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Houghton Mifflin Reading 4th Grade
,q Theme 1 Journeys*
Back to School 4.1.4.3 GPredictlInfer 4.1.4.5 GPhonics/ decoding 4.1.1.1 GMonitorl Clarify
Akiak (Fiction) 4.2.1.1 astory Structure 4.2.1.2 GSummarize 4.1.4.5 GInference 4.2.1.1 GDetails 4.1.4.5 GDrawing Conclusions 4.1.4.8 GCause & Effect 4.1.4.3 GPredicting
Grandfather's Journev (Personal Narrative) 4.1.4.5/4.1.4.3GPredict/Infer 4.1.4.5 GInference 4.1.4.6 GSequence
Finding the Titanic (Nonfiction) 4.1.4.9 GMain Idea ,
4.1.4.5 GInference 4.2.1.1 GDetails 4.1.4.2 Text Features 4.1.4.1 1GAuthor's Viewpoint
Bv The Shores of Silver Lake (Historical Fiction)
4.2.1.1 GDetails 4.1.4.5DInference 4.1.4.7 GCompare/ Contrast 4.1.4.7 GProblem Solving
-Read and Compare Chester Chicket (Fiction)
4.1.4.5 GInference 4.1.4.5 GDrawing Conclusion
The Parcel Post Kid (Nonfiction) 4.1.4.5 GInference 4.1.4.5 DDrawing Conclusion
Theme-Mysteries 4.2.1.1 GGenre 4.2.1.2 DStory Elements /Structure 4.1.4.5 GInference 4.1.4.7 GCompare/Contrast
Theme 2 American Stories
Thomas and The Library Lady (Fiction) 4.1.4.3 QPredict/Infer
QSequence 4.1.4.5 QInference
Tanya's Reunion (Realistic Fiction) 4.2.1.1 QCharacter Development
(noting details) 4.1.4.5 QInference
GSingular & Plural Nouns
Boss of the Plains (Biography) 4.1.4.9 QSummarize 4.1.4.5 QInference 4.1.4.5 QDraw Conclusions 4.1.4.8 OCause/Effect
A Very Important Day (Realistic Fiction)
4.1.4.5 QInference 4.1.4.5 Q ~ r a w i n ~ Conclusions 4.2.1.3 QStory Structure 4.1.4.7 QCompare/Contrast
Theme- Wrap-Up Ameila and Eleanor Go for a Ride (Historical Fiction)
4.1.4.5 QInference 4.1.4.6 QSequence 4.1.4.7 QCompare/Contrast
Duke Ellington (Nonfiction) 4.1.4.5 OInference 4.1.4.6 OSequence
Media Link GReading a newspaper article
Theme- Plays Tales of A 4th Grade Nothing
4.1.4.4 GBeginning, Middle, End 4.1.4.9 QSummarize 4.1.3.4 QSuffixes
Houghton Mifflin Reading 4th Grade
Theme 3 That's Amazing!
The Stranger (Fantasy) 4.2.1.1 ONoting Details 4.1.3.4 acornpound Words 4.1.4.8 OCause & Effect 4.1.4.5 OInference 4.1.4.5 QDrawing Conclusions 4.1.3.2 OSynonyrns
Cendrillon (Fairy Tale) 4.1.4.7 OCornpare/Contrast 4.1.4.8 0 Cause/ Effect 4.1.4.5 OInference 4.1.4.5 QDrawing Conclusions 4.2.1.1 ONoting Details
Heat Wave (Tall Tale) 4.1.4.8 OCause & Effect 4.1.3.2 OStory Structure 4.1.4.5 OInference
Read and Compare The Borrowers (Fantasy) 4.1.4.7 acornpare/ Contrast 4.1.4.5 OInference
OFantasy/ Reality
Lord of the Fleas (Nonfiction) 4.1.4.8 acornpare/ Contrast 4.1.4.5 OInference
OFan tasy / Reality
Theme 4 Problem Solvers
Mv Name is Maria Isabel (Fiction) 4.1.4.3 OPredicting Outcomes 4.1.4.5 OInference 4.1.3.4 OSuffix/Base Word 4.2.1.1, 4.3.1.2 OStory Structure
Marvin of the Great North Woods (Fiction) 4.1.3.4 OPrefur/Suffx 4.1.4.7 OProblem/Solution 4.1.4.7 OCompare & Contrast 4.1.4.3 OPredicting 4.1.4.8 OCause/Effect
The Last Dragon (Fiction) 4.1.3.4 OPrefur/Suffur 4.1.4.5 OInference 4.1.4.5 ODrawing Conclusion 4.2.1.3 OPlot 4.1.4.7 OProblem Solving
OSequence 4.1.4.7 OCompare & Contrast
Sine: to Stars (Fiction) 4.2.1.1 OCharacters Physical Traits 4.2.1.2 OSetting 4.2.1.3 OMajor Conflict 4.2.1.3 OStory Structure 4.1.4.7 OCompare/Contrast 4.1.4.5 ODrawing Conclusions 4.1.3.2 OAntonyms 4.1.4.5 OInference
Connect & Compare Juan Verddes (Fiction) 4.1.4.7 OProblem/Solution
OSummarize OPredicting Outcomes
4.1.4.7 OCompare 4.2.1.2 Wetting 4.1.2.1 OFluency
Louis Braille (Nonfiction) 4.1.4.7 oProblem/ Solution
OSummarize OPredicting Outcomes
4.1.4.7 OCompare 4.2.1.2 OSetting 4.1.2.1 OFluency
Theme- Poetry 4.1.3.4 OPrefur 4.2.1.2 OSetting 4.1.4.5 OInference 4.1.3.5 OSimile/Metaphor 4.1.4.8 OCause/Effect 4.1.4.7 OCompare/Contrast 4.1.3.5 OAnalogies
Houghton Mifflin Reading 4th Grade
Theme 5 Heroes
Happy Birthday Dr. King (Fiction) 4.1.4.8 aCause/Effect 4.1.4.3 OPredict 4.1.4.5 GInference 4.1.4.5 aDraw Conclusion 4.1.3.4 aSuffm/ Prefm
Gloria Estefan (Biography) GMaking Judgments
4.1.4.7 acornpare & Contrast 4.1.4.14 aFact/ Opinion
Lou Gehrig (Biography) 4.1.4.14 aFact/ Opinion
OMaking Judgments 4.1.4.7 acornpare & Contrast
OAuthor 's Viewpoint
Math Link Figuring It Out
GReading a Chart 4.1.4.2 GText Features 4.1.4.6 or 7 acornpare & Contrast
Theme- Pourquoi Tales OQuestioning GFolktales
4.2.1.2 OSetting 4.1.4.8 aCause/Effect
Theme Wrap-Up
Stormy, Misty's Foal (Realistic Fiction) 4.1.4.7 acornpare & Contrast
Theme 6 Nature: Friend and Foe
Salmon Summer (Nonfiction) 4.1.4.9 QSummarize 4.1.4.5 QInference
QFollowing Directions -social studies link
-Adverbs
Wildfires (Expository Nonfiction) 4.1.4.10 OMain Idea 4.1.4.9 asupporting Details 4.1.4.8 aCause/Effect 4.1.4.14 OFact & Opinion 4.1.3.4 DSuffixes
Skylark (Historical Fiction) 4.1.4.5 OInference 4.1.4.3 OPredict 4.1.4.5 OInference 4.1.4.8 aCause/Effect
Connect & Compare Lost On A Mountain In Maine (Nonfiction) 4.1.4.5 OInference 4.1.4.10 a Main Idea 4.1.4.9 asupporting Details
The Volcano Disaster (Fiction) 4.1.4.5 OInference
Saca~awea (Biography) 4.1.4.14 aFact/ Opinion
Reading, Grade: 4th Mastery Check 1,4 and 8 Benchmark #: 4.1.2.1 State Lanquaqe: The student uses knowledge of conventions (e.g., question mark, exclamation point, commas, apostrophes, colon, semi-colon, dash) to read fluently at instructional or independent reading levels.
Student Friendly Lannuaqe: I can use conventions (question marks, exclamation points, comnlas, apostrophes, colons, serni-colons and dashes) to me understand what I read
Concept (Students w~ll know): Conventions
Skills (Students will do):
Uses Read fluently
DOK Level:
2
Biu Ideas: Using conventions while reading helps with reading flow and comprehension.
Essential Questions: Why is it important to read fluently? How will that help with comprehension?
Core Materials Houghton Mifflin Reading: Any passage
Supplemental Materials:
Teachinq Strateqies:
Listening State Indicator 4.1 2 .1 GR4 I
Reading State Indicator 4 . 1 .2. 1
A 1. 1. 7
I I
Concept (Students will know):
Level 21
Skills (Students will do): DOK Level I
The student recognizes the differences of intonation with questions, exclamations, commands, and statements.
Concept (Students will know):
Intonation Question Exclamation Command Statement
Skills (Students will do): DOK Level
Big Ideas:
Recognizing the difference of intonation improve listening comprehension.
Essential Questions:
Speaking State Indicator 14.1.2.1 ,
Essential Questions:
1 I Level 2 1
I
The student uses appropriate greetings with a variety
Concept (Students will know):
Greetings Responses
Skills (Students will do): DOK Level
Big Ideas:
Using greetings and a variety of responses is essential to speaking.
Essential Questions:
What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of responses?
Writing State lndicator 4.1 2 . 1
1 Level 12 1 The student uses ending punctuation and commas (e. g., lists, dates, and cities to states).
I I
Concept (Students will know):
Punctuation Commas
Skills (Students will do): DOK Level
Use
Big Ideas:
using mechanics supports writing.
Essential Questions:
What is punctuation? What are commas? How does using mechanics support writing?
Reading, Grade: 4th Mastery Check 1 Benchmark #: 4.1.3.2 State Lannuane: The student identifies and uses synonyms, antonyms, homographs, and homophones to determine the meaning of words.
Concept (Students will know): Synonyms Antonyms Homographs Homophones
Student Friendly Language: I can identify and use (synonyms, antonyms, homophones and homographs) to help me figure out the meaning of words.
Skills (Students will do): identifies uses determine the meaning
Bin Ideas: Using synonyms, antonyms, homographs, and homophones helps readers determine the meaning of unfamiliar words and enhances vocabulary.
Essential Questions: Name a synonym and antonym for the word happy. How could using this knowledge help you read for meaning?
DOK Level:
2
Core Materials Houghton Mifflin Readirlg: Antonyms: TE2: 181 G, R 17; TE4: 51 1 F Homographs: TE4: 467 Homophones: TE1 : 57F, 133D; TE5:581 G Synonyms: TE1 : 107G; 'rE2: 185; TE3: 3236, R15
Supplemental Materials:
Teaching Stratenies:
-
Listening State Indicator 4.1.3.2 GR4 1 Speaking State lndicator 14.1.3.2
A 1. 1. 10 - A 1. 1. 11
Reading State Indicator 4.1 3.2
Level 21 The student identifies intermediate synonyms and
Level 121 A 2. 1. 7
Concept (Students will know):
lntermediate Antonyms
The student makes inferences and draws conclusions from short passages.
Concept (Students will know):
Conclusion Inference
Skills (Students will do): DOK Level
Infer Conclude 2
Big Ideas:
Drawing conclusions and making inferences form text improves listening skills.
Essential Questions:
conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing a conclusion from a short passage improve listening
Level 21
Skills (Students will do): DOK Level
Identify I 1
The student tells what is happening in a picture using simple sentences.
Concept (Students will know):
Summary Simple Sentences
Skills (Students will do): DOK Level
Big Ideas:
Oral description develops language skills.
Essential Questions:
What is a simple sentences? How does describing a picture develop oral language
Big Ideas:
l ~ e c o ~ n i z i n ~ synonyms and antonyms improve
Essential Questions:
How do synonyms and antonyms differ? How does recognizing synonyms and antonyms
Writing State Indicator 4.1.3.2
I I
Concept (Students w~ll know):
Skills (Students will do): DOK Level
7 7 1
Big Ideas:
Essential Questions: I
Reading, Grade: 4th Mastery Check 1 Benchmark #: 4.1.4.1 4A State Language: The student distinguishes between fact and opinion in various types of appropriate -level texts.
Concept (Students will know): Fact Opinion Various types of text
Student Friendlv L a n ~ u a ~ e : I can distinguish between fact and opinion when I read different types of reading passages.
Skills (Students will do): distinguishes
Big Ideas: It helps a reader make judgments. Analyzing fact and opinion helps a reader make judgments. .
Essential Questions: How can you determine that a statement is a fact? Which clues in the passage tell that it is an opinion? Why does a reader need to know the difference between a fact and an opinion? How does knowing the difference between fact and opinion help a reader?
DOK Level:
2
Core Materials
Houghton Mifflin Reading: Possible passages: (Any passage) Gloria Estefan, Lou Gehriq, Sacagawea, and Wildfires
Social Studies Material
Supplemental Materials:
Teaching Strategies:
Listening State Indicator 14.1.4.14 GR 4 1
1 1 Level 2 1 The student makes inferences and draws conclusions from short passages.
Concept (Students will know):
Conclusion Inference
Skills (Students will do): DOK Level
Infer Conclude 2
Big Ideas:
Drawing conclusions and making inferences from text improves listening skills.
Essential Questions: What is a conclusion? What is an inference? How do you draw conclusions form short passages? How do you make inferences for a short passage? How does making an inference and drawing a conclusion form a short passage improve listening comprehension?
Reading State Indicator 14.1 A.14
Level 21 The student distinguishes fact and opinion in various
I Concept (Students will know): I
Opinion r Skills (Students will do): DOK Level
Big Ideas:
Distinguishing between fact and opinion is critical to reading comprehension.
Essential Questions:
between fact and opinion critical to reading comprehension? How is distinguishing between fact and opinion critical to
Speaking State Indicator 4.1.4.14
The student responds to questions using appropriate complete sentences.
A 2 .1 .6
I I
Concept (Students will know):
Questions Complete Sentences
Level 2
Skills (Students will do): DOK Level
Respond Use
I I
Big Ideas:
Responding to questions and using complete sentences enhances oral communication.
Essential Questions:
What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?
I I
The student clarifies and classifies information.
Writing State Indicator 4.1.4.14
Concept (Students will know):
A 4.2.1
Classification Clarification
Level 2
Skills (Students will do): DOK Level
Classify
Big Ideas:
Classification and clarification of information improve writing.
Essential Questions:
What is classification? What is clarification? How does classification and clarification of information improve writing?
Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.3.4 State Lannuage: The student determines meaning of words through knowledge of word structure (e.g., contractions, root words, prefixes, suffixes). Concept (Students will know): Meaniqg of words Word structure
Student Friendly Lannuage: I can determine the meaning of words by knowing word structure (compound nouns, contractions, root words, prefixes and suffixes). Skills (Students will do): Determines
Bin Ideas: Knowing about and using word structure helps the reader determine the meaning of words.
Essential Questions: What are contractions Why are they important? What are root words? How does knowing them help us understand new words? What are prefixes? How does knowing the meaning of them improve our comprehension? What are suffixes? How does knowing the meaning of them improve our comprehension?
DOK Level:
2
Core Materials Houghton Mifflin Reading: Any passage (use Index for pages)
Supplemental Materials:
Teachinn Stratenies:
Listening State Indicator 4.1.3.4 GR4 1 Speaking State Indicator 4.1.3.4
I I
Concept (Students will know):
A 1. 1. 8
I ~~~~~u res
Level (21
Skills (Students will do): DOK Level
Demonstrate Correct Reco nize r2= Big Ideas:
The student demonstrates ability to correct language by recognizing obvious incorrect forms and structures.
Correcting and recognizing incorrect forms and structures assist listening comprehension.
Essential Questions:
What is a grammatical form? What is a grammatical structure? How does correcting and recognizing incorrect forms and structures assist listenins com~rehension?
Reading State lndicator 4.1.3.4
w Level
rn Concept (Students will know):
r Skills (Students will do): DOK Level
0 - Big Ideas: r r Essential Questions:
A 3.1.7 A 3.1.9 I-
A 3. 3. 6
Writing State Indicator 4.1.3.4
Level 21 I 4. 5. 1 Level E 7 I
The student identifies prefixes, suffixes and root words.
Concept (Students will know):
Prefixes Suffixes Root Words
Skills (Students will do): DOK Level
Big Ideas: Knowing prefixes, suffixes, and root words helps decode words. Knowing prefixes, suffixes and root words helps determine meaning of multi-syllabic words.
Essential Questions:
The student uses prefixes and suffixes correctly.
Concept (Students will know):
Prefixes Suffixes
Skills (Students will do): DOK Level
Big Ideas:
Essential Questions:
What is a prefix? What is a suffix? How does using prefixes and suffixes aid in writing?
Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.7A State Language: The student compares and contrasts information (e.g., topics, character traits, themes, problemlsolution, cause effect relationships) in one or more appropriate-level text(s) and identifies comparelcontrast signal words.
Concept (Students will know): Topics Character traits Themes Problemlsolution Causeleff ect Comparelcontrast signal words
Student Friendly Language: I can compare and contrast information I have read in a reading passage and identify the signal words. (topics, character traits, themes, problemlsolution, causeleffect and signal words)
Skills (Students will do): Compare Contrast Identifies
Big Ideas: Using compare and contrast helps readers understand how to pick out similarities and differences in various types of texts. Essential Questions: What are the essential signal words that help students recognize compare and contrast texts? How do students use compare and contrast to identify similarities and differences in varying aspects of various texts?
DOK Level:
2
Core Materials Read Kansas! Cards Trade and Travel on the Overland Trails: set of 2 cards
Houghton Mifflin Reading: Possible passages: BY The Shores of Silver Lake,
Mysteries, A Very Important Day, Ameila and Eleanor Go for a Ride, Cendrillon, Marvin of the Great North Woods, Sing to Stars, Juan Verddes, Poetry, Gloria Estefan, LOU Gehrig, and Stormy, Misty's Foal
Supplemental Materials:
Teaching Strategies:
I 'Concept (Students will know): I
Listening State Indicator 14.1.4.7 GR 4
I Skills (Students will do):
A 1.1.11
DOK Level
1 =
Level 2
I I
Big Ideas:
Identifying key details improves listening comprehension.
The student identifies key details from short passages.
I I
Essential Questions:
Reading State Indicator (4.1.4.7
I Skills (Students will do): DOK ~ e v e l 1
I Concept (Students will know): I
Speaking State Indicator 4.1.4.7
I Essential Questions: I
Writiug State Indicator (4.1.4.7
A 4.2.4
A 2.1.5
Level 2 7 The student writes using a variety of text structures (e. g., compare/contrast, descriptive, cause-effect, and problem solution).
Concept (Students w~ll know):
Level 121
~ e x t Structure
The student retells stories with a beginning, middle, and end.
Concept (Students will know):
Beginning Middle End Stories
Skills (Students will do): DOK Level
Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
of events? How does retelling support
Skills (Students will do): DOK Level
Big Ideas:
Recognizing text structure, voice, purpose and audience support writing.
Essential Questions:
What is text structure? How does recognizing text structure, voice, purpose and audience support writing?
Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.8A State Language: The student links cause and effects in appropriate-level narrative and expository texts. Concept (Students will know): Cause Effect Narrative text Expository text
Student Friendly Language: I can use what I know about cause and effect to help me understand narrative and expository passages. Skills (Students will do): links
Bin Ideas: Relatiqg cause and effect helps the reader make connections within the text.
Essential Questions: What are clue words in the passage that identify cause and effect relationships?
How does identifying the relationship between cause and effect help a reader?
DOK Level:
2
Core Materials Houghton Iblifflin Reading: Possible passages: Akiak, Boss of the Plains, The
Stranger, Cendrillon, Poetry, Happy Birthday Dr. Kina Wildfires, and Skylark
Supplemental Materials:
Teaching Strategies:
Listening State Indicator 4.1.4.8 GR4 (
1 Level 1
rn I Concept (Students will know): I
Big Ideas:
1 Skills (Students will do): DOK ~ e v e l
1 Essential Questions: I
1
Reading State Indicator 14.1.4.8
Level
1 Concept (Students will know):
s Skills (Students will do): DOK Level
0 - Big Ideas:
1 Essential Questions:
Speaking State Indicator 4.1.4.8
I Concept (Students will know):
Big Ideas:
I
I Skills (Students will do): DOK Level
1 Essential Questions: I
I
Writing State Indicator 4.1.4.8
A 4.2.4
Level 12 The student writes using a variety of text structures (e. g., cornparelcontrast, descriptive, cause-effect, and problem solution).
Concept (Students will know):
Text Structure
Skills (Students will do): DOK Level
Big Ideas:
Recognizing text structure, voice, purpose and audience support writing.
Essential Questions:
Reading, Grade: 4th Mastery Check 2 Benchmark #: 4.1.4.9A State Language: The student retells main ideas or events as well as supporting details in appropriate-level narrative and expository texts.
Concept (Students will know): Main idea Events Supporting details Narrative text Expository
Student Friendlv Language: 1 can retell the main ideas or events as well as details to show I understand the reading passage. (narrative, expository and technical)
Skills (Students will do): Retells
Big Ideas: Retelling the main idea and supporting details help the reader understand.
Organizing the main idea and details into beginning, middle, and end supports comprehension.
Essential Questions: What three parts are important to retelling? Why identify the main idea and the supporting details? What relationship do the supporting details have to the main idea? How does identifying the main idea help the reader understand the text? How does identifying the supporting details help the reader understand the text?
DOK Level:
2
Core Material Read Kansas! Cards Immigrant Contributions: set of 6 cards
Houghton Mifflin Reading: Any passage
Supplemental Materials:
Teaching Strategies:
Listening State Indicator 4.1.4.9 G R 4 1 Speaking State Indicator 4.1.4.9
A 1.1.9 .-
A 1.1.11
Reading State Indicator 4.1.4.9
~ e v e l 2 A 2.1.5
L
A 3.3.3 ~ e v e l 121
The student identifies the main idea of a short passage.
Concept (Students will know):
Main Idea
Sk~lls (Students will do): DOK Level
Big Ideas:
Identifying the main idea improves listening comprehension.
Essential Questions:
How does identifying the main idea improve listening comprehension?
~ e v e l 2
The student identifies the basic sequence of events in stories read, using key words or phrases.
The student retells stories with a beginning, middle, and end.
Concept (Students will know):
Beginning Middle End Stories
Skills (Students will do): DOK Level
Big Ideas:
Retelling stories according to the sequence of events supports comprehension.
Essential Questions:
Concept (Students will know):
Key Words Sequence of Events Key Phrases
I Skills (Students will do): DOK ~ e v e l I Identify Ure Big Ideas:
~ e c o ~ n i z i n ~ key words and key phrases helps I sequencing.
Essential Questions:
wha t is sequencing? What are key words? What are 1 I key phrases? 1 I I HOW do key words and key phrases help to sequence I I events? 1 I
The student uses sequence and transitional words correctly (e.g., first, then, next, after). 1
Writing State Indicator 14.1.4.9
I I
Concept (Students will know):
Sequence Words Transitional Words
A 4.2.2 - A 4.5.1
1 I
Skills (Students will do): DOK Level
~ e v e l 21
Big Ideas:
using sequence and transitional words help to organize writing.
L I
Essential Questions:
What are transitional words? How do sequence and transitional words assist in
Reading, Grade: 4th Mastery Check 3 and 8 Benchmark #:4.1 .I .I State Language: The student uses decoding skills that include knowledge of structural analysis automatically when reading.
Concept (Students will know): Decoding skills Structural analysis
Student Friendly Language: I can use decoding skills (chunking, root words, affixes, compounds, hyphenated words, word endings, contractions, and syllables) to read. Skills (Students will do):
Uses
Big Ideas: Decoding skills are helpful in reading unfamiliar words.
Essential Questions: How does knowing the word mat help you read the word automatic? Use the chunk "amp1' to decode the word encampment.
DOK Level:
2
Core Materials Houghton Mifflin Reading: Any passage
Supplemental Materials:
Teaching Strateqies:
Listening State lndicator 14. I. 1.1
Reading
A 1.1.6
State lndicator 4.1 . I . 1
Level 12 The student identifies initial, medial, or ending sounds.
Concept (Students will know):
Initial Sounds Medial Sounds Ending Sounds
Sk~lls (Students will do): DOK Level
Big Ideas:
Identifying an initial, medial, and endiqg sound improves listening comprehension.
Essential Questions:
What is an ending sound? How does identifying an initial, medial, and ending sound improve listening
Speaking State Indicator 14.1.1.1
A 3.1.2
Level 21
I Concept (Students will know):
The student applies knowledge of letter-sound correspondences to identify intermediate (level 2) words.
Concept (Students will know):
Letter-sound Correspondence Intermediate Words
Skills (Students will do): DOK Level
Identify
Big Ideas:
Applying letter-sound correspondence assist in identifying intermediate (level 2) words.
Essential Questions:
I
I Skills (Students will do): D O K L ~ V ~ I I
I Big Ideas:
Writing State Indicator 4.1 .I .I
I
I Essential Questions: I
A 4.6.7
Level 12 The student spells high frequency words correctly.
Concept (Students will know):
High Frequency Words
Skills (Students will do): DOK Level
Big Ideas:
Using high frequency words impacts writing.
Essential Questions:
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