulary (L44-46) Setting a Purpose for Reading -
Ongoing (RI410)
Reading Mini Lessons for Related Reading 4
Vocabulary ndash Context Clues (RI44 L44-46 W410)
Teacher Read Aloud ndash T300 ndash T301 Vocabulary in Context - T302 ndash T303 Developing Background - T304 ndash T305
Main Idea and Details (RI42)
Remind students of the importance of understanding the main ideas as they read T306-T307
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Sacajawea Purpose There is more than one secret to success What makes a team successful Write and Explanation - Imagine that you had been invited to go on Lewis and Clarkrsquos expedition What qualities or skills would you have brought to the team What would you have enjoyed most about the trip What would you have found most difficult Write a paragraph explaining your ideas
Native American Poetry Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Main Idea
Supporting detail Visualize
Infer
Websites Compass Learning Odyssey
Target Fundamental Lessons
RI42 ndash Describe the Main Idea and Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
44
Standards
Short Text Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
RELATED RESOURCES amp Vocabulary
RI41 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text RI42 - Determine the main idea of a text and explain how it is supported by key details summarize the text RI43 - 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 RI44 - Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area RI45 - Describe the overall structure (eg chronology comparison causeeffect problemsolution) of events ideas concepts or information in a text or part of a text RI47 - Interpret information presented visually orally or quantitatively (eg 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
Introducing the Text (Before Reading Native American Poetry)
Review Vocabulary (L44-46) Preview Poetry ndash Free Verse (p T324)
Tell students that free verse does not have rhyme but sometimes has rhythm Point out that free verse comes from its flow and rhythm Free verse can also use sensory language to create vivid mental pictures
Reading Mini Lessons for Related
Reading 4 Vocabulary ndash Figurative Language
(RI44 L44-46 W410) p T326
Main Idea and Details (RI42) Remind students of the importance of understanding the main ideas as they read p- T326
Infer Main Idea and Details (RI41
RI42) Use text details and background knowledge to infer main ideas and supporting details pages - T328-T329
On a Daily Basis students may use
their Reading Journals to record their purpose for reading and take notes on what they discover predict confirm learn etc as they read (RI410 W48 W410)
Native American Poetry
Text to Self ndash We know details of the
Corps of Discovery expedition because Lewis and Clark kept
journals Recall an interesting trip you have taken Write a journal
entry about it Explain why the trip was important to you
Text to Text (Write a Poem)
Think about one of the natural sights that Sacajawea saw during her journey Then write a poem about that sight Include sensory details
that help readers picture the scene You may draw on the poems in
ldquoNative American Nature Poetryrdquo for ideas
Text to World ndash Research
Choose a native American group that lived in your state in the past Find
at least three interesting facts about this group and list them on a poster along with drawings or photographs
that help explain your facts
Sacajawea and Native American Poetry Vocabulary
Corps Interpreter Supplies Territory Proposed Duty Accompany Route Landmark Clumsy
Academic Vocabulary Free Verse
Websites
Compass Learning Odyssey
Target Fundamental Lessons RI42 ndash Describe the Main Idea and
Supporting Details
L44a ndash Use Context Clues to Determine the Meaning of Multiple Meaning Words
W42b ndash Write to inform explain describe report or narrate
Additional Resources Leveled Readers Vocabulary Reader - Lewis and Clarkrsquos
Packing List Below Level ndash John Wesley Powell On Level ndash Writer from the Prairie
Above Level ndash Chief Washakie ELL ndash Laura Ingalls Wilder
Write in Reader ndash Lesson 20 Write in Reader ndash Lesson 20 provides Scaffolded
Support
Related Reading 4 Sacajawea and Native American Nature Poetry (After the reading of The Story of
Sacajawea Guide to Lewis and Clark) ndash Journeys Lesson 20
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
45
Writerrsquos Workshop Performance TaskResearch Project (7 -10 days)
PERFORMANCE TASK
PLANNING DRAFTING REVISINGEDITING
TLI Related Readings Guide Pages 33-34
Students will explore the different Native American groups they have read about during this
novel Students will gather information from reliable sources
such as After students have determined their central idea the
research project can be developed
Focus the Central Idea for the
Research Where the group lived
during expedition When and where Lewis
and Clark Encountered the group
How this group lived Did they farm raise horses etc
What they ate Languages and customs Other Native American
groups with which they are closely aligned
Maps or other visuals that might be useful for the report and or presentation
Explore Topics (1 Day) Allow students time to explore the native American groups Gather Information with Central Focus in mind
(1-2 Days) Students will gather information from reliable
sources To determine whether or not an Internet source is reliable suggest that students
use reputable Web sites such as edu gov or org websites Remind students that the
information for their research project can come from various forms of media including web
sites books newspaper or magazine articles etc When in doubt students are to ask the
teacher librarian if there is a reliable source
Focus the Central Idea for the Research
Take Notes (1-3 Days) Have students take notes as they read Remind them to paraphrase the information and record
it on note cards They should include several important quotations and be sure to use
quotation marks correctly Source information for a book should include basic bibliographic
information such as author title city of publication the publisher the year the book was
published and the page numbers for specific pieces of information Source information for a web site should include the title the author and sponsor if given the home page and the date
accessed
Write a First Draft (1 Day)
After students have recorded their information have them arrange it in some logical fashion For the 1
st draft
students will need to write an introduction body and conclusion The body should develop the introduction by including the facts they recorded Be sure to revise the TLI Writing Scoring Rubric with students if used for grading purposes
Edit and Revise(1 Day)
Proofread
After finishing the research report students should reread their writing and
look for and correct any errors in spelling capitalization punctuation an
grammar
Make a Clean Copy(1-3 Days) After students have finished revising and proofreading their research report have
them make a clean copy If possible students should create the final copy of their research paper using a keyboard
Students should add a Works cited page to the end of their report in which they
list the sources they actually used in writing their research report
Display or Present
Students can display their research reports in the classroom or they may
present the information to their classmates in the form of an oral report
Depending on the research topic students can incorporate the use of digital media in their presentation
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
46
WRITING WORKSHOP
(Management Conventions
Process Mini Lesson Ideas)
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
L42 - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
a Use correct capitalization b Use commas and quotation
marks to mark direct speech and quotations from a text
c Use a comma before a coordinating conjunction in a compound sentence
d Spell grade-appropriate words correctly consulting references as needed
L43 - Use knowledge of language and its conventions when writing speaking reading or listening a Choose words and phrases to convey ideas precisely
LP411h - Use determiners (eg articles demonstratives) LP411j - Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in responses to prompts LP431a - Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences LP431f - Ensure subject ndash verb and pronoun antecedent agreement LP431i - Produce simple compound and complex sentences
Day 1 The teacher will model taking the point of view of one of one of the expedition members form the novel Sacajawea and write about a day in the life of their journey
The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally
During work time the students will plan a narrative using the selected narrative graphic organizer
Day 2
The teacher will model using the graphic organizer to draft a narrative about a day traveling with the Corps of Discovery
During work time the students will draft about a day traveling with The Corps of Discovery The teacherswill conference with students and scaffold them as they use transition words in their writing
Day 3
The teacher will model the revision process
The students will revise their writing The teacher will conference with the students
Day 4
The teacher will model the Peer Editing process
The students will Peer Edit
OREO Writing Lesson
Opinion ndash State Opinion Reason ndash Give Reason
Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion
Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Websites Compass Learning Odyssey
Language Mini Lessons Target Fundamentals
L42 LC012 ndash Apply grade Level Capitalization
Rules
LC020 ndash Use Correct Capitalization
LC027 ndash Apply Grade Level Punctuation Rules
LCO33 ndash Use Correct Capitalization
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
47
WRITING WORKSHOP
(Management Conventions Process
Mini Lesson Ideas)
CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
OPINION WRITING MINI
LESSONS
RELATED RESOURCES
Writing Management Lesson Peer Editing Peer Editing Lessons
Day 5 Publish if chosen
Websites Compass Learning Odyssey
48
48
Recommended