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LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – Integrating LANGUAGE – LITERACY – CONTENT The links in this document function best using Firefox or Chrome internet browsers. Draft Rev 3-6-15

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CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT “The Common Core State Standards set requirements not only for English Language Arts (ELA) but also for literacy in History/Social Science, Science, and Technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.”

– Introduction to the CCSS

“Literacy and language are fundamental elements of every discipline and must be taught in ways that further students’ development of their skills, ability, and knowledge in literacy, language, and the specific area of study. Students who are ELs have the added task of navigating the path toward mastery of academic literacy and content knowledge while simultaneously developing full proficiency in English as an additional language”

– CA ELA-ELD Framework, Ch. 1

DISTRICT EXPECTATIONS FOR INSTRUCTION K-5 The CCSS for ELA/Literacy and the new CA ELD Standards are integrated and interdisciplinary in nature and require new conceptions of planning curriculum, instruction, and assessment.

• Differentiation of instruction from the outset, using Universal Design for Learning (UDL) principles to promote engagement and ensure access and equity for the full continuum of learners including: low- and high-achieving students, students with disabilities, English Learners, Standard English Learners, and GATE students.

• Systematic Instruction of the Reading Foundational Skills K-5 • Separate time block for Language Development (Designated ELD,

MELD, ALD) as well as integrated throughout the day, connected to ELA and Content (Integrated ELD, MELD, ALD)

• Application of reading and writing in the context of content • Utilization of assessments and progress monitoring in a Multi-

Tiered System of Support to support a data based, problem-solving approach to instructional decision-making.

• Achievement of the SBAC Expectations (Claims & Targets)

CURRICULUM MAP PURPOSE

The overarching focus of the Curriculum Map is on building students’ content knowledge, language proficiency, and literacy skills & understandings in an integrated way.

Taken as a whole, the Curriculum Map is designed to give teachers recommendations, resources, and concrete strategies (p.2-3) to effectively differentiate content and language instruction for all learners, as well as achieve the CCSS Key Shifts in English Language Arts: • Regular practice with complex texts and their academic language • Reading, writing, and speaking grounded in evidence from texts • Building knowledge through content-rich nonfiction

The Curriculum Map is a cross-curricular frame to: • Differentiate instruction for the full continuum of learners • Ensure multiple content areas are addressed • Develop cross-curricular units of study • Practice the 3 CCSS writing types in multiple content areas • Teach the Foundational Skills Continuum K-5 • Foster Language Development (ELD-MELD-ALD), creating

authentic opportunities for developing language skills, including Speaking and Listening across the content areas

CURRICULUM MAP ORGANIZATION 1. Each instructional block represents a 9-10 week frame to integrate

content and language instruction, and includes standards, anchor texts, and formative assessments. There is also a problem-based integrated HSS/Science unit to culminate the year and apply the content and literacy knowledge acquired throughout the year.

2. Concrete strategies for differentiation are provided with links on page 2. Recommendations are provided to help teachers best match pedagogy to the learning needs of diverse students.

3. The anchor texts identified in the Curriculum Map represent complex grade-level texts addressing the critical thinking skills of the CCSS for Reading and the CA ELD Standards.

4. The Common Core Reading Foundational Skills run throughout K-5 instruction. Teacher practice must also include the systematic teaching of the reading skills continuum, and use of texts such as decodable texts and readers/resources at student’s individual and instructional level, that support student mastery of the mechanics of reading, to build fluency, vocabulary, and comprehension.

CURRICULUM MAP COMPONENTS Strategies for Differentiating Instruction Supports for core/universal Tier I instruction, as well as further differentiation of instruction, with the goal that all student receive high-quality standards-aligned instruction, using culturally and linguistically responsive teaching that meets the full range of student needs.

Year at a Glance Page – Timeline Three instructional cycles organized around the Universal Themes of

RELATIONSHIPS, CAUSE & EFFECT, and CHANGE, plus a Culminating Integrated Unit. Assessments: Also includes periodic and SBAC assessment windows. Recommended Routines (on timeline): Helpful structures identified to implement in beginning the year, to develop 21st Century Skills.

Cross-Disciplinary Connections: Seeing the interconnection between content area study, language development, and literacy skills /& understandings – with the goal of maximizing instructional efficiency by utilizing content reading as well as ELA sources.

Grade Level Specific Pages Anchor Texts: These reading resources Include selections from Treasures and are growing to include texts from across all content areas. The texts have been connected to the Universal Themes of Relationships, Cause & Effect, and Change. Teams of LAUSD teachers have analyzed and vetted the selections to determine their qualitative and quantitative text complexity features. Close Reading Lessons: Teacher teams have developed sample multi-day Close Reading lessons using Evidence-Based Questions for the identified Anchor Texts. The lessons serve as a guide which teachers can refine to address the Reader/Task Considerations for the full continuum of learners.

Assessment of Reading Foundational Skills: Benchmark and progress monitoring to ensure students are making progress toward reading with sufficient accuracy and fluency to support comprehension.

District Interim Assessments: Formative assessments and rubrics can be used as a guide for backward mapping, to ensure students receive instruction and practice on the assessed Common Core standards for Reading, Speaking & Listening, Writing, and Language.



DIFFERENTIATION FOR CULTURALLY RESPONSIVE TEACHING Differentiated instruction is an approach to teaching and learning for students with different abilities in the same classroom.

The theory behind differentiated instruction is that teachers should vary and adapt their approaches to fit the vast diversity of students in the classroom. Teachers who differentiate instruction recognize that students differ in many ways, including prior knowledge and experiences, readiness, language, culture, learning preferences, and interests.

They realize they must change the way they teach in order to reach all students. Through differentiated instruction, students will get to the same place, but take different paths.

Universal Strategies for Differentiation CONTENT PROCESS PRODUCT

Content can be differentiated by providing text sets that are varied in length and content as well as a variety of formats such as poetry, visuals, written text, media, etc. Varying the levels of complexity and abstractness when presenting content can differentiate lessons in all subject areas.

Differentiation of content offers students the chance to start at different places in the curriculum and/or proceed at different paces. The integrated unit of study allows teachers to differentiate the content based on student need and preferences.

Process can be differentiated by providing a variety of strategies that meet the needs of the gifted learner as a way of making meaning of the content. For example, exploring history by having some students construct dioramas and some drawing maps while others conduct internet research or live interviews would provide an array of opportunities for students to learn content through methods that are of interest to them while learning skills in that area of interest. (ie: learning centers, mixed ability grouping, etc…)

Product differentiation means that students will have some choice in how they will demonstrate what they have learned to the teacher, class, or other audience.

● Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.

● Encourage thinking at various levels of Bloom's taxonomy.

● Use a variety of instructional delivery methods to address different learning styles.

● Break assignments into smaller, more manageable parts that include structured directions for each part.

● Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity.

● Provide access to a variety of materials that target different learning preferences and reading abilities.

● Develop activities that target auditory, visual, and kinesthetic learners.

● Establish stations for inquiry-based, independent learning activities.

● Create activities that vary in level of complexity and degree of abstract thinking required.

● Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results. Teachers may create skill based or interest based groups that may be heterogeneous or homogenous in readiness level.

● Thinking Maps: a set of graphic organizer techniques. There are eight diagram types that are intended to correspond with eight different fundamental thinking processes. They provide a common visual language to information structure, often employed when students take notes.Thinking Maps are visual tools for learning, and include eight visual patterns each linked to a specific cognitive process. Teachers may apply Thinking Maps in all content areas and all grade levels.

● Use a variety of assessment strategies, including performance-based and open-ended assessment.

● Balance teacher-assigned and student-selected projects.

● Offer students a choice of projects that reflect a variety of learning styles and interests.

● Make assessment an ongoing, interactive process.



Suggested Differentiated Instructional Strategies & Scaffolds These strategies are suggestions for various subgroups of students. Please note, many of these strategies may be used for different groups, provided they are used with intent of addressing the individual needs of

the student or group. (For example, chunking texts may be used with ELs to access language, with High Achieving students to identify the theme of the text, with SWD to make content manageable, etc.)

Multi-tiered Systems of Support Universal Design for Learning Culturally & Linguistically Responsive Teaching

Specific Strategies for Differentiation by Identified Subgroup LOW ACHIEVING HIGH ACHIEVING STUDENTS & GATE STUDENTS WITH DISABILITIES ENGLISH LEARNERS STANDARD ENGLISH LEARNERS ● Targeted

Skills- Based Instruction on identified student need

● One-one instruction

● Peer Mentoring ● Structured

Assignments ● Scaffolded

homework ● Flexible

Grouping ● Create small,

manageable and achievable goals

● Use of manipulative and hands on materials

● Provide opportunities for gifted children to interact with other gifted children across grade levels and schools through competitions or collaborative projects.

● Compacting: Let the students move quickly through the required curriculum content and onto more advanced material. Allow for academic rigor.

● Costa’s Three Levels of Questions: Factual, Interpretive, Evaluative/Universal

● Learning Contracts ● Depth and Complexity Icons ● Address differences in the rate, depth,

novelty, and pace of learning. ● Be flexible with the curriculum. Take

advantage of real-life experiences that can be translated into problem-solving academics for all students.

● Independent projects based on student’s interests.

● Curriculum acceleration. Instruct them to work ahead to problems of skills that they do not know.

● Team teaching, collaboration, and consultation with other teachers.

Teachers will consider modifications and adaptations for their students based on the IEP goals of each student. ● Preview, review, and summarize all new and

previous lessons including vocabulary words and concepts. Relate new material to previous lessons and experiences.

● Provide pre-assigned readings and homework before introducing new material and/or topics.

● Provide a short preview, outline, list of new vocabulary, and key points for class discussion and as a guide for parents to help with homework and review for tests.

● Break learning into smaller steps ● Supply regular, quality feedback ● Total physical response ● Model instructional strategies that students can

follow ● Use of visual aids/realia ● Simple recasting ● Changes in timing or scheduling ● Changes in setting/environment ● Changes in how the curriculum is presented ● Changes in how the student responds ● Co-teaching

● Language Objectives: Align language objectives to new CA ELD standards as well as Unit and ELA goals

● Heterogeneous group work ● Chunking texts ● Providing viewing guides for video ● Frontloading essential understandings ● Processing grids ● Anticipatory sets ● Question Answer Relationship ● Use of sentence frames ● Student partnerships ● Word journals ● Wait time ● Hands-on learning ● Sentence frames ● Thinking maps ● Think-pair-share ● Modeling ● Frayer model ● GLAD Strategies ● Activate Prior Knowledge ● Inquiry Charts ● Pictorial Input Charts ● Semantic Clues

● Allow students maximal time for hearing and using language in low-risk cooperative and communal learning environments

● Collaborative student discussion will reflect appropriate use of academic vocabulary, as well as cultural sensitivity

● Introduce / utilize academic vocabulary consistently ● Model language both orally and in writing ● Activate Prior Knowledge ● Infuse the History and Culture of Students ● Understand / utilize students’ frames of reference ● Utilize Culturally Relevant Literature ● Use literature and samples of students’ oral and

written language to engage them in contrastive analysis – linguistic, contextual, situational, elicited

● Use the revision phase of the Writing Process to edit for standard English structure

● Provide opportunities for students to compare and contrast poetry and songs written in standard and non-standard language

● Provide students opportunities to demonstrate their understanding of academic concepts in varied formats that reflect their preferred learning styles and strengths



YEAR at a GLANCE – CURRICULUM MAP – Grades 3-5 – LANGUAGE – LITERACY – CONTENT

CROSS-DISCIPLINARY (CONTENT) CONNECTIONS - WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO ACROSS THE DISCIPLINES

Cycle (days)

Approximate Dates

Start Year (13 days)

Aug 12 – 28

Cycle 1 (~43 days)

Sep 2 – Oct 31

PA 1 (~5 days) Oct 27-31

Cycle 2 (~48 days)

Nov 3 – Feb 6

PA 2 (~5 days)

Feb 2-6

Cycle 3 (~48 days)

Feb 9 – April 24

SBAC (~34 days)

Apr 1 – May 16

Integrated Unit (~20+ days)

Apr 27 – Jun 3

UNIVERSAL THEMES Recommended

Routines RELATIONSHIPS CAUSE & EFFECT CHANGE Integrated Unit

ACCESS & EQUITY DISCIPLINES/CONTENT LITERACY SKILLS & UNDERSTANDINGS INTEGRATED

UNIT Recommended Routines for Classroom Environment • Community

Structure • Collaboration

Practices • Communication

Protocols • Content

Supports

Planning for and supporting full continuum of learners: • Universal

Design for Learning

• Multi-Tiered System of Supports

• Culturally & Linguistically Responsive Teaching

SCIENCE FOSS Program Modules (ONE PER CYCLE): PHYSICAL – LIFE – EARTH

HISTORY - SOCIAL SCIENCE HISTORY – HISTORICAL ANALYSIS SKILLS

ARTS DANCE – MUSIC – THEATER – VISUAL ARTS

LANGUAGE DEVELOPMENT DESIGNATED ENGLISH LANGUAGE DEVELOPMENT English Learners Protected time – Teachers focus on CA ELD Standards to build into and from content instruction, to develop the critical English language skills, knowledge, and abilities needed for content learning in English. MAINSTREAM ENGLISH & ACADEMIC ENGLISH LANGUAGE DEVELOPMENT MELD (EO, IFEP) & AELD (EO, IFEP, RFEP) Protected time – Teachers build into and from content instruction to develop students’ skills, knowledge, and abilities in the mainstream academic English language structures, vocabulary and registers needed for ELA and content learning.

READING SHORT & EXTENDED TEXTS – Anchor texts from all disciplines Read closely and analytically to comprehend a range of increasingly complex literary & informational texts.

HSS/SCIENCE Culminating

Integrated Unit with

Project-Based Learning

Science texts &

investigations HSS primary &

secondary sources

Oral Presentation Performance

Task

LANGUAGE – Development of Mainstream and Academic Language in Context Understand the conventions of English and adapt spoken and written language to a variety of registers and purposes.

SPEAKING & LISTENING Employ effective speaking & listening skills for a range of purposes and audiences.

WRITING & REVISING BRIEF TEXTS – Narrative, Informative/Explanatory, Opinion Produce effective writing for a range of purposes and audiences.

COMPOSING FULL TEXTS – Narrative, Informative/ Explanatory, Opinion Produce effective writing for a range of purposes and audiences.

RESEARCH & INQUIRY Engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

DIGITAL LITERACY Use technology and digital media strategically & responsibly to enhance skills and understanding across disciplines.

READING FOUNDATIONAL SKILLS (Reinforced across the disciplines) Students demonstrate increasing awareness and competence in print concepts, phonological awareness, phonics, word recognition, fluency. Lexile Ranges: Grade 2-3 (420-820) Grade 4-5 (740-1010)

INTEGRATED ENGLISH LANGUAGE DEVELOPMENT (Reinforced across the disciplines) CA ELD and Common Core / Content Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.



– Cycle 1: Sep 2 – Oct 31 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else.

The factors within a relationship interact and develop differently depending on the context, and affect one another in ways that can be positive, negative or neutral.

Oct 27-31 PA1

WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS)

DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT LITERACY SKILLS & UNDERSTANDINGS Science Standards HSS Standards Arts Standards CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 3

Teach 1 FOSS Program Module per Cycle

All FOSS modules address Investigation &

Experimentation: Set 5: 5a, 5b, 5c, 5d, 5e

MATTER & ENERGY Physical Science:

Set 1 – Energy & Matter: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2 – Light: 2a, 2b, 2c, 2d

STRUCTURES OF LIFE Life Science:

Set 3: 3a, 3b, 3c, 3d, 3e

SUN, MOON, & STARS Earth Science:

Set 4: 4a, 4b, 4c, 4d, 4e

Grade 3 Year’s Topic:

CONTINUITY & CHANGE

Cycle 1:

PHYSICAL & HUMAN

GEOGRAPHY OF LOCAL REGION

3.1.1, 3.1.2

NATIVE INDIAN

NATIONS IN LOCAL REGIONS

3.2.1, 3.2.2, 3.2.3, 3.2.4

Cycle 1:

MUSIC TBD

DANCE TBD

THEATER TBD

VISUAL ARTS TBD

Sample Arts Performance

Tasks

LAUSD is phasing in the District’s transition to the new California English

Language Development Standards and

ELA-ELD Framework.

CA ELD STANDARDS:

Part I = Interacting in Meaningful Ways

Part II = How English Works

Part III = Using Foundational Skills

As this Curriculum map evolves, more specificity will be included regarding

ELD instruction, both Integrated and Designated.

Read and analyze increasingly complex texts from a variety of sources.

RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL8, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9

READING SHORT & EXTENDED

TEXTS

Interim Assessment 1 NARRATIVE Performance

Task W3a, W3b, W3c, W3d

L1d, L1e, L1i, L2a, L2b,

L2c, L2d, L2f L3a, L6

Students draw information from

one or more sources, use a

graphic organizer to

collect ideas and evidence for writing, then

draft and edit a written

narrative.

LANGUAGE Scope & Sequence Cycle 1 - L1, L2, L3, L4, L5, L6 LANGUAGE

Question, discuss, retell, recount, paraphrase Learn technology tools and applications

SL1, SL2, SL3, SL4, SL5, SL6, W8 SPEAKING & LISTENING

NARRATIVE W3a-d, W4, W5, W8, W9

INFORMATIVE - EXPLANATORY

W2a-d, W3b, W4, W5, W8, W9

WRITING & REVISING BRIEF TEXTS COMPOSING FULL TEXTS

THEME INQUIRY & PRESENTATION RI1, RI6, RI7, RI9, W8, W1b, W6, W7, SL1, SL2, SL3, SL4

RESEARCH & INQUIRY

DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d DIGITAL LITERACY

FOUNDATIONAL SKILLS Common Core Reading Foundational Skills Scope & Sequence Cycle 1 - FS1, FS2, FS3, FS4 California ELD Standards Part III = Using Foundational Skills

DIBELS - TRC MOY – Dec.

INTEGRATED ENGLISH LANGUAGE DEVELOPMENT – Reinforced Across the Disciplines – Using CA ELD Standards as Guidance In the context of learning content, students engage in meaningful collaborative, interpretive, and productive interactions with others and build awareness of how English works, based on discipline, topic, audience, task, and purpose.

ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1 Lexile Ranges: Grade 2-3 (420-820)



Grade 4 – Cycle 1: Sep 2 – Oct 31 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else.


Oct 27-31 PA1





Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e, 6f

MAGNETISM & ELECTRICITY

Physical Science: Set 1: 1a, 1b, 1c, 1d,

1e, 1f, 1g

ENVIRONMENTS Life Science:

Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d

SOLID EARTH Earth Science:

Set 4: 4a, 4b Set 5: 5a, 5b, 5c


CALIFORNIA: A CHANGING

STATE Cycle 1:

LAND & EARLY PEOPLE

4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5

EARLY

CALIFORNIA 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6,

4.2.7, 4.2.8

Cycle 1:

MUSIC TBD

DANCE TBD

THEATER TBD

VISUAL ARTS TBD


Tasks

LAUSD is entering the transition year to the new

California English Language Development

Standards (CELDS).



CELDS Part I = Interacting in

Meaningful Ways

CELDS Part II = How English Works

CELDS Part III = Using Foundational

Skills




TEXTS


Task W3a, W3b, W3c, W3d,

W3e, L1b, L1c, L1f, L1g, L2a,

L2b, L2d, L2f (gr3),

L3a, L3b, L6 Students draw

information from one or more

sources, use a graphic

organizer to collect ideas and

evidence for writing, then


narrative.




NARRATIVE W3a, W3b, W3c, W3d, L3a


W2a, W2b, W2c, W2d, W9

WRITING & REVISING BRIEF TEXTS



W2a-d, W3b, W4, W5, W8, W9

COMPOSING FULL TEXTS


RESEARCH & INQUIRY





Grade 4 ANCHOR TEXTS and SAMPLE LESSONS: Cycle 1 Lexile Ranges: Grade 4-5 (740-1010)



– Cycle 1: Sep 2 – Oct 31 RELATIONSHIPS Everything and/or everyone exists in relation to something or someone else.


Oct 27-31 PA1






MIXTURES & SOLUTIONS

Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f,

1g, 1h, 1i

LIVING SYSTEMS Life Science:

Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g

WATER PLANET Earth Science:

Set 4: 4a, 4b, 4c, 4d, 4e Set 5: 5a, 5b, 5c


U.S. HISTORY & GEOGRAPHY:

MAKING OF A NEW NATION

Cycle 1:

EXPLORATION, GEOGRAPHY

5.1.1, 5.1.2, 5.1.3

NATIVE AMERICANS

5.2.1, 5.2.2, 5.2.3, 5.2.4

5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5, 5.3.6

Cycle 1:

MUSIC TBD

DANCE TBD

THEATER TBD

VISUAL ARTS TBD


Tasks

LAUSD is transitioning to the new California English Language Development

Standards (CELDS).




Meaningful Ways


CELDS Part III =

Using Foundational Skills




TEXTS


Task W3a, W3b, W3c, W3d,

W3e, L1a, L1b, L1c L2b (gr4), L2c,

L2f (gr3), L3a, L6

Students draw information from

one or more sources, use a

graphic organizer to

collect ideas and evidence for writing, then


narrative.




NARRATIVE W3a, W3b, W3c, W3d, L3a


W2a, W2b, W2c, W2d, W9




W2a-d, W3b, W4, W5, W8, W9



RESEARCH & INQUIRY








– Cycle 2: Nov 3 – Feb 6 CAUSE & EFFECT Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.

Feb 2-6 PA2


DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT LITERACY SKILLS & UNDERSTANDINGS Science Standards HSS Standards Arts Standards CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 3 Blueprint Scientific knowledge assumes an order and consistency in natural

systems. Events have causes, sometimes simple, sometimes multi-faceted. A major activity of science

is investigating and explaining causal relationships that can be

tested across given contexts and used to predict and explain events in

new contexts. Teach 1 FOSS Program

Module per Cycle All FOSS modules address

Investigation & Experimentation:

Set 5: 5a, 5b, 5c, 5d, 5e

MATTER & ENERGY Physical Science:

Set 1 – Energy & Matter: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i

Set 2 – Light: 2a, 2b, 2c, 2d


Set 3: 3a, 3b, 3c, 3d, 3e


Set 4: 4a, 4b, 4c, 4d, 4e


CONTINUITY & CHANGE

Students identify and interpret the multiple causes and effects of

historical events.

Cycle 2: OUR COMMUNITY

OVER TIME examples:

Founding of Los Angeles

Change in Our Community

3.3, 3.3.1, 3.3.2, 3.3.3

Cycle 2:

Arts Instructional

Connections Gr 3

Sample Arts Performance Tasks

Gr 3



ELA-ELD Framework.

CA ELD STANDARDS:







RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9 RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9


TEXTS

Periodic Assessment 2 INFORMATIVE Draw info from one or more PRIMARY

SOURCE, TEXTUAL, VIDEO,

and/or IMAGE sources; work

collaboratively in to answer questions; annotate text/take notes; use graphic organizer to collect ideas and evidence; independently draft, edit, and proofread

an informative/ explanatory text.

W2a, W2b, W2c, W2d; W4; W8

L1d, L1e, L1i

L2a, L2b/c(Gr1-3), L2e, L2f

L3a; L6




OPINION W1a-b-c-d

INFORMATIVE – EXPLANATORY

W2a-b-c-d

NARRATIVE W3a-b-c-d


GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W10



RESEARCH & INQUIRY



DIBELS - TRC MOY – Dec 19





Grade 4 – Cycle 2: Nov 3 – Feb 6 CAUSE & EFFECT Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.

Feb 2-6 PA2









Set 6: 6a, 6b, 6c, 6d, 6e, 6f MAGNETISM & ELECTRICITY

Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g


Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d


Set 4: 4a, 4b Set 5: 5a, 5b, 5c


CALIFORNIA: A CHANGING

STATE Students identify and interpret the multiple causes and effects of

historical events.

Cycle 2:

CALIFORNIA STATEHOOD

examples: Gold Rush

Transcontinental Railroad

Immigration/ Migration

4.3, 4.4.1, 4.4.2, 4.4.3, 4.4.4

Cycle 2:

MUSIC

DANCE

THEATER

VISUAL ARTS

Sample Arts Performance Tasks Gr 4



Standards (CELDS).




Meaningful Ways


CELDS Part III =





TEXTS






W2a, W2b, W2c, W2e; W4; W8

L1c, L1e, L1f, L1g

L2a, L2b/c(Gr1-

4), L2d

L3a, L3b; L6




OPINION W1a-b-c-d


W2a-b-c-d

NARRATIVE W3a-b-c-d


GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W9, W10



RESEARCH & INQUIRY








– Cycle 2: Nov 3 – Feb 6 CAUSE & EFFECT Actions and events have causes and effects. Cause and effect relationships may be used to explain and interpret change.

Feb 2-6 PA2









Set 6: 6a, 6b, 6c, 6d, 6e MIXTURES & SOLUTIONS

Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g,

1h, 1i


Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g


Set 4: 4a, 4b, 4c, 4d, 4e Set 5: 5a, 5b, 5c


U.S. HISTORY & GEOGRAPHY:

MAKING OF A NEW NATION

Students identify and interpret the multiple causes and effects of

historical events.

Cycle 2:

EARLY AMERICA examples:

Colonial Period

American Revolution 5.4, 5.5, 5.6

Cycle 2:

MUSIC

DANCE

THEATER

VISUAL ARTS



Standards (CELDS).




Meaningful Ways


CELDS Part III =





TEXTS






W2a, W2b, W2c, W2e; W4; W8

L1c(Gr4&5), L1d, L1f(Gr4), L1g(Gr4)

L2a(Gr4), L2b(Gr4&5), L2d, L2e; L3a, L3b; L6




OPINION W1a-b-c-d


W2a-b-c-d

NARRATIVE W3a-b-c-d





RESEARCH & INQUIRY








– Cycle 3: Feb 9 – Apr 24 CHANGE (SEE OPTIONS FOR APRIL 27–JUNE 4 IN FAR RIGHT COLUMN) Humans observe and study change in order to make sense of our world.

Gr 3 takes SBAC Mar 4 – June 4

WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) OPTIONS FOR GRADE 3

END OF YEAR Apr 27 – Jun 3


“Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.”

American Association for the Advancement of Science, (2009), Benchmarks for Science Literacy



Experimentation: Set 5: 5a, 5b, 5c, 5d, 5e MATTER & ENERGY

Physical Science: Set 1 – Energy & Matter: 1a, 1b,

1c, 1d, 1e, 1f, 1g, 1h, 1i Set 2 – Light: 2a, 2b, 2c, 2d


Set 3: 3a, 3b, 3c, 3d, 3e


Set 4: 4a, 4b, 4c, 4d, 4e

Students explain how the present is

connected to the past, identifying both similarities and

differences between the two, and how some

things change over time and some things stay

the same. CA HSS Framework

Year’s Topic: CONTINUITY & CHANGE

Cycle 3: GOVT AND CIVIC RESPONSIBILITY

3.4 Rules & Laws

Local & National Landmarks

3 Branches of Government

American Heroes ECONOMICS OF LOCAL REGION

3.5

Cycle 2:

Arts Instructional

Connections Gr 3

Sample Arts Performance Tasks

Gr 3



ELA-ELD Framework.

CA ELD STANDARDS:









TEXTS

Gr 3 - Option 1 Treasures Unit 6 with content

area instruction

Gr 3 - Option 2 Data-informed

small group instruction

targeting student needs

Gr 3 - Option 3 NGSS Awareness

Lessons Science &

Engineering Practices

Links for NGSS Engineering Resources

under Cycle 3 HERE




OPINION W1a-b-c-d


W2a-b-c-d

NARRATIVE W3a-b-c-d





RESEARCH & INQUIRY



DIBELS - TRC EOY – May 29





Grade 4 – Cycle 3: Feb 9 – Apr 24 CHANGE Humans observe and study change in order to make sense of our world.


WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) Gr 4 does integrated unit Apr 27 – Jun 4 DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT LITERACY SKILLS & UNDERSTANDINGS

Science Standards HSS Standards Arts Standards CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 4 “Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.”

American Association for the Advancement of Science, (2009)



Experimentation: Set 6: 6a, 6b, 6c, 6d, 6e, 6f

MAGNETISM & ELECTRICITY

Physical Science: Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g


Set 2: 2a, 2b, 2c Set 3: 3a, 3v, 3c, 3d


Set 4: 4a, 4b Set 5: 5a, 5b, 5c






Year’s Topic: CALIFORNIA: A CHANGING

STATE Cycle 3:

20TH CENTURY CALIFORNIA ex: Dust Bowl

Effects of WWII Industry

4.4.5, 4.4.6, 4.4.7, 4.4.8, 4.4.9

STATE & FEDERAL GOVERNMENT

4.5

Cycle 2:

MUSIC

DANCE

THEATER

VISUAL ARTS




Standards (CELDS).




Meaningful Ways


CELDS Part III =





TEXTS

GR 4

MEDIANA CITY


Integrated Unit

with


Science texts & investigations

HSS primary & secondary

sources

Oral Presentation

Performance Task




OPINION W1a-b-c-d


W2a-b-c-d

NARRATIVE W3a-b-c-d


GENERAL WRITING STANDARDS W4, W5, W6, W7, W8, W9, W10



RESEARCH & INQUIRY

DIGITAL LITERACY ISTE Stds 1a-d, 2a-d, 3a-d, 4a-d, 5a-d, 6a-d

DIGITAL LITERACY







– Cycle 3: Feb 9 – Apr 24 CHANGE Humans observe and study change in order to make sense of our world.


WHAT STUDENTS SHOULD KNOW, UNDERSTAND, AND DO IN MULTIPLE DISCIPLINES (CONTENT AREAS) Gr 5 does integrated unit Apr 27 – Jun 4 DISCIPLINES (CONTENT) LANGUAGE DEVELOPMENT LITERACY SKILLS & UNDERSTANDINGS

Science Standards HSS Standards Arts Standards CA ELD Standards Common Core ELA Standards SBAC Claims & Targets Gr 5 “Much of science…has to do with understanding how change occurs in nature and in social and technological systems…. Constancy, often in the midst of change, is also the subject of intense study in science.”

American Association for the Advancement of Science, (2009)




MIXTURES & SOLUTIONS Physical Science:

Set 1: 1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h, 1i


Set 2: 2a, 2b, 2c, 2d, 2e, 2f, 2g


Set 4: 4a, 4b, 4c, 4d, 4e Set 5: 5a, 5b, 5c






Year’s Topic: U.S. HISTORY & GEOGRAPHY:

MAKING OF A NEW NATION Cycle 3:

CONSTITUTION & GOVERNMENT

5.7 WESTWARD

EXPANSION 5.8 LOCATIONS OF

STATES & NAMES OF CAPITOLS 5.9

Cycle 2:

MUSIC

DANCE

THEATER

VISUAL ARTS



Standards (CELDS).




Meaningful Ways


CELDS Part III =





TEXTS

GR 5

SPACE COLONY


Integrated Unit

with


Science texts & investigations

HSS primary & secondary

sources

Oral Presentation

Performance Task




OPINION W1a-b-c-d


W2a-b-c-d

NARRATIVE W3a-b-c-d





RESEARCH & INQUIRY






Documents

LAUSD ELA-ELD CURRICULUM MAP – Grades 3-5 – The links in ...€¦ · History/Social Science, Science, and Technical subjects. quality standards Just as students must learn to