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

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)

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)

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)

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

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

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

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

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

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

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

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

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

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

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

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