Curriculum Overview 2017-2018 Literacy Grade Four …€¦ · Curriculum Overview 2017-2018 Literacy ... Literacy –Grade 4 LAFS Aligned Learning Goals Click HERE to view the Literacy

Page 1 of 62 Updated: August 2, 2017

THE SCHOOL DISTRICT OF LEE COUNTY

Curriculum Overview 2017-2018

Literacy – Grade Four (Course #5010045, #5020050, #5021060)

Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science

YEAR AT A GLANCE

1-1

Life Science

Florida’s

Land and

Early People

Narrative

1-2

Life Science

Florida’s

Land and

Early People

Inf/exp

1-3

Life Science

Exploration

and

Colonization

of Florida

Inf/exp

2-1

Earth

Science

Exploration

and

Colonization

of Florida

Inf/exp

2-2

Earth

Science

Florida’s

Early History

Opinion

2-3

Earth

Science

Florida’s

Early History

Opinion

3-1

Physical

Science

Florida in

Modern

Times

Inf/exp

3-2

Physical

Science

Florida in

Modern

Times

Opinion

3-3

Physical

Science

Florida in

Modern

Times

Narrative

4-1

Physical

Science

Florida

People,

Economy &

Government

Narrative

4-2

Physical

Science

Florida

People,

Economy &

Government

Opinion

4-3

Physical

Science

Florida

People,

Economy &

Government

Opinion

Suggested:

15-21 days

Suggested:

10-14 days

Suggested:

10-14 days

Suggested:

10-14 days

Suggested:

20-28 days

Suggested:

10-14 days

Suggested:

10-14 days

Suggested:

15-21 days

Suggested:

15-21 days

Suggested:

15-21 days

Suggested:

10-14 days

Suggested:

10-14 days

Quarter 1 – 45 Days Quarter 2 – 45 Days Quarter 3 – 45 Days Quarter 4 – 45 Days

Click HERE to view the Literacy – Grade 4 Curriculum Overview

Click HERE to view the Literacy – Grade 4 LAFS Aligned Learning Goals

Click HERE to view the Literacy – Grade 4 ELA Standards for Excellence

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Grade%204%20Elementary%20Literacy%20Academic%20Plan%20Overview.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Grade%204%20Aligned%20Learning%20Goals.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Standards%20for%20Excellence/4th%20Grade%20ELA%20Standards%20for%20Excellence.pdf


THE SCHOOL DISTRICT OF LEE

COUNTY

Concept 1-1 Quarter 1

Academic Plan 2017-2018 Literacy – Grade Four (Course #5010045, #5020050, #5021060)

Suggested Pacing Range: 15 – 21 days

Teachers should adjust instructional Suggested Pacing based on student

data.

Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science Concept Description: Concept 1-1

Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text.

LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in

charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

and explain how the information contributes to an understanding of the text in which it

appears.

LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text,

including those that allude to significant characters found in mythology (e.g., Herculean).

LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral

presentation of the text, identifying where each version reflects specific descriptions and

directions in the text.

LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.2.1 Explain that science focuses solely on the natural world. SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. SC.4.L.16.4 (AA) Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.


LAFS.4.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular

points.

LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to support

main ideas or themes; speak clearly at an understandable pace.

LAFS.4.W.1.3 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 and/or 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. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. Remarks/Examples: Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc. SS.4.G.1.1 Identify physical features of Florida. Remarks/Examples: Examples are bodies of water, location, landforms. SS.4.G.1.2 Locate and label cultural features on a Florida map. Remarks/Examples: Examples are state capitals, major cities, tourist attractions. SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).


Big Ideas Science Social Studies

Heredity and Reproduction Location affects how people live

Essential Outcome Questions Science Social Studies

What is life science?

How do plants grow and reproduce? How do animals grow and change?

How do maps help us understand places? What makes places unique and different?

Aligned Learning Goals Resources Strategies for

Differentiation Click HERE for Additional SharePoint Resources

Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Refer to details and examples in a text when explaining what the text says explicitly. Refer to details and examples in a text when drawing inferences from the text.

National Geographic Science, Scientific Methods & Process Skills

National Geographic Science,

Chapter 1: How Do Plants Grow and Reproduce? Chapter 2: How Do Animals Grow and Change?

Explore On Your Own: Serious Survivors; Web Wizards

Reading Street possible text selections,

Encantado: Pink Dolphin of the Amazon (U4 W2 main) Mysterious Animals (U4 W2 paired)

Cra

ft &

Stru

ctu

re Describe the overall structure (e.g., chronology,

comparison) of events, ideas, concepts, or information in a text or part of a text.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s

Interpret information presented visually (e.g., in charts, graphs, diagrams, time lines). Explain how the information contributes to an understanding of the text in which it appears. *Interpret information presented orally (e.g., animations, interactive elements on Web pages). *Not assessed on District Concept Test

Scie

nce

Develop questions about the natural world, make observations, and generate explanations from observations of the natural world.

Understand that life science is the study of all the living things around you and how they interact with one another and with the environment.

National Geographic Science, Scientific Methods & Process Skills


Chapter 1: How Do Plants Grow and Reproduce? Chapter 2: How Do Animals Grow and Change?

Explore On Your Own: Serious Survivors; Web Wizards Florida Science Inquiry and Writing Book

SC.4.L.16.1

Rice is Life

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-1

https://drive.google.com/open?id=0B1GInX1TNkpUYnFNSEx4OUR5SVU

https://drive.google.com/open?id=0B1GInX1TNkpUVnl5OHFnS19UZ2M


Examine and identify the reproductive parts of a flower (including the carpel, which produces the ovules, and the anther, which produces the pollen).

Describe the functions of the reproductive parts of a flower.

Identify how the processes of pollination, fertilization, seed dispersal, and germination and the methods of seed dispersal fit into the life cycle of a flowering plant.

Describe the plant reproductive structures and how they contribute to pollination and fertilization. Describe the plant structure that contributes to seed dispersal and germination.

Define and identify the stages in the life cycle of flowering plants and nonflowering seed-bearing plants and provide examples of each, such as daisies and pine trees.

Define metamorphosis and examine examples of animals that undergo this change.

Distinguish between complete and incomplete metamorphosis and describe the stages of each.

SC.4.L.16.2

Habitat Change SC.4.L.16.4

Does It Have a Life Cycle?

Grade 4 Science Supplemental Materials

(previous use in Grade 3 Academic Plan)

SC.4.L.16.4

Name that Shell (previous use in Grade 3 Academic Plan)

Turtle Hurdles

SC.4.N.1.2

How Big is a Foot? (previous use in Grade 2/3 Academic Plan)

SC.4.L.16.4

Wiggling Worms (previous use in Grade 2 Academic Plan)

Soci

al S

tud

ies

Locate and label cultural features on a Florida map. Analyze a variety of maps; pictures of cultural features. Use map elements to interpret political and physical maps. Identify a variety of physical features in the different regions of Florida.

Florida Memory

Trail of Florida Indian Heritage

Florida Physical Features Scavenger Hunt

Social Studies Supplemental Materials

Rea

din

g

Lite

ratu

re

Key

Idea

s &

Det

ails


Literary Anchor texts, The Secret Garden:

The Strangest House Anyone Lived In (pp. 1-3) Nest Building (pp. 3-4)

https://drive.google.com/open?id=0B1GInX1TNkpUWF9zS0RldlI4Vms&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUMTctV2ZSSTh6dUE&authuser=0

https://drive.google.com/open?id=1Ckk1NjhMfVJ4aaxjxeWQeTDX676NU5ezmwM_DVRrURU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUUTNqZldwYWI1T28

https://drive.google.com/open?id=0B1GInX1TNkpUdzhDNjJ6a2RRUzA

https://drive.google.com/open?id=0B1GInX1TNkpUbzZlYVdwbGpBXzg

https://drive.google.com/open?id=0B1GInX1TNkpUUmNXY0FMSUZmNVk

http://floridamemory.com/

http://trailoffloridasindianheritage.org/

http://tools.fcit.usf.edu/lplannerFiles/197/Florida_Scavenger_Hunt.pdf

http://sharepoint.leeschools.net/tal/cs/ss/Resources/Forms/AllItems.aspx?RootFolder=%2Ftal%2Fcs%2Fss%2FResources%2FElementary%20School&FolderCTID=0x0120008B9E1FB4EFCCF64E917D2AE1D549F8CC&View=%7BD6FE7C6E-56E2-4690-B9FF-FEBA3125D00D%7D

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-1/Lit%20to%20Go%20Gr4%201-1%20The%20Secret%20Garden%20Ch%209%20The%20Strangest%20House.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-1/Lit%20to%20Go%20Gr4%201-1%20The%20Secret%20Garden%20Ch%2015%20Nest%20Building.pdf

https://drive.google.com/open?id=0B1GInX1TNkpUcmU4SEZXNW16aFU


Cra

ft &

Stru

ctu

re Determine the meaning of words and phrases as

they are used in the text. (see Language Standards 4-6)

Reading Street Poetry Collection, The Seed (4.2, p. 166)


The Meeting (U1 W4 Sleuth)

Additional text, From Mandarin to St. Augustine

Orange Buds by Mail from Florida Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Make connections between the text of a story and a visual presentation of the text. Identify where a visual presentation reflects specific descriptions and directions in the text. (Visual does not have to be multimedia.)

Spea

kin

g &

Lis

ten

ing

Follow agreed-upon rules for discussion and carry out assigned roles.

Paraphrase portions of a text read aloud or information.

Identify the reasons a speaker provides to support particular points.

Add visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Differentiate between formal English and informal discourse.

Determine when formal and informal English is appropriate.

Use RI and RL text selections to include S&L tasks in lesson design

Wri

tin

g

narrative

Write to orient the reader.

Write to establish a situation.

Organize an event sequence that unfolds naturally.

Write using descriptions to develop experiences and events.

Write using concrete words and phrases and sensory details to convey experiences and events precisely.

Write narratives that orient the reader by establishing a situation; organize an event sequence that unfolds naturally; use description to develop experiences and

Florida Standards Writing Guide

Compass, Writing a Narrative Piece

(RLA4085, RLA4086, CWRLA4088, QZRLA4087) Building the Situation, Characters, and Events (RLA4089, RLA4090, CWRLA4092, QZRLA4091)

Using Dialogue and Description (RLA4093, RLA4094, CWRLA4096, QZRLA4095)

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-1/Lit%20to%20Go%20Gr4%201-1%20From%20Mandarin%20to%20St.%20Augustine.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-1/Lit%20to%20Go%20Gr4%201-1%20Orange%20Buds%20by%20Mail%20From%20Florida.pdf


events; and use concrete words and phrases and sensory details to convey experiences and events precisely.

Lan

guag

e

Conventions: declarative and interrogative sentences; imperative and exclamatory sentences; complete subjects and predicates

Spelling: short vowels VCCV; long a and i; long e and o

Handwriting: proportion and letter size; legibility: letter form; legibility: letter slant

Reading Street, Unit 1 Weeks 1-3

Florida Standards Phonics Handbook

Rea

din

g

Fou

nd

atio

nal

Word Analysis: word ending -ed; suffixes: -or, -er; word ending –ing

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

September/October: Hispanic Heritage Month

The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the celebration was expanded to a month and goes from September 15 to October 15.

Click HERE to go back to the Curriculum Overview (page 1)

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/RF%2BL%20Handbook/Phonics%20Handbook%20-%204th%20Only.pdf




Academic Plan 2017-2018 Literacy – Grade Four ( Course #5010045, #5020050, #5021060)



data. Adopted Instructional Materials: Pearson, Reading Street; National Geographic, Science Concept Description: Concept 1-2

Standards


LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support. SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.3 Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers. SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.

SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.2.1 Compare Native American tribes in Florida. Remarks/Examples: Examples may include, but are not limited to, Apalachee, Calusa, Tequesta, Timucua, Tocobaga. SS.4.G.1.3 Explain how weather impacts Florida. Remarks/Examples: Examples are hurricanes, thunderstorms, drought, mild climate.


LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation

of different aspects of a topic.

SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).


Interdependence Location affects how people live


How do living things depend on their environment? What makes places unique and different?

How does location affect culture?



Rea

din

g In

form

atio

nal

Key

Idea

s

& D

etai

ls Determine the main idea of a text.

Explain how it is supported by key details. National Geographic Science,

Chapter 3: How Do Living Things Depend on Their Environment? Explore On You Own: Wild Ponies

Reading Street possible text selections, The Man Who Named the Clouds (U3 W1 main)

What’s the Weather Like Today? (U3 W1 Sleuth) Adelina’s Whales (U3 W2 main)

Sea Animals on the Move (U3 W2 paired) The Amazing Migration of the Arctic Tern (U3 W2 Sleuth)

Eye of the Storm (U3 W4 main) Severe Weather Safety (U3 W4 paired)

Tornado Sirens- What’s the Use? (U3 W4 Sleuth)

Cra

ft &

St

ruct

ure

Determine the meaning of general academic and domain-specific words and phrases in text. (See Language Standards 4-6)

Inte

grat

ion

of

K

no

wle

dge

& Id

eas Integrate information from two texts on the same

topic in order to write about the subject knowledgeably.



Scie

nce

Describe that all life on Earth is dependent upon the Sun. Analyze transfer of energy through a food chain from producer to consumer. Determine that some energy is lost from one organism to the next in the form of heat and approximate the amount of energy transferred and lost.


Chapter 3: How Do Living Things Depend on Their Environment? Explore On You Own: Wild Ponies

Florida Science Inquiry and Writing Book

SC.4.L.17.1/SC.4.L.17.2/SC.4.L.17.3

Is It Food?


SC.4.L.17.2/SC.4.L.17.3

Mystery Pellets

SC.4.N.1.2

How Big is a Foot? (previous use in Grade 2/3 Academic Plan)

SC.4.L.17.4

A Sense of Wonder

Soci

al S

tud

ies

Describe how weather impacts Florida. Describe how location and environment affected the clothing, housing, and foods of Native Americans.

Florida Memory



Rea

din

g Li

tera

ture

Key

Idea

s &

Det

ails

Determine a theme of a story from details in a text. Determine a theme of a poem from details in a text.

Reading Street Poetry Collection, Autumn, Falling Snow, Spring Meadow, Weather

(4.1, pg. 460-463)

Additional text, The Bat and the Weasels

The Donkey, the Fox, and the Lion The Tale of Mr. Jeremy Fisher

After the Hurricane Orange Song

Cra

ft &

Str

uct

ure

Explain major differences between poems and prose. Refer to the structural elements of poems (e.g., verse, rhythm, meter) when writing or speaking about a text.

https://drive.google.com/open?id=0B1GInX1TNkpUM1ZEbEVjNC0yeU0

https://drive.google.com/open?id=0B1GInX1TNkpUM1ZEbEVjNC0yeU0


https://drive.google.com/open?id=0B1GInX1TNkpUaVlWeTdkRUg4N00

https://drive.google.com/open?id=0B1GInX1TNkpUbzZlYVdwbGpBXzg

https://drive.google.com/open?id=0B1GInX1TNkpUU1Nzc1pYTTlOdVE




http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-2/Lit%20to%20Go%20Gr4%201-2%20The%20Bat%20and%20the%20Weasels.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-2/Lit%20to%20Go%20Gr4%201-2%20The%20Donkey,%20The%20Fox,%20and%20The%20Lion.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-2/Lit%20to%20Go%20Gr4%201-2%20The%20Tale%20of%20Mr.%20Jeremy%20Fisher.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-2/Lit%20to%20Go%20Gr4%201-2%20After%20the%20Hurricane.pdf

http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/1-2/Lit%20to%20Go%20Gr4%201-2%20Orange%20Song.pdf




Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories from different cultures.

Spea

kin

g &

Lis

ten

ing

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic or explore ideas under discussion.

Paraphrase portions of a text read aloud or information.

Report on a topic or text, tell a story, or recount an experience in an organized manner; speak clearly at an understandable pace.

Add visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Differentiate between formal English and informal discourse.

Determine when formal and informal English is appropriate.


Wri

tin

g

informative/explanatory Write to introduce a topic clearly.

Group related information in paragraphs and sections.

Write to develop the topic with facts, definitions, and concrete details related to the topic.

Provide a concluding statement or section related to the information of explanation presented.


Compass, Writing an Informative Explanatory Piece

(RLA4069, RLA4070, CWRLA4072, QZRLA4071) Introducing a Topic and Grouping Information (RLA4073, RLA4074, CWRLA4076, QZRLA4075)

Formatting, Developing a Topic, and Using Precise Language (RLA4077, RLA4078, CWRLA4080, QZRLA4079)

Linking Words and a Conclusion (RLA4081, RLA4082, CWRLA4084, QZRLA4083)

Lan

guag

e Conventions: compound sentences; clauses and complex

sentences Spelling: long e; long u





Handwriting: legibility: letter, word, and sentence s Suggested Pacing; letter formation and slant: cursive I and L

Rea

din

g

Fou

nd

atio

nal

Word Analysis: compound words; related words

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

September/October: Hispanic Heritage Month

The first Hispanic Heritage Week was approved on September 15, 1968. The month gives people the opportunity to plan and participate in ceremonies and activities that recognize the contributions of the many diverse cultures within the Hispanic community. In 1988, the celebration was expanded to a month and goes from September 15 to October 15.









Standards


LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text.

LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.3.1 Identify explorers who came to Florida and the motivations for their expeditions. Remarks/Examples: Examples may include, but are not limited to, Ponce de Leon, Juan Garrido, Esteban Dorantes, Tristan deLuna, and an understanding that 2013 is the quincentennial of the founding of Florida. SS.4.A.3.2 Describe causes and effects of European colonization on the Native American tribes of Florida. Remarks/Examples: Examples may include, but are not limited to, protection of ships, search for gold, glory of the mother country, disease, death, and spread of religion. SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States. Remarks/Examples: Examples may include, but are not limited to, the 450th anniversary of the founding of St. Augustine in 2015 as the first continuous town in the United States, predating other colonial settlements.


LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

SS.4.A.3.4 Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee). SS.4.A.3.5 Identify the significance of Fort Mose as the first free African community in the United States. Remarks/Examples: Examples may include, but are not limited to, the differences between Spanish and English treatment of enslavement. SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Florida before it became a United States territory. SS.4.A.9.1 Utilize timelines to sequence key events in Florida history. SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).


Interdependence People’s actions affect others


How do living things interact with their environment? Why do people explore?

Why do people live where they live? What happens when cultures meet?



Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Explain events in historical text.

National Geographic Science, Chapter 4: How Do Living Things Interact With Their Environment?

Cra

ft &

Stru

ctu

re

Compare and contrast a firsthand and secondhand account of the same event or topic.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s

Explain how an author supports particular points in a text.



Scie

nce

Compare an ecosystem in Florida, such as a deciduous forest, to one found in a northern state.

Analyze how organisms in that ecosystem adapt to seasonal changes, such as the changing colors and dropping of tree leaves and animals hibernation, migration, and camouflaging.

Investigate environmental and biological triggers that initiate an organism’s response to seasonal change both in Florida and in a different region of the country.

National Geographic Science, Chapter 4: How Do Living Things Interact With Their Environment?


SC.4.L.17.1/SC.4.L.17.4

Adaptation SC.4.L.17.4

Rotting Apple

Global Warming


SC.4.L.17.4

Turtle Hurdles

Oil Spill!

SC.4.L.17.4

A Sense of Wonder

Soci

al S

tud

ies

Use primary sources to analyze artifacts. Use timelines to sequence key events in Florida history.

Identify explorers who came to Florida and their motivations. Identify nations that controlled Florida before it became U.S. territory.

Identify the significance of St. Augustine and Fort Mose.

Explain the purpose of missions and how they changed the lives of the Native Americans. Describe the daily life of San Luis de Talimali mission.

Florida Memory


Extension: Have students create their own timeline.

https://drive.google.com/open?id=0B1GInX1TNkpUMm9LQ0xPZ0NfakE

https://drive.google.com/open?id=0B1GInX1TNkpUbzZCX0JnMk5IdXc

https://drive.google.com/open?id=0B1GInX1TNkpUQlBFb3k0cU1uRzg&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUNU5yY1NxSkk4QVk

https://drive.google.com/open?id=0B1GInX1TNkpUTmZoS3lOTUY1RkU

https://drive.google.com/open?id=0B1GInX1TNkpUU1Nzc1pYTTlOdVE






Rea

din

g Li

tera

ture

Key

Idea

s &

Det

ails

Describe in depth a character in a story, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Describe in depth a setting in a story, drawing on specific details in the text. Describe in depth an event in a story, drawing on specific details in the text (e.g., a character’s actions).


Lewis and Clark and Me (U1 W2 main)

Cra

ft &

Stru

ctu

re Compare and contrast the point of view in

different stories.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Make connections between the text of a story and a visual presentation of the text. Identify where a visual presentation reflects specific descriptions and directions in the text. (visual does not have to be multimedia)

Spea

kin

g &

List

enin

g

Add visual displays to presentations when appropriate to enhance the development of main ideas or themes. Differentiate between formal English and informal discourse. Determine when formal and informal English is appropriate.


Wri

tin

g

informative/explanatory Write to develop the topic with quotations related to the topic. Write to link ideas within categories of information using words and phrases (e.g., another, for example, also, because.) Write using precise language to inform about or explain the topic.


Compass, Formatting, Developing a Topic, and Using Precise Language

(RLA4077, RLA4078, CWRLA4080, QZRLA4079) Linking Words and a Conclusion

(RLA4081, RLA4082, CWRLA4084, QZRLA4083)

Lan

guag

e Conventions: common and proper nouns; regular plural nouns

Spelling: adding -s and -es; irregular plurals



Handwriting: cursive letters H and h; cursive letters K and k Florida Standards Phonics Handbook R

ead

ing

Fou

nd

atio

nal

Word Analysis: prefixes un- and in-; word origins

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

October: National Disability Employment Awareness Month

In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. SC.4.E.5.3 Recognize that Earth revolves around the sun in a year and rotates on its axis in a 24-hour day. SC.4.E.5.4 (AA) Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. SC.4.E.5.5 Investigate and report the effects of space research and exploration on the economy and culture of Florida. SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. SS.4.A.3.2 Describe causes and effects of European colonization on the Native American tribes of Florida. Remarks/Examples: Examples may include, but are not limited to, protection of ships, search for gold, glory of the mother country, disease, death, and spread of religion. SS.4.A.3.6 Identify the effects of Spanish rule in Florida. Remarks/Examples: Examples may include, but are not limited to, names of cities such as Pensacola, etc., agriculture, weapons, architecture, art, music, and food. SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Florida before it became a United States territory. SS.4.A.9.1 Utilize timelines to sequence key events in Florida history.


LAFS.4.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



LAFS.4.W.1.2 Write informative/explanatory 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 (e.g., 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 (e.g., 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. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).




Earth in Space and Time

People’s actions affect others.


What is earth science? How does Earth and its moon move?

Why does control of an area change? What happens when cultures meet?

Aligned Learning Goals Resources Strategies for Differentiation Click HERE for Additional SharePoint Resources

Rea

din

g In

form

atio

nal

Key

Idea

s &

D

etai

ls


National Geographic Science, Chapter 5: How Do Earth and Its Moon Move?

Explore On Your Own: Destination Moon

Reading Street possible text selections, Ellen Ochoa: Space Pioneer (U1 W2 paired)

Space Camp Explorers (U1 W3 Sleuth) Moonwalk (U5 W5 main)

A Walk on the Moon (U5 W5 paired) Lunar Vehicles (U5 W5 Sleuth)

The Man Who Went to the Far Side of the Moon (U6 W5 main) 195 Days in Space (U6 W5 paired)

Cra

ft &

St

ruct

ure

Describe the overall structure (e.g., chronology, comparison, cause/effect) of events, ideas, concepts, or information in a text or part of a text.

Inte

grat

ion

of

Kn

ow

led

ge

& Id

eas

Interpret information presented quantitatively (e.g., in charts, graphs, diagrams, time lines). *Interpret information presented orally (e.g., animations, interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. *Not assessed on District Concept Test

Scie

nce

Observe star patterns and understand that they appear to be moving because of Earth’s daily rotation and that the star patterns observed in winter may not be visible during summer due to the subtle shift of Earth and the Sun.

National Geographic Science, Chapter 5: How Do Earth and Its Moon Move?

Explore On Your Own: Destination Moon Florida Science Inquiry and Writing Book




Identify and sequence the moon phases. Explain the cause of the moon phases and that the phase you see depends on what direction the lit side is facing.

Describe that one year is when Earth completes one full revolution around the sun, and that one day is when Earth completes one full rotation.

Relate how the Sun, Earth and its moon move; Earth and moon rotate while Earth revolves around the sun and the moon revolves around the Earth.

SC.4.E.5.3 and SC.4.E.5.4

Darkness at Night SC.4.E.5.3

Summer Talk SC.4.E.5.2 and SC.4.E.5.3

Gazing at the Moon SC.4.E.5.2 and SC.4.E.5.4

Going through a Phase SC.4.E. 5.1 and SC.4.E.5.4

Where Do Stars Go?


SC.4.E.5.2

The Changing Moon SC.4.E.5.3/SC.4.E.5.4

Day and Night

Soci

al S

tud

ies

Using a map, identify the nations (Spain, France, England) that controlled Florida before it became a United States territory. Utilize timelines to sequence events in Florida history. Describe how exploration and colonization have affected Florida.

Florida Memory



Rea

din

g Li

tera

ture

Key

Idea

s &

D

etai

ls


Reading Street possible text selections, How Night Came From the Sea (U3 W3 main)

The Ant and The Bear (U3 W3 paired) A Story of the Seasons (U3 W3 Sleuth) Greek Myth

Reading Street Poetry Collection,

First Men on the Moon (4.2, pg. 477)

Cra

ft &

St

ruct

ure

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in myths from different cultures.

Sp ea kin g &

Lis

te nin g Pose and respond to specific questions to clarify or

follow up on information, and make comments that Use RI and RL text selections

to include S&L tasks in lesson design

https://drive.google.com/open?id=0B1GInX1TNkpUeUNWTnJYNXRUeEE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbVV1Y1JVX3VuaDQ&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURHBRcElWbGtpbXc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUTkJFU3RyQXNoeWc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWW13cWpqYTdZRkE&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUN1JWd1k2aDBwa3M

https://drive.google.com/open?id=0B1GInX1TNkpUcE9FM0xISm1lV1k





contribute to the discussion and link to the remarks of others.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Identify the evidence a speaker provides to support particular points.

Use formal English when appropriate to task and situation.

Wri

tin

g

Informative/explanatory Include formatting (e.g., headings) when useful to aid in comprehension. Write to develop the topic, other information, and examples related to the topic. Write using domain-specific vocabulary to inform about or explain the topic. Write informative/explanatory texts that introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings) when useful to aid comprehension; develop the topic with facts, definitions and quotations, or other information and examples related to the topic; link ideas within categories of information using words and phrases (e.g., another, for example, also, because); use precise language to inform about or explain the topic; use domain-specific vocabulary to inform about or explain the topic; and provide a concluding statement or section related to the information or explanation presented.


Compass, Formatting, Developing a Topic, and Using Precise Language



Lan

guag

e

Conventions: irregular plural nouns; singular possessive nouns Spelling: ar and or; consonant patterns ng, nk, ph, wh Handwriting: cursive letters T and t; cursive letters I and i



Rea

din

g Fo

un

dat

ion

al Word Analysis: latin prefixes dis-, re-, non-;

compound words

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

October: National Disability Employment Awareness Month

In 2003, previously known as National Employ the Handicapped Week, President George W. Bush proclaimed October as National Disability Employment Awareness Month. During this month, we recognize the many contributions citizens with disabilities make to our society, and we reaffirm our commitment to helping them achieve their full inclusion in our workforce.

Reading Street possible text selections, Jim Thorpe’s Bright Path (U6 W2 main)










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SC.4.N.1.5 Compare the methods and results of investigations done by other classmates. SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). SC.4.E.6.2 (AA) Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. SC.4.E.6.3 (AA) Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). SS.4.A.3.8 Explain how the Seminole tribe formed and the purpose for their migration. SS.4.A.3.9 Explain how Florida (Adams-Onis Treaty) became a U.S. territory. SS.4.A.3.10 Identify the causes and effects of the Seminole Wars. Remarks/Examples: Examples may include, but are not limited to, Jackson's invasion of Florida (First Seminole War), without federal permission. SS.4.A.4.1 Explain the effects of technological advances on Florida. Remarks/Examples: Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state. SS.4.A.4.2 Describe pioneer life in Florida. Remarks/Examples: Examples may include, but are not limited to, the role of men, women, children, Florida Crackers, Black Seminoles. SS.4.G.1.1 Identify physical features of Florida. Remarks/Examples: Examples are bodies of water, location, landforms. SS.4.G.1.2 Locate and label cultural features on a Florida map. Remarks/Examples: Examples are state capitals, major cities, tourist attractions.


LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an







Earth Structures Conflict causes change.


How are rocks alike and different? What are renewable and nonrenewable resources?

What happens when cultures meets? How does control of an area change?

How do people adapt? Why do societies change?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Explain events in historical text, including what happened and why. Explain ideas or concepts in scientific text, including what happened and why. Explain procedures in technical text, including what happened and why.

National Geographic Science, Chapter 6: How Are Rocks Alike and Different?

Chapter 7: What Are Renewable and Nonrenewable Resources? Explore On Your Own: Wind At Work

Reading Street possible text selections, Laura Ingalls Wilder (U1 W3 paired)

Horse Heroes (U2 W4 main) Riding the Pony Express (U2 W4 paired)

Rock Climbing (U5 W3 paired)

Cra

ft &

Stru

ctu

re Compare and contrast a firsthand and secondhand

account of the same event or topic; describe the information provided.

Inte

grat

ion

of

Kn

ow

led

ge &

Id

eas

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



Scie

nce

Observe and identify the three categories of rocks: igneous, sedimentary, and metamorphic and describe the steps of the rock cycle.

Describe and identify the properties of minerals in a rock sample to be able to compare and contrast rocks based on physical properties including hardness, color, luster, cleavage, and streak color. Define renewable and nonrenewable resources and provide examples of these resources available in Florida (water, phosphate, oil, limestone, silicon, wind and solar energy.

Explain that nonrenewable resources exist in a fixed quantity in Earth and may be used up, and identify which of these resources are needed most by humans.


Chapter 6: How Are Rocks Alike and Different? Chapter 7: What Are Renewable and Nonrenewable Resources?

Explore On Your Own: Wind At Work Florida Science Inquiry and Writing Book

SC.4.E.6.1

Is it a Rock? (Version 1)

Is it a Rock? (Version 2) SC.4.E.6.3

Where Does Oil Come From?


SC.4.E.6.6

Down the Drain

SC.4.E.6.1/SC.4.E.6.2

If You Find a Rock SC.4.E.6.3

Be a Friend to Trees

Soci

al S

tud

ies

Analyze primary sources such as paintings.

Explain how the First Seminole tribe formed and their purpose fir migrating to Florida.

Explain the purpose and result of the Adams-Onis Treaty.

Describe the perspective of a pioneer and describe the adaptations they made to live in Florida.

Identify the causes and effects of the Seminole Wars.

Explain how technological advances helped farmers get their products to markets.

Use compare and contrast to demonstrate the changes that took place in Florida during the 1800s.

Florida Memory


Rea

din

g

Lite

ratu

re

Key

Idea

s &

Det

ails

Determine a theme of a drama from details in the text.

Summarize the drama.

Reading Street possible text selections, On the Banks of Plum Creek (U1 W3 main)

Literary Anchor Text-A Gift From the Heart (U6 W4 main)

https://drive.google.com/open?id=0B1GInX1TNkpUN3l2M1YyQzBrWGs&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbEp3bmR3TzdwMkk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURlp6VG5OVzBOYzg&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUVEJsQjJjUWVrQ1k

https://drive.google.com/open?id=0B1GInX1TNkpUQ01pc1g2V3U2WU0

https://drive.google.com/open?id=0B1GInX1TNkpUQkd3RWdUMWRJQ2M






Describe in depth a character in a drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Describe in depth a setting in a drama, drawing on specific details in the text.

Describe in depth an event in a drama, drawing on specific details in the text (e.g., a character’s actions).

Cra

ft &

Stru

ctu

re

Explain the structural elements of drama. Refer to the structural elements of drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Make connections between the text of a drama and an oral presentation of the text. Identify where each version reflects specific descriptions and directions in the text.

Spea

kin

g &

Lis

ten

ing

Paraphrase portions of a text read aloud or information. Report on a topic or text, tell a story, or recount an experience using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Add audio recordings to presentations when appropriate to enhance the development of main ideas or themes. Use formal English when appropriate to task and situation.


Wri

tin

g

opinion

Write to introduce a topic or text clearly. Write to state an opinion.


Compass, Writing an Opinion Piece



Create an organizational structure in which related ideas are grouped. Write to provide reasons that are supported by facts and details. Provide a concluding statement or section related to the opinion presented.

Writing an Introduction and Organizing Support (RLA4057, RLA4058, CWRLA4060, QZRLA4059)

Strong Reasons and Support (RLA4061, RLA4062, CWRLA4064, QZRLA4063)


Lan

guag

e

Conventions: plural possessive nouns; action and linking verbs; main and helping verbs; subject-verb agreement Spelling: ear, ir, our, ur; add -ed, -ing, homophones; vowel sound in shout Handwriting: cursive letters U and u; cursive letters E and e; cursive letters J and j; cursive letters P and p

Reading Street, Unit 2 Week 5

Unit 3 Weeks 1-3


Rea

din

g Fo

un

dat

ion

al Word Analysis: suffix – ly; latin word origin; greek

roots, bio-, phon, graph; related words

An

nu

al H

erit

age

and

His

tory

Mo

nth

O

bse

rvan

ce

November: National American Indian Heritage Month

National American Indian (or Native American) Month was enacted with a presidential proclamation in 1990. During the month, all Americans are encouraged to participate in programs ceremonies and activities that celebrate American Indian and Alaskan Native peoples’ important contribution to the United States.










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text. LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. LAFS.4.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.2.1 Explain the science focuses solely on the natural world. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.4.E.6.4 (AA) Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.5.1 Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War. Remarks/Examples: Additional examples may also include, but are not limited to, Ft. Zachary Taylor, the plantation culture, the First Florida Cavalry. SS.4.A.5.2 Summarize challenges Floridians faced during Reconstruction. Remarks/Examples: Examples may include, but are not limited to, sharecropping, segregation, and black participation in state and federal governments. SS.4.G.1.1 Identify physical features of Florida. Remarks/Examples: Examples are bodies of water, location, landforms. SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).


LAFS.4.W.1.1 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 writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).


Earth Structures Conflict causes change.


How do slow processes change Earth’s surface? How does conflict affect people?

Why do societies change?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Determine the main idea of a text and explain how it is supported by key details. Summarize the text.

National Geographic Science, Chapter 8: How Do Slow Processes Change Earth’s Surface?

Explore On Your Own: Exploring Caves

Reading Street possible text selections, Letters Home From Yosemite (U1 W5 main)

The Bison of Caprock Canyons (U1 W5 paired) A Very Grand Canyon (U3 W5 paired)

Cra

ft &

Stru

ctu

re Determine the meaning of general academic and

domain-specific words or phrases in a text. (See Language standards 4-6)



Inte

grat

ion

of

Kn

ow

led

ge &

Id

eas

Explain how an author uses reasons to support particular points in a text.

Crater Lake (U3 W5 Sleuth) Sc

ien

ce

Understand that physical weathering and erosion change the Earth’s surface and provide examples of how physical weathering and erosion form and/or destroy Earth’s surface.

National Geographic Science, Chapter 8: How Do Slow Processes Change Earth’s Surface?

Explore On Your Own: Exploring Caves Florida Science Inquiry and Writing Book

SC.4.E.6.4

Beach Sand

Mountain Age


SC.4.E.6.4

Grand Canyon

Soci

al S

tud

ies

Use maps to identify significant events throughout Florida history. Describe Florida’s involvement in the Civil War. Describe the challenges Floridians faced during Reconstruction.

Florida Memory


Rea

din

g

Lite

ratu

re

Key

Idea

s &

Det

ails

Describe in depth a character, setting, or event in a story, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Reading Street possible text selections, Down the Wrong Path (U1 W5 Sleuth)

Paul Bunyan (U3 W5 main) Tall Tale

From the Flats-Poem

Cra

f

t &

Stru

ctu

r

e

Compare and contrast the point of view from which different stories are narrated.

Spea

kin

g &

Li

sten

ing

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.



https://drive.google.com/open?id=0B1GInX1TNkpUZGtqOHhXWDNYbFE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUTEdHU0RMOURzRFk&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUV19UMFFTbV9keG8



http://etc.usf.edu/lit2go/70/florida-essays-and-poems/4601/from-the-flats/



Report on a topic or text, tell a story, or recount an experience using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Use appropriate English when appropriate to task and situation.

Wri

tin

g

opinion Create an organizational structure in which related ideas are grouped to support the writer’s purpose. Write to link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition.) Write opinion pieces that introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose; provide reasons that are supported by facts and details; and provide a concluding statement or section related to the opinion presented.



(RLA4053, RLA4054, CWRLA4056, QZRLA4055) Writing an Introduction and Organizing Support (RLA4057, RLA4058, CWRLA4060, QZRLA4059)



Lan

guag

e

Conventions: past, present, future tenses; irregular verbs Spelling: compound words; possessives Handwriting: cursive letters a and A; cursive letters D and d



Rea

din

g

Fou

nd

a

tio

nal

Word Analysis: latin roots: struct, scrib, script; related words










Standards

Language Arts Florida Standards Next Generations Standards LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text. LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.4.1 Explain the effects of technological advances on Florida. Remarks/Examples: Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state. SS.4.A.6.1 Describe the economic development of Florida's major industries. Remarks/Examples: Examples of industries may include, but are not limited to, timber, citrus, cattle, tourism, phosphate, cigar, railroads, bridges, air conditioning, sponge, shrimping, and wrecking (pirating). SS.4.A.6.2 Summarize contributions immigrant groups made to Florida. Remarks/Examples: Examples may include, but are not limited to, language, food, art, beliefs and practices, literature, education, and clothing. SS.4.A.6.3 Describe the contributions of significant individuals to Florida. Remarks/Examples: Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings. SS.4.A.6.4 Describe effects of the Spanish American War on Florida.


LAFS.4.W.1.2 Write informative/explanatory 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 (e.g., 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 (e.g., 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. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Remarks/Examples: Examples may include, but are not limited to, cigar industry, temporary economic boom at Ft. Brooke due to Rough Riders, Cuban immigration. SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). SS.4.E.1.1 Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy. Remarks/Examples: Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor.


Properties of Matter Change happens over time.


What is physical science? How can you describe and measure properties of matter?

Why do societies change? How does conflict affect people?


Rea

din

g

Info

rmat

ion

al

Key

Idea

s &

Det

ails

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

National Geographic Science, Chapter 9: How Can You Describe and

Measure Properties of Matter? Explore On Your Own: Winning Properties



Cra

ft &

Stru

ctu

re

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Reading Street possible text selections, The Man Who Names the Clouds (U3 W1 paired)

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s

Explain how an author uses reasons and evidence to support particular points in a text.

Scie

nce

Physical science is the study of the physical world around you. This type of science investigates the properties of different objects, as well as how those objects interact with each other. Identify and group matter according to its unique properties and characteristics, including mass, shape, weight, volume, color, hardness, texture, odor, taste, and attraction to magnets.

Understand these properties of matter can change, be compared or contrasted, and be observed through the senses.

Measure matter using tools, technology, and calculations to determine mass, weight, and volume. Understand that the individual parts of an object will total to the total mass of the object.

Record observations and data in the form of charts and graphs.

Experiment with magnets and materials to determine which types of materials magnets repel or attract as a property of matter.*

National Geographic Science, Chapter 9: How Can You Describe and

Measure Properties of Matter? Explore On Your Own: Winning Properties Florida Science Inquiry and Writing Book

SC.4.P.8.1 and SC.4.P.8.3

Ice Cubes in a Bag

Lemonade Cookie Crumbs Seedlings in a Jar Hot and Cold Balloons Burning Paper

SC.4.P.8.1

Is it Matter? Comparing Cubes


SC.4.P.8.1

If You Find a Rock (prior use in Grades 2/3 Academic Plans)

https://drive.google.com/open?id=0B1GInX1TNkpULW1hSzA1QVBmSGc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWTlwRlZqVUN5dm8&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUSGZWQUgtckp3ejg&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbno2MGJCT1RyTUE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWS03WmpHUm9DdHc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUUG1ZLVB2a2J4MXM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUak5yYndkckZWaUE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUOEdDUk41RC1scGs&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUdFcwTVBWTW84S2c



*This standard (SC.4.P.8.4) taught in full in concept 4-1.

Soci

al S

tud

ies

Use timelines to show the effects of technology advances in Florida. Describe how the growth of railroads led to change in Florida. Describe the effects the Spanish American War had on Florida’s history. Describe the contributions of significant individuals and immigrant groups. Describe how significant individuals and immigrant groups influenced Florida and local economy.

Florida Memory


Rea

din

g Li

tera

ture

Key

Idea

s &

Det

ails

Describe in depth a character, setting, or event in a drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Reading Street possible text selections, Winning Gold (U2 W1 Sleuth)

Finding a Role Model (U6 W5 Sleuth)

Reading Street Poetry Collection, Scene Two (U2 W3 Main)Drama-Literary Anchor Text

Home & Front Porch pg. 252-253-Poetry

Additional text, Spanish-American War: The Rough Riders in Tampa

Cra

ft &

Str

uct

ure

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Inte

grat

ion

of

Kn

ow

led

ge &

Id

eas

Make connections between the text of a drama and an oral presentation of the text. Identify where each version reflects specific descriptions and directions in the text.

Spea

kin

g &

Li

sten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.




http://sharepoint.leeschools.net/tal/cs/elemlit/Shared%20Documents/Grade%204%20Page/Academic%20Plan%20Links/Resources/3-1/Lit%20to%20Go%20Gr4%203-1%20Spanish-American%20War.pdf



Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to take and situation.

Wri

tin

g

informative/explanatory Write to introduce a topic clearly. Group related information in paragraphs and sections. Include formatting (e.g., headings) when useful to aid in comprehension. Write to develop the topic with facts, definitions, quotations, and concrete details related to the topic. Write to link ideas within categories of information using words and phrases (e.g., another, for example, also, because.) Write using domain-specific vocabulary to inform about or explain the topic.


Compass, Writing an Informative Explanatory Piece

(RLA4069, RLA4070, CWRLA4072, QZRLA4071) Introducing a Topic and Grouping Information (RLA4073, RLA4074, CWRLA4076, QZRLA4075)

Formatting, Developing a Topic, and Using Precise Language (RLA4077, RLA4078, CWRLA4080, QZRLA4079)



Write using precise language to inform about or explain the topic. Provide a concluding statement or section related to the information of explanation presented.

Lan

guag

e

Conventions: singular and plural nous; kinds of pronouns Spelling: contractions; final syllable patterns Handwriting: cursive letters C and c; cursive letters N and n



Rea

din

g Fo

un

dat

ion

al Word Analysis: suffixes: -ian, -ist, -ism; latin roots:

aqua, dict










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. LAFS.4.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.2.1 Explain the science focuses solely on the natural world. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.4.P.8.2 Identify properties and common uses of water in each of its states. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.4.1 Explain the effects of technological advances on Florida. Remarks/Examples: Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state SS.4.A.6.3 Describe the contributions of significant individuals to Florida. Remarks/Examples: Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings SS.4.A.7.1 Describe the causes and effects of the 1920's Florida land boom and bust. Remarks/Examples: Examples may include, but are not limited to, land speculation. SS.4.A.7.2 Summarize challenges Floridians faced during the Great Depression.


LAFS.4.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an





Remarks/Examples: Examples may include, but are not limited to, the Labor Day hurricane of 1935 and the Mediterranean fruit fly. SS.4.E.1.1 Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy. Remarks/Examples: Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor.


Changes in Matter Change happens over time.


What are some ways matter can change? Why do societies change?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Explain events in historical text, including what happened and why, based on specific information in the text. Explain ideas or concepts in scientific text, including what happened and why, based on specific information in the text. Explain procedures in technical text, including what happened and why, based on specific information in the text.

National Geographic Science, Chapter 10: What Are Some Ways Matter Can Change?

Explore On Your Own: Say Cheese!

Reading Street possible text selections, Smokejumpers (U5 W1 main)

Camp with Care (U5 W1 paired)



Cra

ft &

Stru

ctu

re Determine the meaning of general academic and

domain-specific words or phrases in a text. (See Language standards 4-6)

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s

Interpret information presented quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Scie

nce

Understand water exists in three states - solid, liquid, gas - and each of these states has various uses (e.g. winter sports, agriculture, energy - respectively).

Identify the importance of water to life on Earth, including in the hydrosphere.

Understand all objects and substances are made of matter and can undergo a variety of changes, such as; a decaying animal or plant matter, burning, rusting, and cooking.

Matter can change in many ways.

National Geographic Science, Chapter 10: What Are Some Ways Matter Can Change?

Explore On Your Own: Say Cheese! Florida Science Inquiry and Writing Book

SC.4.P.9.1

Rotting Apple Earth’s Mass Nails in A Jar


SC.4.P.9.1

Chemical Change Café

Soci

al S

tud

ies

Explain the causes and effects of the 1920s Florida land boom and bust.

Explain the contributions of significant individuals to Florida.

Summarize the challenges faced by Floridians during the Great Depression.

Explain how entrepreneurs have influenced Florida and local economy.

Florida Memory


Rea

din

g

Lite

ratu

re

Key

Idea

s &

Det

ails

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Reading Street possible text selections, The Case of the Gasping Garbage (U4 W1 main)

Mr. Talberg’s Famous Bread Recipe (U4 W1 paired)

https://drive.google.com/open?id=0B1GInX1TNkpUbE5WVEhIMkFKNEk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWlNmYmoxQnhXNms&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbUxMRDRlZGJpTDg&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUNDVWaWJ5OW0xYnM

https://drive.google.com/open?id=0B1GInX1TNkpUNDVWaWJ5OW0xYnM





Cra

ft &

Stru

ctu

re Compare and contrast the point of view from which

different stories are narrated, including the difference between first- and third‐person narrations.

In

tegr

atio

n o

f

Kn

ow

led

ge &

Idea

s Make connections between the text of a story and a visual, identifying where the visual reflects specific descriptions in the text.

Spea

kin

g &

Lis

ten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


Identify the reasons and evidence a speaker provides to support particular points. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.



Wri

tin

g

opinion

Introduce a topic or text clearly.

State an opinion.

Create an organizational structure in which related ideas are grouped to support the writer’s purpose

Include illustrations and multimedia when useful to aid in comprehension.





Linking Words and a Conclusion


Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition.)

Provide a concluding statement or section related to the opinion presented.

(RLA4065, RLA4066, CWRLA4068, QZRLA4067) La

ngu

age

Conventions: pronouns and antecedents; possessive pronouns; contractions and negatives Spelling: Greek word parts; Latin roots; related words Handwriting: cursive letters M and m; cursive letters X and x; cursive letters G and g



Rea

din

g Fo

un

dat

ion

al Word Analysis: prefixes: im-, in-; Greek and Latin

prefixes: trans-, tele-, Greek prefixes: amphi-, anti-

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

February: Black History Month

To recognize the contributions of African Americans and foster a better understanding of the African American experience. Carter G. Woodson, who in 1926 spearheaded Negro History Week, started the observation. It was expanded to a month in 1976. February was chosen because of the birthdays of Frederick Douglas and Abraham Lincoln, two people who had a dramatic effect on the lives of African Americans.










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an



LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. Remarks/Examples: Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc. SS.4.A.6.3 Describe the contributions of significant individuals to Florida. Remarks/Examples: Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings. SS.4.A.7.3 Identify Florida's role in World War II. Remarks/Examples: Examples may include, but are not limited to, warfare near Florida's shores and training bases in Florida (Miami, Tampa, Tallahassee, etc.), spying near the coast, Mosquito Fleet. SS.4.A.8.1 Identify Florida's role in the Civil Rights Movement. Remarks/Examples: Examples may include, but are not limited to, Tallahassee Bus Boycotts, civil disobedience, and the legacy of early civil rights pioneers, Harry T. and Harriette V. Moore. SS.4.A.9.1 Utilize timelines to sequence key events in Florida history. SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).


LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation



Investigate Motion Change happens over time.


How can you describe the motion and speed of an object? How does conflict affect people?

What was Florida’s role in the Civil Rights movement?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails


National Geographic Science, Chapter 11: How Can You Describe Motion and

Speed of an Object?

Reading Street possible text selections, My Brother Martin (U6 W1 main)

Cra

ft &

Stru

ctu

re Compare and contrast a firsthand and secondhand

account of the same event or topic; describe the differences in focus and the information provided.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Scie

nce

Recognize motion is a change in position. Describe an object’s motion in space by its direction and speed.

Demonstrate that an object in motion can move in different ways, change its direction, and change its speed over time.

Use tools and technology to determine and record speeds of traveling objects in charts or graphs.

National Geographic Science, Chapter 11: How Can You Describe Motion and

Speed of an Object? Florida Science Inquiry and Writing Book

SC.4.P.12.1

Rolling Marbles



https://drive.google.com/open?id=0B1GInX1TNkpUQ1R1SXhwazhFWFE&authuser=0



Soci

al S

tud

ies

Identify Florida’s role in World War II. Identify significant individuals that contributed to Florida’s role in the civil rights movement. Use timelines to demonstrate the sequence of events in Florida history.

Florida Memory


R

ead

ing

Lite

ratu

re

Key

Idea

s &

Det

ails

Determine a theme of a story from details in the text; summarize the text. Determine a theme of a poem from details in the text; summarize the text.

Reading Street possible text selections, Encyclopedia Brown (U4 W5 main) Young Detectives (U4 W5 paired) Grandma’s Hero (U5 W3 Sleuth)

Hopes and Dreams of Young People (U6 W1 paired)

Reading Street Poetry Collection, Roller Coasters (4.2, pg. 317)

Dream Dust, Martin Luther King, Martin Luther King Day (4.2, pg. 474-475)

Myths with Quest (Additional examples of words and phrases- ambrosia, atlas, chronological & chronic, chronic, echo, psyche, oracle, hypnosis, Morpheus, tantalizing, Titanic, narcissistic, Zephyr, siren, Achilles' heel, the Midas touch and Pandora's box) Slideshare

Casey at Bat Poem & Audio-Motion & Speed of Object

Cra

ft &

Stru

ctu

re

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in traditional literature from different cultures.

Spea

kin

g &

Lis

ten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Identify the reasons and evidence a speaker provides to support particular points. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.




http://www.pbs.org/mythsandheroes/myths_arch_quest.html#content

http://www.slideshare.net/staceylbaker/greek-mythology-in-modern-language

http://etc.usf.edu/lit2go/154/casey-at-the-bat/


Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to take and situation.

Wri

tin

g

narrative

Write to introduce a narrator and/or character.

Write using dialogue to develop experiences and events or show the responses of characters to situations.

Write using description to show the responses of characters to situations.



(RLA4085, RLA4086, CWRLA4088, QZRLA4087) Building the Situation, Characters, and Events (RLA4089, RLA4090, CWRLA4092, QZRLA4091)

Using Dialogue and Description (RLA4093, RLA4094, CWRLA4096, QZRLA4095)

Using Transitions and Details to Complete Your Narrative (RLA4097, RLA4098, CWRLA4100, QZRLA4099)

Lan

guag

e

Conventions: adjectives and articles, adverbs, comparative and superlative, adjectives and adverbs

Spelling: multisyllabic words; words with double consonants; Greek word parts

Handwriting: cursive letters: Y and y; cursive letters Q and q; cursive letters O and o



Rea

din

g Fo

un

dat

ion

al Word Analysis: French word origins, suffixes: -ous, -

able, -ible, related words

An

nu

al H

erit

age

and

His

tory

Mo

nth

Ob

serv

ance

March: National Women’s History Month

Women’s History Month started as Women’s History Week in 1978. In 1987, Congress was petitioned to expand the week to an entire month. The month recognizes the important contributions made by women through programs in school, workplaces and communities.










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

LAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

LAFS.4.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;

speak clearly at an understandable pace.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.2.1 Explain the science focuses solely on the natural world. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. Remarks/Examples: Examples may include, but are not limited to, photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc. SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. Remarks/Examples: Examples may include, but are not limited to, encyclopedias, atlases, newspapers, websites, databases, audio, video, etc. SS.4.A.8.2 Describe how and why immigration impacts Florida today. SS.4.A.8.3 Describe the effect of the United States space program on Florida's economy and growth. SS.4.A.8.4 Explain how tourism affects Florida's economy and growth SS.4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). SS.4.E.1.1 Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy. Remarks/Examples: Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor. SS.4.E.1.2 Explain Florida's role in the national and international economy and conditions that attract businesses to the state. Remarks/Examples: Examples are tourism, agriculture, phosphate, space industry.


LAFS.4.W.1.3 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 and/or 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. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of

different aspects of a topic.

LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).


Investigate Magnets Culture influences the way people live.


What is Magnetism? How does immigration affect a place? How does the economy affect people?


Rea

din

g In

form

atio

nal

Key

Idea

s &

D

etai

ls

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

National Geographic Science, Chapter 12: What is Magnetism?


Antarctic Journal (U5 W4 main)

Cra

ft &

St

ruct

ure

Determine the meaning of general academic and domain-specific words and phrases in text relevant to a grade 4 topic or subject area.



Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Scie

nce

Understand magnets have a north and south pole that attract (stick together) when their opposite poles touch or repel when the same poles face each other.

Determine with materials and magnets which materials magnets attract and repel and understand the relationship of magnetism to these materials based on the magnet’s poles and magnetic field.*

*This standard (SC.4.P.8.4) previously taught in concept 3-1 as it pertains to magnetism as a property of matter.

National Geographic Science, Chapter 12: What is Magnetism?


SC.4.P.8.4 (also SC.4.P.8.1)

Magnets in Water


Soci

al S

tud

ies

Use photographs to analyze events in Florida history. Describe how immigrants helped Florida’s economy and improved the way we live. Describe the industries that impacted Florida’s economy. Explain how immigration, economy and government influence the way people live.

Florida Memory


Rea

din

g Li

tera

ture

Key

Idea

s &

D

etai

ls

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Reading Street possible text selections, To Save or to Spend? (U6 W4 Sleuth)

Cra

ft &

Str

uct

ure

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

https://drive.google.com/open?id=0B1GInX1TNkpUbVlyVzhKTHAxSUU&authuser=0





Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Make connections between the text of a story and a visual, identifying where the visual reflects specific descriptions and directions in the text.

Spea

kin

g &

Lis

ten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Identify the reasons and evidence a speaker provides to support particular points. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to take and situation.


Wri

tin

g

narrative Write using a variety of transitional words and phrases to manage the sequence of events.



(RLA4085, RLA4086, CWRLA4088, QZRLA4087) Building the Situation, Characters, and Events


Provide a conclusion that follows from the narrated experiences or events. Write narratives that orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; use dialogue and description to develop experiences and events or show the responses of characters to situations; use a variety of transitional words and phrases to manage the sequence of events; use concrete words and phrases and sensory details to convey experiences and events precisely; and provide a conclusion that follows from the narrated experiences or events.

(RLA4089, RLA4090, CWRLA4092, QZRLA4091) Using Dialogue and Description

(RLA4093, RLA4094, CWRLA4096, QZRLA4095) Using Transitions and Details to Complete Your Narrative


Lan

guag

e

Conventions: time-order words, prepositions and prepositional phrases; conjunctions Spelling: Latin roots; related words; schwa Handwriting: cursive letters W and w; cursive letters B and b; cursive letters v and V


Unit 6 Week 1


Rea

din

g Fo

un

dat

ion

al Word Analysis: suffix -ion, word origins-German; Latin

roots: gener, port










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). LAFS.4.RL.2.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly at an understandable pace.

LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.2 Investigate and describe that energy has the ability to cause motion or create change. SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things. SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. SC.4.P.11.2 Identify common materials that conduct heat well or poorly. SS.4.C.1.1 Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government. SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of its citizens. Remarks/Examples: (e.g., taxes, school accountability) SS.4.C.3.1 Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each. SS.4.C.3.2 Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner).


LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of



Investigate Energy Culture influences the way people live.


What are some forms of energy?

Why do people form governments?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

National Geographic Science, Chapter 13: What Are Some Forms of Energy?

Reading Street possible text selections, So You Want to be President? (U2 W5 main)

Our National Parks (U2 W5 paired) The First Lady’s Job (U2 W5 Sleuth)

Cra

ft &

Stru

ctu

re

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Scie

nce

Define, identify, and compare and contrast energy in the form of light, heat, sound, electrical, stored (potential), and energy of motion (kinetic).

Describe the relationship between energy and motion and investigate and create motion (such as using wind or solar energy to sail a model boat, move a model car, cause a fan to spin).

Recognize examples of energy in humans’ lives and the natural world, including hydropower (oceans, lakes, rivers, dams) and wind energy. Relate these

National Geographic Science, Chapter 13: What Are Some Forms of Energy?


SC.4.P.11.1

Mixing Water



https://drive.google.com/open?id=0B1GInX1TNkpUcGxnYWtHR202ckU&authuser=0



forms of energy to how they are used in communities in Florida.

Investigate and record observations (charts and graphs) on the transfer of heat in order to conclude that heat always flows from hot to cold objects. Investigate and record observations (charts and graphs) to conclude which materials are best for conducting heat and which materials conduct heat poorly.

Soci

al S

tud

ies

Explain the purpose of Florida’s constitution. Identify three branches of government in Florida and the powers of each. Distinguish between state and local governments.


Rea

din

g Li

tera

ture

Key

Idea

s &

Det

ails

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Poem-Alice’s Adventures in Wonderland-Select a poem within

one of the chapters.

Prose-Chapter XI: Who Stole the Tarts?

Cra

ft &

Str

uct

ure

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Inte

grat

ion

of

Kn

ow

led

ge

& Id

eas

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.


http://etc.usf.edu/lit2go/1/alices-adventures-in-wonderland/

http://etc.usf.edu/lit2go/1/alices-adventures-in-wonderland/21/chapter-xi-who-stole-the-tarts/


Spea

kin

g &

Lis

ten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.



Wri

tin

g

opinion


State an opinion.


Include illustrations and multimedia when useful to aid in comprehension. Provide reasons that are supported by facts and details.









Lan

guag

e

Conventions: capitalization and abbreviations; commas

Spelling: prefixes mis-, non-, pre-, re-; suffixes -less; -ment; -ness

Handwriting: cursive letters Z and z; cursive letters S and s



Rea

din

g Fo

un

dat

ion

al Word Analysis: Latin roots dur, ject; French word

origins

An

nu

al H

erit

age

and

His

tory

M

on

th O

bse

rvan

ce

May: Asian/Pacific American Heritage & Older Americans Month

Asian/Pacific American Heritage observation originally began as Asian/Pacific Heritage week on July 10, 1978. In 1992, President Bush signed legislation designated May as Asian/Pacific American Heritage Month. The term Asian/Pacific American includes many ethnic groups with diverse cultures. The month celebrates the collective achievements of the many different communities. Older Americans Month was established by presidential proclamation to honor the contributions of older Americans to society. Begun in 1962, Older Americans Month is a time to celebrate and reflect on the unique contributions of older Americans in our society.










Standards

Language Arts Florida Standards Science and Social Studies Next Generation Sunshine State Standards LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. LAFS.4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text. LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). LAFS.4.RL.3.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. LAFS.4.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. LAFS.4.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;

speak clearly at an understandable pace.

SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.2.1 Explain the science focuses solely on the natural world. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.3 Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of its citizens. Remarks/Examples: (e.g., taxes, school accountability) SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems. Remarks/Examples: Examples are voting, petitioning, conservation, recycling. SS.4.C.2.3 Explain the importance of public service, voting, and volunteerism.


LAFS.4.W.1.1 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 writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of


LAFS.4.W.3.8 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. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).


Forms of Energy Culture influences the way people live.


What is sound? How do people affect society?


Rea

din

g In

form

atio

nal

Key

Idea

s &

Det

ails


National Geographic Science, Chapter 14: What IS Sound?

Explore On Your Own: Sound All Around

Cra

ft &

Stru

ctu

re

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Inte

grat

ion

of

Kn

ow

led

ge &

Id

eas

Explain how an author uses reasons and evidence to support particular points in a text.



Scie

nce

Define the energy of sound, its vibration, and pitch.

Describe the requirements/components in order for sound to be produced.

Investigate and understand the relationship between frequency and pitch (high frequency produces higher pitch; low frequency produces lower pitch) and relationship between length or size of an object or tension of an object and pitch (such as of a guitar string).

National Geographic Science, Chapter 14: What IS Sound?

Explore On Your Own: Sound All Around Florida Science Inquiry and Writing Book

SC.4.P.10.3 (SC.4.P.10.1/SC.4.P.10.2)

Making Sound


SC.4.P.10.3

Sounds of Science

Soci

al S

tud

ies

List and explain ways that citizens influence society. Describe how government protects peoples’ rights and gives them a voice in government. Describe public issues in Florida that impact citizens’ daily lives.


Rea

din

g Li

tera

ture

Key

Idea

s &

Det

ails


Reading Street possible text selections, The Metro City News (U2 W2 Sleuth)

"Whitefoot Finds Out What the Matter Was"-Sound

Cra

ft &

Stru

ctu

re Determine the meaning of words and phrases as they

are used in a text), including those that allude to significant characters found in mythology (e.g., Herculean).

https://drive.google.com/open?id=0B1GInX1TNkpUY1dxeFhsSmV3RzQ&authuser=0


https://drive.google.com/open?id=0B1GInX1TNkpUNGNLOEFnU2MyTlk


http://etc.usf.edu/lit2go/101/whitefoot-the-woodmouse/1786/whitefoot-finds-out-what-the-matter-was/



Inte

grat

ion

of

Kn

ow

led

ge &

Idea

s Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Spea

kin

g &

Lis

ten

ing

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Identify the reasons and evidence a speaker provides to support particular points. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to take and situation.


Wri

tin

g

opinion


State an opinion.


Include illustrations and multimedia when useful to aid in comprehension.

Provide reasons that are supported by facts and details.









Lan

guag

e

Conventions: quotations, quotation marks, titles

Spelling: suffixes –ful, -ly, -ion; silent consonants Handwriting: cursive letters r and R, cursive letters f and F



Rea

din

g

Fou

nd

atio

nal

Word Analysis: related words; prefix -astro/Greek and Latin roots

