English Language Arts - · PDF fileAssess 2 Know 01/12/12 Unit 4 – Short Stories – Adventures ... 1st Quarter 12 Weeks (K) Rigby Reading ... 30 Write using standard English structure

English Language Arts

Fourth Grade

Curriculum Map

2011-2012

Curriculum Map - 2011-2012- Grade 4 - 2 -

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum – LPSS 2011-2012

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let’s Read

8/15 – 10/7

Unit 1 – Let’s Read

08/15-09/09 Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09 Assess 2 Know 09/15/11

Unit 1 – Folktales: Tall Tales and Legends

08/15-09/30 Assess 2 Know 10/07/11

Unit 5 - A Look into Books

09/19 – 10/21

Unit 2 – Put on Your Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21 Assess 2 Know 10/28/11

Unit 2 – The Writing Process

9/12-10/21 Assess 2 Know 10/28/11

Unit 2 – Informational Articles/Reports

10/03 – 11/10 Assess 2 Know 11/18/11

Unit 1 – Learning About Me

10/24-11/18

Unit 3 – Let’s Read – Fairy Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing Nonfiction

11/14-12/20

Unit 6 – Reading and Writing Nonfiction in Texts

10/24-11/18

Assess 2 Know 12/2/11

Unit 6 – Reading and Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and Autobiography

11/14-01/12


Unit 6 – The Author’s Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06 Assess 2 Know 01/12/12

Unit 4 – Research

11/28 – 01/06 Assess 2 Know 01/12/12

Unit 4 – Short Stories – Adventures

01/17-03/02


Unit 2 – Exploring Written Languages

01/09-02/03

Unit 6-Discovering is Exciting-Reading/Writing Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03 Assess 2 Know 02/10/12

Unit 3 - Critical Thinking

01/09 – 02/03 Assess 2 Know 02/10/12

Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of Words – Poetry

02/06-03/08

Unit 7 – How to Learn About People-

Autobiographies/Biographies 03/12 – 04/13

Unit 7 – People-Autobiographies/Biographies

03/26-04/20

Unit 7 – Who’s Who-Autobiographies/Biographies

02/06 –03/02


Unit 7 – Autobiographies and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural Literature

03/12-04/13

Unit 5 – Poetry: Fun with Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in Words

04/23-05/24

Unit 5 – Use Your Senses Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak, Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By - Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements-Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements -Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next DRA-

Instructional Level SFA - Roots

DIBELS Next DRA-

Instructional Level SFA – McGraw-Hill

DIBELS Next Rigby READS

Form A SFA – 4Sight


Form A SFA – 4Sight

DIBELS Next/AIMSweb Rigby READS

Form A SFA – 4Ssight

1st Quarter 12 Weeks (K)

Rigby Reading Pre-Screener/

Screener SFA - Roots

Benchmark Level C*** SFA - Roots

Benchmark Level I***

SFA – McGraw-Hill

Instructional Level (Benchmark if necessary)

SFA – 4Sight


SFA – 4Sight


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next Benchmark Level E*** SFA - Roots

DIBELS Next Benchmark Level J***

SFA – McGraw-Hill


Form B SFA – 4-Sight


Form B SFA – 4Sight

DIBELS Next/AIMSweb Rigby READS

Form B SFA – 4Sight

3rd Quarter 24 Weeks (K)

Benchmark Level B***

Benchmark Level G*** SFA - Roots

Benchmark Level K***

SFA – McGraw-Hill


SFA – 4Sight


SFA - 4Sight


SFA – 4Sight

End of Year DIBELS Next DRA – Instructional

Level SFA – Roots

DIBELS Next Instructional Level

SFA - Roots

DIBELS Next Instructional Level SFA – McGraw-Hill


SFA – 4Sight


SFA – 4Sight

DIBELS Next/AIMSweb Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter 12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter 24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential I –Important C-Condensed E, I, C CC Units Notes

1 Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA-1-E1) I 6

2 Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) C All

3 Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as

dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)

E All

4 Adjust speed of reading to accomplish purpose based on text complexity (ELA-1-E3) C 1,3

5 Identify a variety of story elements, including: E

a. the impact of setting on character 1,8

b. multiple conflicts 1,8

c. first- and third-person points of view 1,8

d. development of theme (ELA-1-E4) 1,8

6 Identify literary devices, including metaphor and hyperbole (ELA-1-E4) E 5

7 Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and

written responses (ELA-1-E5)

E 1,3,5,6

8 Connect information in grade-appropriate texts to prior knowledge and real-life situations in oral and

written responses (ELA-1-E6)

E 1,2,3,5,6,7

9 Increase oral and silent reading fluency and accuracy with grade-appropriate texts (ELA-1-E7) C All

10 Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade text with appropriate

pacing, intonation, and expression (ELA-1-E7)

C All

11 Compare and contrast stories/tales from different cultures and explain the influence of culture on each tale

in oral, written, and visual responses (ELA-6-E1)

I 1,5,8

12 Identify a variety of types of literature, including poetry and short stories, in oral and written responses

(ELA-6-E2)

E 1,5

13 Identify and explain the defining characteristics of various types of literature, including the myth and the

legend (ELA-6-E3)

E 1

14 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as: E

a. sequencing events and steps in a process 4

b. explaining how the setting impacts other story elements, including the characters’ traits and

actions 1,8

c. using specific evidence from a story to describe a character's traits, actions, relationships,

and/or motivations 1,3,8

d. confirming or denying a prediction about information in a text 1,3,8

e. comparing and contrasting story elements or information within and across texts 1,2,6,7,8

f. identifying stated main ideas and supporting details 2,4

g. making simple inferences (ELA-7-E1) 3,7

15 Justify solutions to problems in texts by verifying, confirming, and supporting (ELA-7-E2) E 3

16 Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an

argument, or conveying information (ELA-7-E3)

I 2,3,5,6


17 Explain in oral or written responses how an author’s life and times are reflected in a text (ELA-7-E3) C 1,5,8

18 Explain how an author’s purpose influences organization of a text, word choice, and sentence structure

(ELA-7-E3)

I 1,2,5,6,7

19 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies,

including:

E

a. supporting differences between fact and opinion with information from texts 3,6

b. skimming and scanning texts for various purposes (e.g., locating information, verifying

facts) 3,4,5,6

c. identifying cause-effect relationships in texts and real-life situations 3,6

d. generating questions to guide examination of topics in texts and real-life situations 1,3,4,7,8

e. explaining connection between information from texts and real-life experiences (ELA-7-E4) 1,3,5,6,7,8

20 Write compositions of at least three paragraphs organized with the following: E

a. a clearly stated central idea 2,6,7,8

b. an introduction and a conclusion 2,6,7,8

c. a middle developed with supporting details 2,3,6,7,8

d. a logical, sequential order 2,6,7,8

e. transitional words and phrases that unify points and ideas (ELA-2-E1) 1,2,4,5,6,

7,8

21 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences

(ELA-2-E1)

E All

22 Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and

information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)

E All

23 Develop grade-appropriate compositions by identifying and applying writing processes, including the

following:

E

a. selecting topic and form 2,4,5,6,7

b. prewriting (e.g., brainstorming, researching, raising questions, generating graphic

organizers) 1,2,3,4,5,6,

7

c. drafting All

d. conferencing with peers and teachers 1,2,4,5,6,7

e. revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist,

rubrics) 1,2,4,5,6,

7,8

f. proofreading/editing 1,2,4,5,6,

7,8

g. publishing using available technology (ELA-2-E3) 2,4,5,6,7,8

24 Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description,

narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4)

E All

25 Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5) I 5

26 Write for various purposes, including: C

a. formal and informal letters that follow a specific letter format, include relevant information, 3,8


and use an appropriate closure

b. informational reports that include facts and examples and that present important details in

a logical order 1,4,7

c. book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) 2,3,4,5,6,

7,8

27 Write legibly in standard cursive or printed form, indenting paragraphs appropriately, using standard

margins, and demonstrating fluency (ELA-3-E1)

C 2,7,8

28 Use standard English punctuation, including apostrophes in contractions and in the possessive case of

singular and plural nouns (ELA-3-E2)

I 2,7

29 Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2) I 2,6,7,8

30 Write using standard English structure and usage, including: E

a. using active and passive voices of verbs 2,3,6,8

b. avoiding writing with sentence fragments and run-on sentences (ELA-3-E3) 2,7,8

31 Apply knowledge of parts of speech in writing, including: E

a. selecting and using common interjections appropriately All

b. identifying and using transitive and intransitive verbs correctly All

c. identifying and using verb tenses correctly, including present perfect, past perfect, and

future perfect All

d. using grade-appropriate irregular verb tenses correctly (ELA-3-E4) All 32 Use knowledge of root words, affixes, and syllable constructions to spell words (ELA-3-E5) C 7,8

33 Alphabetize to the fourth and fifth letters (ELA-3-E5) C 4

34 Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) C 1,3,4,5,6,7

35 Interpret, follow, and give multi-step directions (ELA-4-E2) C 4

36 Deliver presentations that include the following: C

a. information drawn from several sources and identification of the sources 3,4,6,7

b. effective introductions and conclusions 4,6

c. details, examples, anecdotes, or statistics that explain or clarify information 3,4,5,6,7

d. information selected to persuade or influence the audience (ELA-4-E4) 2,3,4,6

37 Demonstrate active listening strategies, including asking questions, responding to cues, and making eye

contact (ELA-4-E5)

C 1,2,4,5,6,7

38 Adjust speaking content according to the needs of the audience (ELA-4-E5) C 4,7

39 Listen to and critique messages such as advertising that are communicated in a variety of mediums,

including television and print (ELA-4-E6)

C 2,7

40 Identify the effectiveness and dynamics of group process and cooperative learning (ELA-4-E7) C

41 Locate information using organizational features of a variety of resources, including: E

a. electronic information such as keyword searches, passwords, and entry menu features 2,3,4,7,8

b. print materials such as indices, glossaries, table of contents, title pages, and map legends

(ELA-5-E1) 4


42 Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers,

magazines, and brochures (ELA-5-E1)

I 3,7,8

43 Evaluate the usefulness of information selected from multiple sources, including: C

a. library and online databases 4,7,8

b. electronic reference works 4,7,8

c. Internet information 2,3,4,8

d. community and government data 3,4,7

e. interviews 3,4

f. experiments 4,7

g. surveys (ELA-5-E2) 3,4

44 Use keywords and phrases to take notes from oral, written, and electronic media sources (ELA-5-E3) C 3,4

45 Paraphrase or summarize information from a variety of sources (ELA-5-E3) I 3,4,7,8

46 Construct simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) E 4,7

47 Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks) to revise and publish

book reviews and research reports (ELA-5-E4)

C 2,7

48 Create a list of sources (e.g., books, encyclopedias, online resources) following a specified format (ELA-5-E5) I 2,4,7,8

49 Define plagiarism (ELA-5-E5) C 4,7

50 Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from

grade-appropriate materials (ELA-5-E6)

E 3,6


English Language Arts: Grade 4

August 15th

– September 9th

– Weeks 1 - 4

Comprehensive Curriculum Unit 1: Read All About It

Unit Description

This unit focuses on reading and responding to a variety of texts, including classical, historical, and contemporary fiction and nonfiction. This unit also emphasizes vocabulary

development, grammar, and composition skills. Read- alouds and shared, guided, and independent reading experiences facilitate the teaching of story elements (setting, plot,

character, theme, and conflict), literary devices, and the characteristics of reading genre.

Student Understandings

Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. They respond to various reading

genres through oral discussion and writing projects.

Guiding Questions

1. Can students use graphic organizers to compare/contrast a variety of texts, including fiction and nonfiction?

2. Can students respond to texts by using prior knowledge and life experiences?

3. Can students identify the elements of a myth and a legend?

4. Can students describe a character’s traits, actions, relationships, and motivation?

5. Can students use “pre reading” and “during reading” comprehension strategies as they read and respond to various genre?

6. Can students discuss texts with one another?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the

student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

Students will keep a personal reading log of selections read by the teacher or independently, listing the book, author, title, a brief summary, and date completed. Students

will classify the book by genre. Students will maintain a Reader’s Notebook containing teacher-provided information, vocabulary lists of words defined by the student,

and a reading-response journal.

Teachers schedule reading conferences periodically to check Reader’s Notebooks and monitor the student’s oral reading progress.

Students will be provided with graphic organizers to help them comprehend increasingly complex material and organize thoughts for writing extensions.

Teachers will observe student progress in choosing appropriate independent reading material (95% and above words known) for various purposes.

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com

First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to assist you in the

retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 1 – Read All About It

1: Daily Independent Reading (ONGOING) 09, 10

2: Vocabulary Activities (ONGOING) 02, 03

5: Genre …04, 12, 14e

6: Define Genres using Graphic Organizers 11, 13, 14d, 14e

7: Before Reading 05a, 05c, 05d, 11, 13, 14b, 14d, 14e, 18, 19d

8: During Reading 02, 03, 05a, 07, 08, 09, 14b, 14d, 14e, 19e

LCC ACTIVITIES: Unit 1 – Read All About It

3: Daily Language (ONGOING) 31a, 31b, 31c, 31d

4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 11: Reading Like a Writer 05a, 11, 13, 14b, 19d, 23b, 23c, 23d,

23e, 23f

Begin word wall activities. You

may refer to the list of onsets

and rimes provided by reading

facilitator for additional

suggestions.

Short Vowel Review

Initial Consonant Review

Consonant Blends sn & st

Word Families 32

Theme 1: American Dreams

COMPREHENSION STRATEGIES/SKILLS

Make Connections 19

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Interview 13, 18

Nonfiction Feature: Map 50

MODELED WRITING

Journal 26 (LCC)

Myth or Legend 26 (LCC)

Book Report 26

Narrative 24

Story 24 (LbD)

MINI-LESSONS

Writing Process Introduction 23

Writing Traits Introduction 22

Start Strong 22

Main Idea & Details 20

Simple & Compound Sentences 30

Simple & Compound Sentences/Subject & Predicates 30

Review Sentences Structure 30

Subject/Verb Agreement 31

Identify & Use Verb Tenses 31

Use Irregular Verb Tenses 31

Theme 2: A Place for Us


Determine Importance 14

main idea and details

purpose for reading

classify

TARGET SKILLS

Historical Fiction 13, 18

Story Structure 5 Identify Theme

CENTER IDEA

GLEs tested on Assess 2 Know Test 1- 5b, 5d, 13, 14b, 14c, 14d, 14e, 18, 19d, 19e, 31c, 31d


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use first weeks to introduce work boards, literacy stations and

routines that must be established before you begin to teach

guided reading. Rehearse all stations and procedures in a

variety of ways before guided reading begins. Begin guided

reading on or before September 6, 2011.

MODELED WRITING

Book Report

HME p. 435

Story

LbD Story Organizer – Transp.11, 12

Writing Bridge Card 4

MINI-LESSONS

Writing Process Introduction

LbD Writing Bridge Card 1 & Transparency 4

Writing Traits Introduction


Main Idea & Details

LbD Main Idea & Details Organizer – Transp. 5, 6

Writing Bridge Card 2

Start Strong

LbD Writing Resource Guide pp. 49-50

Simple & Compound Sentences

LbD Writing Resouce Guide p. 1

HME pp. 32-62

Simple & Compound Sentences/Subject & Predicates

LbD Writing Resource Guide p. 2

Subject/Verb Agreement


HME pp. 104-105, 128

Review Sentence Structure


www.primarilywriting.com

Houghton- Mifflin Spelling and

Vocabulary

Short Vowel Review

Unit 1- p. 18

Unit 2 - p. 24

Unit 3 - p. 30

Unit 4 – p. 36

Unit 7 – p. 54

Word Families

Unit 20 – p. 134

Unit 25 – p. 164

Theme 1: American Dreams

Comprehension Bridge Card: 1

Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

ambition, gleaming, flourished, ancestor, artifact, cautious,

youth, immigrant, prosper, settler

Connect to Novels: The Long Way Westward, Worlds Apart,

Dreaming of America

Theme 2: A Place for Us

Comprehension Bridge Cards: 1 & 2


permanent, relocation, origin, regulate, necessities, belief,

border, accompany, audience, nationality

Connect to Novels: Half and Half, Hannah’s Journal,

In The Year Of The Boar, Jackie Robinson

Leveled Readers End of 1st Quarter

ON: O, P, Q

ABOVE: R+

BELOW: N AND BELOW

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login

http://www.primarilywriting.com/

http://bb.lpssonline.com/webapps/login



September 12th

– October 21st – Weeks 5 - 10

Comprehensive Curriculum Unit 2: The Writing Process

Unit Description

This unit focuses on the writing process, writing applications, and writing conventions. Teachers instruct students about “what good writers do” and provide them with rubrics,

prompts, and practice in producing a variety of written products related to classroom reading or real-life situations. Teachers continue reinforcing ongoing reading, vocabulary

development, and daily language skills


Students will improve their writing abilities by learning the steps that are a part of the writing process and by following them effectively to create original, organized, and well-

edited compositions. Students will gain skills necessary for competent writing by focusing on the mechanics of language, vocabulary development and directed reading and

writing. They will complete a variety of writing activities, including narrative, expository, persuasive, and descriptive writing that demonstrates organization and drafting

strategies.

Guiding Questions

1. Can students write expository, descriptive, narrative, and persuasive compositions?

2. Can students write formal and informal letters, book reports, and informational reports?

3. Can students write a multi-paragraph composition with an introduction and conclusion with supporting details in a logical order?

4. Can students use standard punctuation, capitalization, usage, mechanics, spelling when writing?

5. Can students effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?

Sample Assessments

General Guidelines



General Assessments

Students will maintain a writing portfolio containing the edited final products of formal writing assignments. These files are used for parent conferences and to show

evidence of student progress during the school year. Students see how their work has become more complex and refined as they practice and acquire the desired writing

skills.

Students will confer with teachers during critical stages of the writing process to offer verbal feedback about the student’s writing and work habits and to guide the

students into the next phase of the process.

Students will be provided with a chart listing the steps of the writing process so they can check off each step as completed and know the direction of subsequent work.

Students will use the LEAP 21 Writer’s Checklist to self-assess their progress and product.


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES: Unit 2 – The Writing Process



LCC ACTIVITIES: Unit 2 – The Writing Process


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 5: Why Write? 08, 16, 18, 41a, 43c, 48

6: Gather From Your World 03, 23b

8: The Power of Words 18, 22, 23a, 23b, 23c, 23d, 37, 39

11: RAFT Writing 20a, 20b, 20c, 20d, 20e, 21

Continue Word Wall Activities

Long Vowels

Nouns 29

Proper Nouns 29

Synonyms & Antonyms

Multiple-Meaning Words

Theme 3: So Many Kinds of Animals


Infer 14

predict

draw conclusions

fact/opinion

TARGET SKILLS

Expository 13, 18 Nonfiction Text Feature: Bar Graph 50

MODELED WRITING

Descriptive 24(LCC)

Personal Narrative 24 (LCC)

Report 26 (LbD)

MINI-LESSONS

Prewriting 23

Drafting 23

Ideas 20

Sequence 20

Build Strong Paragraphs 20

Sentence Combining 30

Declarative/Interrogative Sentences 31

Imperative/Exclamatory Sentences 31

Incorporate Dialogue 22

Common and Proper Nouns 29

Singular and Plural Nouns 28

Contractions 28

Singular & Plural Possessive Nouns 28

Verb Tenses 31

Proofreading / Editing 23

Theme 4: Seeds, Fruits and Flowers


Create Images 14

use visuals

create images

revise

TARGET SKILLS

Realistic Fiction 13, 18 Understand Use of Dialogue 6 Understand Metaphor 6

Theme 5: One Country, Many Regions


Fix-Up Strategies 1, 2, 14

use pictures

read on

decode

word analysis

TARGET SKILLS

Personal Narrative 13, 18 Nonfiction Feature: Map 50

CENTER IDEA

GLEs tested on Assess 2 Know Test 2- 21, 22, 23f, 28, 30b, 31c, 32



Theme 3: So Many Kinds of Animals

Comprehension Bridge Cards: 2, 3

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

variety, species, researchers, abandon, definite, characteristic,

identify, categorize, invertebrate, vertebrate

Connect to Novels: The Jungle Book, Mowgli’s Story,

Whales On Stilts, Rabbit Hill

MODELED WRITING

Descriptive

HME pp. 12-27

Personal Narrative

HME pp. 275-293

LbD Personal Narrative Organizer – Transp. 29, 30

LbD Writing Bridge Card 10

Report 26

LbD Report Organizer – Transp. 17, 18


MINI-LESSONS

Prewriting


Drafting


Ideas


Sequence

LbD Sequence Organizer – Transp. 23, 24


Build Strong Paragraphs


Declarative/Interrogative Sentences


HME p. 36

Imperative/Exclamatory Sentences


HME p. 38

Sentence Combining


HME p. 48

Incorporate Dialogue

LbD Writing Resource Guide p. 53-54

Common and Proper Nouns


HME p. 66

Singular and Plural Nouns


HME p. 70


Houghton -Mifflin Spelling and

Vocabulary

Long Vowels

Unit 1- p. 18

Unit 2 - p. 24

Unit 3 - p. 30

Unit 4 – p. 36

Unit 7 – p. 54

Synonyms & Antonyms

Unit 7 – p. 56

Unit 11- p. 79

Unit 12 – p. 85

Unit 20 – p. 134

Unit 21 – p. 139

Unit 30 – p. 194

Unit 32 – p. 206

Multiple Meaning Words

Unit 19 – p. 128

Unit 27 – p. 176

Theme 4: Seeds, Fruits and Flowers

Comprehension Bridge Cards: 3,4



require, pollinate, equipment, reproduction, century, criteria,

conditions, germinate, cones, adapt

Connect to Novels: Seedfolks, Shelterwood, Lichee Tree

Theme 5: One Country, Many Regions



canyon, region, surround, solution, dense, aspect, impact, alter,

climate, plateau

Connect to Novels: The Seven Wonders of Sassafras Springs,

Grasshopper Summer, The Pepins and their Problems

Leveled Readers End of 1st Quarter

ON: O, P, Q

ABOVE: R+

BELOW: N AND BELOW


ELA K-5 Blackboard






October 24th

– November 18th

– Weeks 11 - 14

Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction

Unit Description

The goal of this unit is to teach students strategies for reading and writing informational texts. Teachers present instruction as an inquiry into an issue or a problem worth

investigating, allowing students to make real-life connections. Through explicit modeling, coaching, and application of instructional techniques, comprehension is developed at the

literal, interpretative, and evaluative levels of questioning.


Students examine a variety of informational texts to study the structure and organizational features used to present nonfiction information. They pose investigative questions on a

topic of interest and respond both orally and in writing to selected texts. Student-constructed rubrics are used to establish clear expectations and as a tool for reflection.

Guiding Questions

1. Can students identify informational texts?

2. Can students determine the purposes for reading informational texts?

3. Can students determine how informational text is organized?

4. Can students pose literal, interpretive, and evaluative questions?

5. Can students identify and use graphic aids, print features, and organizational aids found in informational texts?

6. Can students articulate their interests and pursue answers to their content questions by reading informational texts?

7. Can students write their own informational articles that include components studied in this unit?

Sample Assessments

General Guidelines



General Assessments

Students will record summaries or responses to daily nonfiction reading in a reader’s notebook or journal. Teachers will read the entries periodically and write comments

or suggestions.

Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to

monitor students’ abilities to master new vocabulary and improve read-aloud fluency.

Teachers will observe students’ capabilities in navigating nonfiction print materials. They will use anecdotal records to note students’ ability to use materials

independently and participate in class activities.



LCC ACTIVITIES – Unit 6: Reading & Writing Nonfiction



5: Introducing Nonfiction 07, 16, 18, 19a

6: Elements of Nonfiction 07, 16, 18, 19a

7: Structures of Nonfiction Texts 08, 14e, 19b, 19c, 50

LCC ACTIVITIES Unit 6: Reading & Writing Nonfiction


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Learn About the Writing Process from Authors 14e, 16, 20a,

20b, 20c, 20d, 23a

10: The Writing Process 20e, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24,

29, 30a, 31a, 31b


Homonyms

Verbs 31

Helping Verbs 31

Suffixes 1, 32

-ed

-ing

-s

Theme 6: The Land Shapes People’s Lives


Synthesize 14

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Realistic Fiction 13

Identify Plot 5

Identify Setting 5

MODELED WRITING

Informational Paragraph 26 (LCC)

News Article 26 (LCC)

Respond to Writing Prompt 23

MINI-LESSONS

Organization 21

Problem & Solution 24

Sequence 26

Voice 22

Keep Language Fresh 22

Possessive Nouns 30

Review Nouns 30

Action and Linking Verbs 31

Main and Helping Verbs 31

Capitalize greetings, titles of respect, books, articles,

chapters, movies, songs 29

Theme 7: Why Does Water Move?


Monitor Understanding 19

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Procedural Text 13

Nonfiction Text Feature: Flow Chart 50

Identify Analogies 19

CENTER IDEA

GLEs tested on Assess 2 Know Test 3- 7, 16, 19a, 19b, 19c, 19e, 23e, 23f, 29, 50



Theme 6: The Land Shapes People’s Lives




farmland, fertile, vast, horizon, reflection, access,

surroundings, recreation, port, altitude

Connect to Novel: Kumak’s Fish, Little House on the Prarie,

The Yearling

MODELED WRITING

Informational Paragraph

HME pp. 330-337

News Article

HME p. 396

Respond to Writing Prompt

“Preparing for the LEAP Writing Test” handout

MINI-LESSONS

Organization

L bD Writing Bridge Card 11 & Transparency 34

Problem & Solution

LbD Problem & Solution Organizer – Transp. 35, 36


Sequence

LbD Sequence Organizer – Transp. 41, 42

LbD Writing Bridge Card 14 Keep Language Fresh


Possessive Nouns


HME pp. 76-78

Review Nouns


HME p. 64-88

Action and Linking Verbs


HME p. 96

Voice


Main and Helping Verbs


HME p. 98


Houghton-Mifflin Spelling and

Vocabulary

Homonyms

Unit 5 – p. 42

Unit 19 – p. 128

Verbs

Unit 9 – p. 66

Unit 10 - p. 72

Suffixes

Unit 14 – p. 96-98

Unit 15 – p. 102-104

Houghton- Mifflin English

Helping Verbs

pp. 98 - 99

Theme 7: Why Does Water Move?




visible, tide, shore, chisel, wedge, swift, analyze, model,

current, coastline

Connect to Novels: 20,000 Leagues Under The Sea,

The Young Man And The Se, Kimo’s Escape

Leveled Readers End of 2nd

Quarter

ON: P, Q, R

ABOVE: S+

BELOW: O AND BELOW






English Language Arts: Grade 4 November 28

th – January 6

th – Weeks 15 – 18

Comprehensive Curriculum Unit 4: Research

Unit Description

This unit focuses on locating, gathering, and interpreting information from a variety of sources. Teachers guide students in choosing a topic and appropriate resources to complete

a research project. They assist students in reading, interpreting, and organizing information from timelines, tables, graphs, charts, and maps. Through a series of mini-lessons,

teachers assist students in developing the necessary skills for each step of project development.


Students gather, interpret, and organize information from a variety of media, reference, and technological sources. They develop skill in evaluating information, taking notes, and

writing citations for references used. Students organize information and use available technology to publish and present their projects to the class.

Guiding Questions

1. Can students determine which resources are appropriate for a specific purpose?

2. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams, schedules, tables, and maps?

3. Can students paraphrase information and take notes from multiple sources?

4. Can students produce a bibliography?

5. Can students use available technology to publish a variety of works?

Sample Assessments

General Guidelines



General Assessments

The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the teacher gives students

feedback about their notes, drafts, and time management.

Students maintain research files to keep track of notes, references/bibliographical information, and rough drafts. The teacher checks files periodically to ensure that the

student is proceeding with research and note-taking in a timely manner.

Students keep a list of new vocabulary words encountered during reading. They define each word and share the list with the teacher during writing conferences.

The teacher provides graphic organizers (see example ISP Chart – Graphic Organizer BLM) that help students categorize notes and use guiding questions to formulate an

outline. Teachers use these charts to determine when students are ready to move to the next phase of research/report writing. Teachers observe students’ skills in using the

organizational features of sources such as electronic information (keyword searches, passwords, entry-menu features, links) and encyclopedias and reference sets (e.g.,

table of contents, indices, map legends, etc.).



LCC ACTIVITIES – Unit 4: Research



5: Start with the End in Mind 14a, 41a, 41b, 43a

6: Begin with an Interest 14a, 19d, 23a, 23b, 35, 43a, 43b, 43c,

43d, 43e, 43f, 43g

7: Self-Selected Topics to Research 19d, 23a, 23b, 23d, 44, 48

LCC ACTIVITIES - Unit 4: Research


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 8: Mini-Lessons Customized 19b, 41a, 41b, 43a, 43b, 43c, 48

9: Divide and Conquer 14f, 33, 41b, 43a, 44, 45, 46, 49


Adjectives 21, 31

Prefixes 1

un-

non-

in-

dis-

re-

pre-

Theme 8: What Makes Soil Different?


Ask Questions 19

meaning

author’s purpose

use visuals

TARGET SKILLS

Fantasy 13 Distinguish Fantasy from Reality 13 Recognize Alliteration 6

MODELED WRITING

Outline 46 (LCC)

Report 26 (LCC)


Story 20 (LbD)

Biography 26 (LbD)

MINI-LESSONS

Revising 23

Editing 23

Establish Setting 22

Past Present and Future Verb Tense 31

Irregular Verbs 30

Review Verbs 31

Singular & Plural Pronouns 30

Theme 9: Native People of North America


Make Connections 19

text to text, self, world

compare/contrast

background knowledge

TARGET SKILLS

Biography 13 Nonfiction Feature: Time Line 50 Understand Symbolism 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 4- 19b, 19d, 41b, 43a, 43c, 45, 48, 50



Theme 8: What Makes Soil Different?



Explain, Restate, Show, Discuss, Reflect, Learning Game

consist, geology, property, layer, artificial, combine, separate,

texture, replace, particles

Connect to Novels: Thimble Summer, Prairie Summer,

Out of the Dust

MODELED WRITING

Outline

HME pp. H28-29

Report

LCC Activity 9

HME pp. 369-393



Story 20

LbD Story Organizer – Transparency 47, 48


Biography

LbD Biography Organizer - Transparency 53, 54


MINI-LESSONS

Revising


Editing 23


Establish Setting


Past Present and Future Verb Tense


Irregular Verbs


Review Verbs


Singular & Plural Pronouns




Vocabulary

Adjectives

Unit 17 – p. 116

Prefixes

Unit 21 – p. 138-140

Theme 9: Native People of North America



Explain, Restate, Show, Discuss, Reflect, Learning Game

coastal, waterway, plentiful, scarce, population, plain, survival,

surplus, vegetation, resource

Connect to Novels: Naya Nuki, Sing Down the Moon,

The Sign Of The Beaver

Leveled Readers End of 2nd

Quarter

ON: P, Q, R

ABOVE: S+

BELOW: O AND BELOW







January 9th

– February 3rd

– Weeks 19 - 22

Comprehensive Curriculum Unit 3: Critical Thinking

Unit Description

Activities in this unit focus on using critical thinking skills to read and respond to literature. Teachers use questioning techniques, graphic organizers, and writing tasks that

challenge students to work at the application, analysis, synthesis, and evaluation levels of the cognitive taxonomy.


This unit asks students to think critically about texts. Students use higher order thought processes to analyze literature, discuss texts, and create original products.

Guiding Questions

1. Can students make and confirm predictions?

2. Can students support differences between fact and opinion?

3. Can students identify the author’s viewpoint?

4. Can students determine and justify solutions to problems in texts?

5. Can students use skimming and scanning skills in complex reading selections?

6. Do students recognize the importance of higher-order thinking in the reading process? Do they consider prior knowledge and life experience as they reflect on what

they read?

Sample Assessments

General Guidelines



General Assessments

The teacher will provide students with appropriate graphic organizers (view literacy strategy descriptions) that encourage self-questioning and response during silent

reading. These may include the following:

Reciprocal Teaching BLM

Conflict/Resolution Charts

I Was Thinking Notes – Students are to write down their thoughts in Reading Response Journals:

Page No. I was thinking… Now I think…

KWL charts

Students will maintain a Reader’s Notebook with a section devoted to new vocabulary encountered during independent reading or class discussions. Unit vocabulary and

word lists with definitions are checked periodically by the teacher.

Teachers will use rubrics to assess participation, oral presentation, and/or written products. Students are given rubrics as they begin each activity so that they can self-

monitor their work.

http://www.louisianaschools.net/lde/uploads/11056.doc



LCC ACTIVITIES - Unit 3: Critical Thinking



5: Questions in My Mind 08, 14d, 15, 19d, 19e

7: Depth of Reading 04, 07, 14a, 14g, 16, 19b, 19d

8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50

9: Take a Stance 15, 19e, 26a, 30a, 31c, 31d, 34, 36a, 36c, 36d

LCC ACTIVITIES - Unit 3: Critical Thinking


4: Daily Writing Activities (ONGOING) 20c, 21, 22, 23b, 24, 26c

8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50


Contractions 28

Abbreviations 29

Pronouns 31

Idioms 6, 25

Theme 10: Explorers Arrive


Determine Importance 14

main idea and details

purpose for reading

classify

TARGET SKILLS

Play 13

Identify Character 5

Identify Setting 5

MODELED WRITING

Persuasive 26 (LCC)


Descriptive 26

MINI-LESSONS

Word Choice 22

Problem & Solution 26

Adapt to Purpose and Audience 22

Sentence Fluency 21

Subject & Object Pronouns 31

Contractions 28

Adjectives: Comparative & Superlative 31

Articles 30


Avoid Run-on Sentences 30

Write in Complete Sentences 30

Capitalize greetings, titles of respect, books, articles, chapters,

movies, and songs 29

Verb Tenses 31

Theme 11: Life in a Rain Forest


Infer 14

predict

draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Persuasive Essay 13

Nonfiction Feature: Circle Graph 50

Recognize Onomatopoeia 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 5- 14a, 14c, 14d, 14g, 16, 19a, 19c, 19e, 28, 29, 30b, 31c, 50



Theme 10: Explorers Arrive




claimed, injured, foreign, explorer, cargo, anniversary,

valuable, civilization, passage, historian

Connect to Novels: Pedro’s Journal, The Warrior,

The Talking Earth

MODELED WRITING

Persuasive

HME pp. 447-467

LbD Persuasive Essay Organizer – Transp. 65, 66




MINI-LESSONS

Word Choice


Problem & Solution

LbD Problem & Solution Organizer – Transp. 59, 60


Adapt to Purpose and Audience


Sentence Fluency


Subject & Object Pronouns


HME p. 22

Contractions


HME p. 116

Adjectives: Comparative & Superlative


HME pp. 142-146

Articles


HME pp. 141, 150, 151, 158, 161, 256



Vocabulary

Contractions

Unit 28 – p. 183

Unit 29 – p. 189

Unit 30 - p. 195

Abbreviations

Unit 16 – p. 111

Unit 17 – p. 117

Writer’s Resource

p. 253 - 254

Idioms

Unit 16 – p. 110

Unit 31 – p. 200

Unit 34 – p. 218

Houghton- Mifflin English

Pronouns

pp. 204-205

Theme 11: Life in a Rain Forest

Comprehension Bridge Cards : 10, 11



zone, slither, suspended, organism, nutrients, complex, vital,

predator, thrive, prey

Connect to Novels: Morpha,

One Day in the Tropical Rain Forest, Attack of the Jaguar

Leveled Readers End of 3rd

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW







February 6th

– March 8th

-- Weeks 23 - 26 Comprehensive Curriculum Unit 7: Autobiographies and Biographies

Unit Description

This unit focuses on reading and writing biography and autobiography. Through a series of mini-lessons, students are given the opportunity to read models of biographical works

to compare and contrast how authors handle subject matter effectively. The teacher facilitates discussions that help students learn writing strategies to collect and share information

about themselves and another person of interest.


Students read examples of biographical and autobiographical texts to learn how authors impart information about personalities, customs, and events of a particular time period.

They examine the author’s style, accuracy of informational sources, visuals, other documents, and organization of the text structure to gain insight into what makes a biographical

piece meet criteria for good literature. Students try these techniques themselves as they write autobiographical sketches and research biographical information on a person of

interest.

Guiding Questions 1. Can students identify what makes a biography/an autobiography worth reading?

2. Can students determine how accurate a biography/an autobiography is?

3. Can students identify criteria for making a biography/an autobiography interesting?

4. Can students demonstrate how a biographer’s/an autobiographer’s writing style is used to “hook” the reader?

Sample Assessments

General Guidelines



General Assessments

Teachers will observe student performance in locating and using references and will use anecdotal records to determine which students need individual assistance in this

process.

Teachers will meet with students individually to have them read passages aloud and will ask both literal and inferential questions in order to assess word recognition and

content reading skills.

Teachers will provide students with a checklist of required steps and timeframes for the biography project. As each step is completed, students bring their checklists to the

teacher to be initialed/ discussed.



LCC ACTIVITIES - Unit 7: Autobiographies and Biographies



5: Introduction to Biographies & Autobiographies 19d, 21, 22,

23a, 23b, 23g, 39, 41a, 42

6: About Me 19d, 20a, 20b, 20c, 20d, 20e

LCC ACTIVITIES - Unit 7: Autobiographies and Biographies


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Know Your Subject 08, 14g, 19e, 23b, 42, 43a, 43b, 43c, 43e,

45, 46, 48, 49

10: Final Publication 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f,

26b, 27, 28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47


Suffixes 1

-able

- less

- ful

-ness

-ion

-tion

-ment

Theme 12: Affecting the Rain Forest


Create Images 14

use visuals

create images

revise

TARGET SKILLS

Letter 13 Understand Simile 6

Rhyme 6

MODELED WRITING

Biography or Autobiography 26 (LCC)

Letter 26 (LbD)

Narrative 24


MINI-LESSONS

Publishing 23

Cause & Effect 24

Prewriting 23

End Effectively 22

Adverbs 31

Adverbs: Comparison Forms 31

Prepositions 31

Prepositional Phrases 31

Capitalize greetings, titles of respect, books, articles,

chapters, movies, and songs 29

Avoid Run-on Sentences 30

Write in Complete Sentences 30

Verb Tenses 31

Contractions 28


Theme 13: Products and Profits


Fix-Up Strategies 1,2, 14

use pictures

read on

decode

word analysis

TARGET SKILLS

Journal 13

Nonfiction Text Feature: Bar Graph 50 Exaggeration & Hyperbole 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 6- 14e, 14g, 18, 19c, 19d, 28, 29, 30b, 31c, 43c



Theme 12: Affecting the Rain Forest

Comprehension Bridge Cards:11, 12



beneficial, bewilderment, eventually, convince, sacrifice,

interaction, ecosystem, tropical, improvement, relationship

Connect to Novels: My Life with the Chimpanzees

The Shaman’s Apprentice, Jaguar

MODELED WRITING

Letter

LbD Letter Organizer – Transparency 71, 72




MINI-LESSONS

Publishing 23


Cause & Effect 24, 26

LbD Cause & Effect Organizer – Transparency 77, 78


Prewriting 23


End Effectively


Adverbs


HME pp. 234-248

Adverbs: Comparison Forms


HME pp. 238-239

Prepositions


HME pp. 224, 226

Prepositional Phrases


HME pp. 244-247, 249, 251, 258, 263, 314



Vocabulary

Suffixes

Unit 22 – p. 144-146

Unit 23 – p. 152

Theme 13: Products and Profits




fair, discouraged, product, shabby, material, negotiate,

inspiration, wealth, advertise, profit

Connect to Novels: Hannah’s Fancy Notions

Henry And The Paper Route, Lunch Money

Leveled Readers End of 3rd

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW







March 12th

– April 4th

-

Weeks 27 - 29

Comprehensive Curriculum Unit 5: Poetry

Unit Description

This unit focuses on exploring ways poets use special writing techniques to elicit feelings and create images. As students read, listen to, and analyze a variety of poetic forms, they

learn to recognize the literary devices used by poets to capture the imagination and emotions of readers. The desired outcome of this study is for students to appreciate poetry as

listeners and as a means of self-expression.


Students read a variety of poetic forms and collect, memorize, and write poetry. They recognize poetry as a form of artistic expression and analyze how poets’ experiences in life

are reflected in their work. They listen for the cadence, rhythm, or rhyme distinctive to some poetic forms and practice reading or reciting poetry expressively. They identify

literary devices, such as analogical reasoning through simile, metaphor, and personification. Students borrow literary devices from the poets as they create original works.

Guiding Questions

1. Can students define what poetry is or give examples of types of poetry?

2. Can students explain why people read poetry?

3. Can students identify literary devices used by a poet?

4. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject?

5. Can students describe the mood or feeling created by the poem?

6. Can students use poetic language and form to express their own thoughts and feelings?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine students’ understanding of content. Select assessments that are consistent with the type of product that results from the

student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

Students will maintain a writers’ notebooks with entries related to the unit, including vocabulary (poetic forms, literary devices), word webs, and idea lists serving as a

reference for writing activities. Information in the notebooks will be shared between teacher and students during writers’ conferences, and the teacher will assess

notebooks for completeness and organization at the end of the unit.

Students will enter favorite poems, poets, and poetry reading responses in each Reader’s Notebook. This notebook becomes a source of information for oral and written

assignments during the unit. The teacher will give students a checklist of items to be included in the notebook.

Teachers will monitor progress of individual or group work via periodic “writers’ conferences” during which students report on their progress and discuss any problems

they are encountering. The teacher uses this opportunity to point out ways to improve or edit work and to model “how writers problem solve.”

Teachers will provide written examples and graphic organizers for students to use as a guide in writing poetry. These forms may include cinquains, limericks, haiku, free

verse and diamante. In “formula poems” students insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow

semantic patterns in choosing appropriate words for each formula.



LCC ACTIVITIES - Unit 5: Poetry



6: Use My Senses 22, 23b, 25

7: Learn from Authors 07, 16, 18

8: Poetry Panel or Experts 09, 10, 17, 24, 34, 36c, 37

9: Literary Devices Workshop 06, 19b, 25

LCC ACTIVITIES - Unit 5: Poetry


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 11: Collecting Seeds for Poetry 08, 19e, 23a, 23b

12: Poems for Publication 12, 22, 23a, 23c, 23e, 23f, 23g, 25, 34


Suffixes 1

- ly

- fully

Conjunctions 31

Theme 14: Buying Smart


Synthesize 14

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Poem 13 Identify Repetition of Language 6 Understand Humor 6

MODELED WRITING

Poem 25 (LCC)

MINI-LESSONS

Conventions 23

Conjunctions: Coordinate 31

Conjunctions: Correlative 31

Irregular Verb Tenses 31

CENTER IDEA



Theme 14: Buying Smart




suggest, impress, brim, supply, demand, purchase, merchant,

bargain, compromise, recommend

Connect to Novels: Mom, Can You Buy Me This?

Double Fudge, Millions

MODELED WRITING

Poem

LbD Poem Organizer – Transparency 83, 84


HME p. 437

MINI-LESSONS

Conventions

Writing Bridge Card 27 & Transparency 82

Conjunctions: Coordinate


HME p. 211

Conjunctions: Correlative




Vocabulary

Suffixes

Unit 23 – p. 152

Leveled Readers End of 4th

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW







April 23rd

– May 24th

- Weeks 32 - 36

Comprehensive Curriculum Unit 8: Author Study

Unit Description

The goal of this unit is to reinforce the learning of previous units. It is designed for student-selected author studies, with activities that include researching, reading, and responding

to literature. As students become experts about a particular author, they are given opportunities to share their analyses, critiques, and recommendations orally and in writing.


Students choose a favorite author and analyze literary works to identify the author’s subject, techniques, and motivation. They write a description of the author and become literary

critics by writing persuasive pieces and a book review, telling why this author’s works are recommended. They use student-constructed rubrics for clear expectations and as a

reflection tool.

Guiding Questions

1. Can students reflect on their literature experiences during the school year to choose a favorite author to research?

2. Can students analyze and articulate what is unique about the author’s writing technique or body of work?

3. Can students explain how the author’s life experience is reflected in his/her work?

4. Can students distinguish elements of the author’s style that are appealing or effective?

5. Can students offer persuasive reasons why this author’s work should be read?

6. Can students demonstrate how their writing has changed after learning about this author?

Sample Assessments

General Guidelines


student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the student shares notes or

drafts and receives feedback from the teacher about current status and next steps.

Students keep reading logs and reference lists that evidence the ongoing work involved in the unit.

Writing portfolios containing revised final products are a source for publishing student work and provide documentation for parent-teacher conferences. They form a

permanent record of students’ work and progress during fourth grade.

Teachers provide students with copies of the LEAP 21 Writer’s Checklist BLM for self- and peer-assessment. Teachers use LEAP 21 Writing Rubrics BLM for

writing lessons to provide additional practice and to assess progress toward achieving benchmarks.



LCC ACTIVITIES - Unit 8: Author Study



5: Explore Authors 17, 19d, 19e, 41a, 42, 43a, 43b, 43c, 48

6: About the Author 17, 22, 45

LCC ACTIVITIES Unit 8: Author Study


4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 7: Chart Your Author(s) 05a, 05b, 05c, 05d, 10, 11, 14b, 14c, 14e

8: Why Do You Recommend This Author? 14b, 14c, 14d, 14e,

26a, 27, 29, 31b, 31c, 31d

9: Writing Book Reviews 20a, 20b, 20c, 20d, 20e, 21, 23d, 23e,

23f, 23g, 24, 26c, 30a, 30b, 31b, 31c, 31d, 32


Interjections 31

Compound Words 32

Consonant Doubling 32

Irregular Verbs 31

Theme 15: Earth Long Ago


Monitor Understanding 19

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Newspaper Articles 13 Nonfiction Text Feature: Diagram 50 Personification 6

MODELED WRITING

Book Review 26 (LCC)

Newspaper article 26 (LbD)

MINI-LESSONS

Presentation 23

Compare & Contrast 26

Use Nonfiction Features 50

Editing 23

Conjunctions: Subordinate 31

Independent and Dependent Clauses 31

Homophones 3

Theme 16: Wearing Away

COMPREHENSION STRATEGIES/ SKILLS

Ask Questions 19

meaning

author’s purpose

use visuals

TARGET SKILLS

Diary 13 Photo Essay 13 Foreshadowing and Flashback 6, 25

CENTER IDEA



Theme 15: Earth Long Ago




evidence, fossil, vanish, examine, scrape, extinction, recognize,

method, prehistoric, threat

Connect to Novels: Dinosaurs Before Dark,

Boy of The Painted Cave, Dinosaur Detectives

MODELED WRITING

Newspaper article

LbD Article Organizer – Transparency 89, 90


MINI-LESSONS

Presentation 23


Compare & Contrast

LbD Compare & Contrast Organizer – Transp. 95, 96


Use Nonfiction Features


Editing 23


Conjunctions: Subordinate


HME p. 211

Independent and Dependent Clauses


Homophones


HME p. 218



Vocabulary

Compound Words

Unit 13

Consonant Doubling

Unit 14

Houghton -Mifflin English

Irregular Verbs

p. 112-113

Theme 16: Wearing Away




ancient, splendor, significant, erosion, composition, prevent,

previous, survey, glacier, weathering

Connect to Novels: Mary Kate and Ashley In Action

Brighty of the Grand Canyon, Shadows of Disaster

Leveled Readers End of 4th

Quarter

ON: Q, R, S

ABOVE: T+

BELOW: P AND BELOW





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English Language Arts - · PDF fileAssess 2 Know 01/12/12 Unit 4 – Short Stories – Adventures ... 1st Quarter 12 Weeks (K) Rigby Reading ... 30 Write using standard English structure