Scope and Sequence Curriculum Documents - Deer Valley Unified School …€¦ · · 2016-08-07Fourth Grade Scope and Sequence ... Unit 1: AZCCRS ... Unit 2 Story 2 Coyote School

Fourth Grade

Scope and Sequence and Curriculum Documents

Deer Valley Unified School District

2014-2015

Table of Contents Fourth Grade Scope and Sequence .............................................................................................................................................................................. 6

Contributors ............................................................................................................................................................................................................... 12

Unit 1: Turning Points ................................................................................................................................................................................................ 12

Unit 1: AZCCRS ...................................................................................................................................................................................................... 12

Unit 1: Enduring Understandings, Essential Questions & Key Concepts .............................................................................................................. 15

Unit 1: Student Friendly Objectives ...................................................................................................................................................................... 16

Unit 1: Vocabulary ................................................................................................................................................................................................. 17

Unit 1: DOK ............................................................................................................................................................................................................ 18

Unit 1: Assessment ................................................................................................................................................................................................ 19

Unit 1: Sample Performance Task ......................................................................................................................................................................... 20

Unit 1: Thinking Maps and the Common Core ...................................................................................................................................................... 22

Unit 1: Suggested Activities .................................................................................................................................................................................. 23

Unit 1: Necessary Vocabulary / Phrases for Writing ............................................................................................................................................. 24

Unit 1: WFTBB ........................................................................................................................................................................................................ 25

Unit 1: Resources .................................................................................................................................................................................................. 27

Unit 1: Disability Awareness ................................................................................................................................................................................. 29

Unit 2: Team Work ..................................................................................................................................................................................................... 30

Unit 2: AZCCRS ...................................................................................................................................................................................................... 30



Unit 2: Vocabulary ................................................................................................................................................................................................. 35

Unit 2: DOK ............................................................................................................................................................................................................ 36

Unit 2: Assessment ................................................................................................................................................................................................ 37





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Unit 2: Resources ................................................................................................................................................................................................... 46

Unit 2: Interdisciplinary Connections .................................................................................................................................................................... 47


Unit 3: Patterns in Nature .......................................................................................................................................................................................... 50

Unit 3: AZCCRS ...................................................................................................................................................................................................... 50



Unit 3: Vocabulary ................................................................................................................................................................................................. 54

Unit 3: DOK ............................................................................................................................................................................................................ 55

Unit 3: Assessment ................................................................................................................................................................................................ 55

Unit 3: Sample Performance Tasks ....................................................................................................................................................................... 57




Unit 3: WFTBB / Additional Writing Suggestions .................................................................................................................................................. 63

Unit 3: Resources .................................................................................................................................................................................................. 64



Unit 4: Puzzles and Mysteries ................................................................................................................................................................................... 69

Unit 4: AZCCRS ...................................................................................................................................................................................................... 69



Unit 4: Vocabulary ................................................................................................................................................................................................. 73

Unit 4: DOK ............................................................................................................................................................................................................ 74

Unit 4: Assessment ................................................................................................................................................................................................ 75




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Unit 4: WFTBB / Additional Writing Suggestions .................................................................................................................................................. 81

Unit 4: Resources .................................................................................................................................................................................................. 83



Unit 5: Adventure from Air, Land, and Water............................................................................................................................................................ 87

Unit 5: AZCCRS ...................................................................................................................................................................................................... 87



Unit 5: Vocabulary ................................................................................................................................................................................................. 92

Unit 5: DOK ............................................................................................................................................................................................................ 94

Unit 5: Assessment ................................................................................................................................................................................................ 95




Unit 5: Necessary Vocabulary / Phrases for Writing ........................................................................................................................................... 100

Unit 5: WFTBB / Additional Writing Suggestions ................................................................................................................................................ 101

Unit 5: Resources ................................................................................................................................................................................................ 103

Unit 5: Interdisciplinary Connections .................................................................................................................................................................. 105

Unit 5: Disability Awareness ............................................................................................................................................................................... 106

Unit 6: Reaching for Goals ....................................................................................................................................................................................... 108

Unit 6: AZCCRS .................................................................................................................................................................................................... 108

Unit 6: Enduring Understandings, Essential Questions & Key Concepts ............................................................................................................ 110

Unit 6: Student Friendly Objectives .................................................................................................................................................................... 111

Unit 6: Vocabulary ............................................................................................................................................................................................... 112

Unit 6: DOK .......................................................................................................................................................................................................... 113

Unit 6: Assessments ............................................................................................................................................................................................ 113

Unit 6: Sample Performance Task ....................................................................................................................................................................... 115

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Unit 6: Thinking Maps and the Common Core .................................................................................................................................................... 117

Unit 6: Suggested Activities ................................................................................................................................................................................ 118

Unit 6: Necessary Vocabulary / Phrases for Writing ........................................................................................................................................... 119

Unit 6: WFTBB / Additional Writing Suggestions ................................................................................................................................................ 120

Unit 6: Resources ................................................................................................................................................................................................ 122

Unit 6: Interdisciplinary Connections .................................................................................................................................................................. 125

Unit 6: Disability Awareness ............................................................................................................................................................................... 126

Expanded Scoring Rubric for Analytic and Narrative Writing .................................................................................................................................. 127

District Rubric Conversion Charts (Grade 4) ............................................................................................................................................................ 128

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Fourth Grade Scope and Sequence

Story Text-Based Comprehension Literary Terms Vocabulary

Word Study

Speaking & Listening/ Media

Literacy Grammar

Words Their Way

Writing Focus

Interdisciplinary Connection

Assessments Administered Throughout the Year: Words Their Way QSI, DRA, SRI, Reading Street Assessments, District Assessments Assessment Calendar Link: http://mbcurl.me/MF6C

Unit 1: What can we discover from new places and people?

Unit 1 Story 1

Because of Winn-Dixie (Main Selection)

Skill: Sequence

Strategy: Summarize

Point of View Affixes: Suffixes Word Structure

Dramatic Retelling

Declarative and Interrogative Sentences

Indi

vidu

aliz

ed W

ord

Stud

y

Writ

e Fr

om th

e Be

ginn

ing

and

Beyo

nd N

arra

tives

In

form

ativ

e/Ex

plan

ator

y

Social Studies: Diversity

DA A AA Film With a Message of Hope (Paired Selection)

In Harmony (Sleuth)

Unit 1 Story 2

Lewis and Clark and Me

Skill: Author's Purpose

Strategy: Questioning

Sensory Words Word Ending/ Structure

Introduction Imperative and Exclamatory Sentences

Social Studies: Rivers and Dams Ellen Ochoa: Space

Pioneer Alanos Espanol: A Dying Breed?

Unit 1 Story 3

On the Banks of Plum Creek

Skill: Literary Elements: Character, Setting, Plot

Strategy: Summarize

Foreshadowing Multiple- Meaning Words/ Dictionary- Glossary

Advertisement Complete Subjects and Predicates

Science: Wild Animals

Laura Ingalls Wilder

Space Camp Explorers

Unit 1 Story 4

The Horned Toad Prince

Skill: Author’s Purpose Strategy: Story Structure

Dialect Synonyms and Antonyms/ Context Clues

Oral Report Compound Sentences

Social Studies: Native American Tribes Fox and the Tiger

The Meeting Unit 1 Story 5

Letters Home from Yosemite

Skill: Main Ideas and Details

Strategy: Text Structure

Imagery Suffixes: ist, ive, ness/ Word Structure

Media Literacy: Travel Show

Clauses and Complex Sentences

Science: National Parks

Bison of Caprock Canyons

Down the Wrong Path

Unit 1 Optional Unit Review/Assessment

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http://mbcurl.me/MF6C


Speaking & Listening/Media

Literacy Grammar

Words Their Way

Writing Focus


Unit 2: What is the value of teamwork? Unit 2 Story 1 Begin

What Jo Did Skill: Cause/Effect Strategy: Background Knowledge

Dialogue and Narration

Prefixes & Suffixes/ Word Structure

Media Literacy: Sportscast

Common and P N

In

divi

dual

ized

Wor

d St

udy

Writ

e Fr

om T

he

Begi

nnin

g In

form

ativ

e/Ex

plan

ator

y

Social Studies: Laws and Their Impact

Stickfast Hoop

Winning Gold

Unit 2 Story 2

Coyote School News Skill: Draw Conclusions Strategy: Story Structure

Similes and Metaphors

Unknown Words/ Dictionary- Glossary

Media Literacy: Newscast

Regular Plural Nouns

Social Studies: Writing a Speech

How to Start a School News

The Metro City News

End of First Quarter Unit 2 Story 3

Scene Two Skill: Draw Conclusions Strategy: Questioning

Sensory Words

Prefixes/ Word Structure

Readers’ Theater

Irregular Plural N

In

divi

dual

ized

Wor

d St

udy

Writ

e Fr

om T

he B

egin

ning

O

pini

on

Social Studies: Teams Home, Front Porch

Playing Sports and Giving Back

Unit 2 Story 4

Horse Heroes Skill: Fact and Opinion Strategy: Monitor and Clarify

Dialogue and Narration

Unknown Words Dictionary/ Glossary

Interview Singular Possessive

Science: Horses Riding the Pony

Express

Raising Puppies for Others

Unit 2 Story 5

So You Want to Be President

Skill: Main Idea and Details Strategy: Inferring

Humor Unknown Words and Dictionary/Glossary Words with ear, ir, our, ur

Panel Discussion Plural Possessive Nouns

Social Studies: AZ State Politics

Our National Parks

The First Lady’s Job

Unit 2 Optional Unit Review/Assess

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Story Text-Based

Comprehension Literary Terms Vocabulary Speaking &

Listening/Media Literacy

Grammar Words Their Way

Writing Focus


Unit 3: What are some patterns in nature?

Unit 3 Story 1

The Man Who Named the Clouds

Skill: Fact and Opinion

Strategy: Text Structure

Formal and Informal Language

Multiple- Meaning Words / Context Clues

Persuasive Speech

Action and Linking Verbs

Indi

vidu

aliz

ed W

ord

Stud

y

Writ

e fr

om th

e Be

ginn

ing

and

Beyo

nd

Opi

nion

Science: Patterns in Nature My Weather Journal

What’s the Weather Like Today?

Unit 3 Story 2

Adelina’s Whales Skill: Fact and Opinion Strategy: Text Structure

Flashback Multiple- Meaning Words/ Context Clues

Interview Main and Helping Verbs

Science: Migrating animals Sea Animals

The Amazing Migration of the Arctic

Unit 3 Story 3

How Night Came from the Sea

Skill: Generalize Strategy: Visualize

Point of View Unfamiliar Words/ Context Clues

Readers’ Theater

Subject-Verb Agreement

Science: Day and Night The Ant and the

Bear Story of the Seasons

Unit 3 Story 4

Eye of the Storm Skill: Cause and Effect Strategy: Predict and Set Purpose

Personification Root Words/ Word Structure

Media Literacy: Weather Broadcast

Past, Present and Future Tense

Science: Weather Severe Weather

Safety Tornado Sirens – What’s the Use?

Unit 4 Story 5

Paul Bunyan Skill: Generalize Strategy: Inferring

Exaggeration/ Hyperbole

Suffixes/ Word Structure

How-To Demonstration

Irregular Verbs Social Studies: Arizona A Very Grand

Canyon Crater Lake

End of Second Quarter Unit 4 Review

Optional Unit Review/Assessment

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Literacy Grammar

Words Their Way

Writing

Focus


Unit 4: What makes an adventure? Unit 4 Story 1 Begin

The Case of the Gasping Garbage

Skill: Compare/ Contrast Strategy: Visualize

Idioms and Jargon

Synonyms & Antonyms/ Context Clues

Advertisement Singular and Plural Pronouns

In

divi

dual

ized

Wor

d St

udy

Writ

e Fr

om T

he B

egin

ning

Lite

rary

Ana

lysis

Science: Oil Spills

Mr. Talberg’s Famous Bread

Don’t Believe What You See

Unit 4 Story 2

Encantado – Pink Dolphin of the Amazon

Skill: Compare and Contrast Strategy: Summarize

Word Choice Multiple- Meaning Words/Context Clues

Media Literacy: TV Commercial

Kinds of Pronouns Science: Dolphins

Mysterious Animals

Becoming and Animal Expert

Unit 4 Story 3

Navajo Code Talkers Skill: Sequence Strategy: Important Ideas

Tone Unknown Words/ Dictionary- Glossary

Interview Pronouns and Antecedents

Social Studies: Cuneiform

Your Own Secret Language Recognizing the Navajo Code Talkers

Unit 4 Story 4

Seeker of Knowledge Skill: Graphic Sources Strategy: Predict and Set Purpose

Idioms Greek & Latin Roots/ Word Structure

Retelling Possessive Pronouns

Social Studies: Code Talkers

Making Mummies

Learning a New Language

Unit 4 Story 5

Encyclopedia Brown Skill: Literary Elements: (Character and Plot) Strategy: Monitor and Clarify

Similes and Metaphors

Synonyms & Antonyms/ Context Clues

Media Literacy: Newscast

Contractions and Negatives

Science: Cases

Young Detectives

Top Secret Spy Tools from Summer

Unit 4 Review Optional Unit Review/Assessment

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Literacy Grammar

Words Their Way

Writing Focus


Unit 5: What makes an adventure?

Unit 5 Story 1

Smokejumpers Skill: Author’s Purpose Strategy: Important Ideas

Word Choice Homographs Dictionary / Glossary

Dramatization Adjectives and Articles

Indi

vidu

aliz

ed

Wor

d St

udy

Writ

e Fr

om T

he B

egin

ning

F

inish

Lite

rary

Ana

lysis

/Nar

rativ

e

Social Studies: Responding to Emergencies Camp With Care

Are You Prepared for an Emergency

End of Third Quarter

Unit 5 Story 2

Lost City Skill: Compare and Contrast Strategy: Visualize

Sensory Words Greek & Latin Roots/ Word Structure

Media Literacy: Radio Announcement

Adverbs

In

divi

dual

ized

Wor

d St

udy

Social Studies: Mayans and Incas

Riding the Rails to Machu Picchu An Amazing Discovery

Unit 5 Story 3

Cliff Hanger Skill: Literary Elements: (Character, Plot, Theme) Strategy: Story Structure

Imagery Unfamiliar Words/ Context Clues

How-To Demonstration

Comparative and Superlative Adjectives and Adverbs

Social Studies: Heroes Rock Climbing

A Man of Persistence

Unit 5 Story 4

Antarctic Journal Skill: Main Idea and Details Strategy: Text Structure

Word Choice Greek & Latin Prefixes/ Word Structure

Panel Discussion

Time-Order Words Science: Global Warming Swimming Towards

Ice A Man of Persistence

Unit 5 Story 5

Moonwalk Skill: Draw Conclusions Strategy: Monitor and Clarify

Point of View Synonyms/

Context Clues

Media Literacy: Talk Show

Prepositions Prepositional Phrases

Science: Mars A Walk on the Moon

Lunar Vehicles

Unit 5 Review Optional Unit Review/Assessment

Story Text-Based

Comprehension Literary Terms Vocabulary


Literacy Grammar

Words Their Way

Writing Focus


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Unit 6: What does it take to achieve our goals and dreams? Unit 6 Story 1 Begin

My Brother Martin Skill: Cause and Effect Strategy: Questioning

Mood Root Words/ Word Structure

Panel Discussion

Conjunctions

In

divi

dual

ized

Wor

d St

udy

Writ

e Fr

om T

he B

egin

ning

N

arra

tive

Social Studies: Right of equal opportunity

Hopes and Dreams of Young People

Four Score and Seven Years Ago

Unit 6 Story 2

Jim Thorpe’s Bright Path Skill: Fact and Opinion Strategy: Summarize

Word Choice Multiple- Meaning Words/ Dictionary- Glossary

Media Literacy: How-To

Demonstration

Capitalization and Abbreviations

Social Studies: Contributions Made by Minority Groups

Special Olympics

Living With Asthma

Unit 6 Story 3

How Tia Lola Came to Stay

Skill: Sequence Strategy: Inferring

Similies and Metaphors

Unfamiliar Words/ Context Clues

Debate Commas Social Studies: People coming to a new culture The Difficult Art of

Hitting

The Big Change Unit 6 Story 4

A Gift From the Heart Skill: Generalize Strategy: Predict and Set Purpose

Structural Elements of Drama

Unfamiliar Words/ Context Clues

Readers’ Theater

Quotations and Quotation Marks

Science: Droughts

Vote for Blue Bonnet Day To Save or to Spend

Unit 6 Story 5

The Man Who Went to the Far Side of the Moon

Skill: Graphic Sources Strategy: Background Knowledge

Idioms and Jargon

Multiple- Meaning Words/ Context Clues

Informational Speech

Titles Science: Astronauts

A 195 Days in Space

Finding a Role Model

Other Suggested Assessments: DRA, Phonics Screener, Pearson Benchmark Assessment

End Optional Unit Review/Assessment

Units covered during 1st Quarter Units covered during 2nd Quarter Units covered during 3rd Quarter Units covered during 4th Quarter Recommendations:

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Contributors

Many thanks to our 2014-2015 K-5 Curriculum Document work team! Teacher Position

Teacher Position

Angelina Bautista Kindergarten Teacher Laura Martinez 1st Grade Teacher Jennifer Bender Reading Specialist Gayle Melvin Kindergarten Teacher Megan Cameron 4th Grade Teacher Shelly Miller Kindergarten Teacher Kim Caruso 2nd Grade Teacher Allyn Olson 5th Grade Teacher Janet Cerjak Kindergarten Teacher Kim Piranio Gifted Teacher Allison Chavez 5th Grade Teacher Melanie Poll 1st Grade Teacher Karen Ciba 3rd Grade Teacher Kerri Scheffler Kindergarten Teacher Tracy Conn Reading Specialist Mishelle Scragg Academic Facilitator Wendy Dinsmore Special Education Teacher Beverly Shepard Reading Specialist Lisa Foreman 2nd Grade Teacher April Smith 2nd Grade Teacher Laura Heeb (Rodi) 1st Grade Teacher Gina Solomon 5th Grade Teacher Lynn Hoernig 3rd Grade Teacher Veronica Teran Reading Specialist Nancy Holly Reading Specialist Sara Troftgruben 2nd Grade Teacher Lori Johnson Master Teacher Ashley Vickers 5th Grade Teacher Anna Kramer 3rd Grade Teacher Mindi Wagner 3rd Grade Teacher Pascale Lim-Monet Instructional Coach

Unit 1: Turning Points Unit 1: AZCCRS

Grade Level Unit # 1 Turning Points Arizona’s College and Career Ready Standards

Reading Foundational Skills 4.RF.4 4.RF.4b

Read with sufficient accuracy and fluency to support comprehension. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Each week of instruction using Reading Street not to exceed a maximum of eight days. Unit 6 may not be completed by the end of quarter 4. Focus should be on the AZCCRSS and not on the stories.

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Reading Literature 4.RL.1 4.RL.2 4.RL.3

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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

Reading Informational Text 4.RI.1 4.RI.2 4.RI.5 4.RI.8

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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. Explain how an author uses reasons and evidence to support particular points in a text.

Speaking and Listening 4.SL.1b 4.SL.1c 4.SL.2 4.SL.4

Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that 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. 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.

Language 4.L.1 4.L.1f 4.L.2 4.L.2c 4.L.2d 4.L.3b 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5c 4.L.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed. Choose punctuation for effect. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,

autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine

or clarify the precise meaning of key words and phrases. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical

meanings (synonyms). Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,

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conservation, and endangered when discussing animal preservation).

Writing 4.W.2 4.W.2a 4.W.3a 4.W.3d 4.W.4

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally. Use concrete words and phrases and sensory details to convey experiences and events precisely.

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

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Unit 1: Enduring Understandings, Essential Questions & Key Concepts

Enduring Understandings (Grade.Unit.Week) What can we discover from new places and people?

4.1.1: Because of Winn Dixie 4.1.2: Lewis and Clark and Me 4.1.3: On the Banks of Plum Creek 4.1.4: The Horned Toad Prince 4.1.5: Letters Home from Yosemite

Essential Questions Key Concepts 4.1.1: What experiences bring diverse people together?

4.1.2: What opportunities can be found in new places? 4.1.3: Why do we want to explore new places? 4.1.4: What can we discover in the landscape of the Southwest? 4.1.5: How does Yosemite reflect the unique qualities of the West?

Text-Based Comprehension Vocabulary Concepts

Skills: 4.1.1: Sequence 4.1.2: Author’s Purpose 4.1.3: Literary Elements 4.1.4: Author’s Purpose 4.1.5: Main Idea/Supporting Details Strategies 4.1.1: Summarize 4.1.2: Questioning 4.1.3: Background Knowledge 4.1.4: Structure 4.1.5: Text Structure

Skills: 4.1.1: Suffixes 4.1.2: Word Endings 4.1.3: Multiple Meaning Words 4.1.4: Synonyms/Antonyms 4.1.5: Suffixes Strategies 4.1.1: Word Structure 4.1.2: Word Structure 4.1.3: Dictionary/Glossary 4.1.4: Context Clues 4.1.5: Word Structure

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Unit 1: Student Friendly Objectives

Student Friendly Objectives 4.1.1: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.1.1: I can use cause and effect of events in a text to help me better understand it. 4.1.2: I can explain how an author uses facts and opinions to support the text. 4.1.3: I can take events from a text and explain what happened and why. 4.1.4: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.1.5: I can learn new information from graphic sources. Use the objectives/standards provided on the page above and begin with student directed phrases such as: The student will… I can… You can also access “Student Friendly” language through the following website:

http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/11/25/i-can-common-core-fourth-grade/

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Unit 1: Vocabulary

Vocabulary (Grade.Unit.Week) 4.1.1: Because of Winn Dixie 4.1.2: Lewis and Clark and Me 4.1.3: On the Banks of Plum Creek 4.1.4: The Horned Toad Prince 4.1.5: Letters Home from Yosemite

Selection Vocabulary Academic Vocabulary 4.1.1: grand, memorial, peculiar, positive, prideful, recalls, selecting 4.1.2: docks, migrating, scan, scent, wharf, yearned 4.1.3: badger, bank, bristled, jointed, patched, ruffled, rushes 4.1.4: bargain, favor, lassoed, offended, prairie, riverbed, shrieked 4.1.5: glacier, impressive, naturalist, preserve, species, slopes, wilderness

4.1.1: sequence, summarize, point of view, realistic fiction 4.1.2: author’s purpose, imperative, exclamatory, sensory images, historical fiction, biography 4.1.3: background knowledge, complete subject, complete predicate, foreshadowing, historical fiction 4.1.4: author’s purpose, compound sentence, friendly letter, dialect, trickster, tale 4.1.5: main idea, guide words, time order transition words, lyric poetry, free verse, onomatopoeia, dependent clause, independent clause, complex sentence, tone

Amazing Words/Oral Vocabulary

4.1.1: kindness, attention, teach, understanding, variety, introduce, similar, distinct, social, courteous 4.1.2: pioneer, traveled, settlers, territories, seek, fortune, experiences, prepared, foreign, improve 4.1.3: coast, route, desert, valleys, landscape, sights, landmarks, enormous, magnificent, navigate 4.1.4: frontier, rodeo, corral, creeks, mesa, plains, cacti, sagebrush, range, grassland 4.1.5: earthquake, volcano, eruptions, magma, elk, lava, sequoia, geyser, wildlife, wildflowers

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Unit 1: DOK

Depth of Knowledge Sample Unit Activities

Showing Progression of Thinking from DOK 1-4 DOK1 – Recall DOK2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

Use a tree map to give examples of what we can learn from places and people.

For each story in this unit describe one way a character or an environment changed.

How would the knowledge of people and environments need to change depending on where you lived? Give at least 5 specific examples from the stories read and your prior knowledge. Use the simple 3 column organizer (Core 6) to show your findings.

Exploring the outdoors makes you a better person. Create a persuasive argument for or against that statement. Use examples to support your reasoning.

Additional DOK Activities DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

• Classify the actions of the characters in the book. • Summarize the decision the character made. Would they

have chosen a different one if they would’ve know what happened at the end? Why or why not? Site specific examples.

• Read 2 more texts on the same topic or from the same genre and make common generalization about all three stories. What do you notice about the 3 stories?

• Rewrite the story from another character’s point of view.

• Prepare a case to present your view about… • Write a persuasive paragraph convincing your reader to

• Design a newspaper article. • Design a PowerPoint presentation

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Unit 1: Assessment

Assessment Screeners Diagnostic Formative Summative

• DIBELS • Previous

Standardized Test Results

• DRA2 • Words Their Way Spelling

Inventory • SRI • Reading Street Baseline Group

Test

• DIBELS Progress Monitoring • Reading Street Monitor

Progress: Fluency/Rate • Observation • ELA04-DV-Narrative

Assessment

• Reading Street Weekly Test

• Reading Street Unit Test

• Observation • ELA04-DV-

Informative/Explanatory Assessment

Assessment Rubric

Formative Summative • DVUSD Rubric on the portal • Write from the Beginning and Beyond Analytical Rubric • Reading Street Retell Rubric

• DVUSD Rubric on the portal

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Unit 1: Sample Performance Task Sample Performance Tasks (Grade.Unit.Week)

Reading Street 4.1.1 Narrative/procedural-sequential After reading “Because of Winn-Dixie”, write a narrative in which you relate your own personal experience with a strange animal. 4.1.2 Argumentation/Comparison After researching early American Pioneers, create a Venn diagram that compares life today and the life of early American pioneers. Which period would you prefer to live in? Support your position with evidence from your research. 4.1.3 Argumentation/Evaluation After Reading “On the Banks of Plum Creek”, decide what would have happened if the badger had not stopped Laura from getting to the swimming-hole. Use what you know about Laura to create your argument. 4.1.4: Present an oral report that tells what can be found on and in the landscape of the Southwest.

4.1.5: Create a travel poster that highlights the unique qualities of the west.

Rubrics for these tasks can be found at http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf Sleuth

4.1.1: Sleuth Performance Task: Prove it!

Have students work together in small groups to create an ad that encourages children to participate in Circus Harmony. The ad should state reasons why Circle Harmony is important to learning life skills. Look for ads that state clearly why Circus Harmony is important to learning life skills.


Have students work in pairs to fill out a T-chart that details the pros and cons of having an Alano Espanol as a pet. They can fill it out as it might have applied to an explorers from centuries ago, or as it might apply to someone today who is thinking of getting this kind of dog. Remind students to revisit the text for evidence that will help them complete the T-chart.

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http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf

Sample Performance Tasks


Have students think about places they would like to explore. Ask them to design a poster to encourage others to join them on their exploration. Their posters should use words that describe what they’ll be exploring and entice others to join the adventure. Look for clear explanations as to what the adventure holds in store for the participant.


Ask students to choose one of the characters in the story. Have them write a descriptive paragraph about that character. Encourage students to draw a picture that portrays that character.


Have partners draw a map of a hiking trail they would like to follow. The map should include landmarks and trail information like those discussed in the story. Have students write a title for the map, draw a compass rose and scale and label any major landmarks. You may want to provide an example of what trail maps looks like. Remind students to clearly label their map so hikers can follow it easily.

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Unit 1: Thinking Maps and the Common Core

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Unit 1: Suggested Activities

Suggested Activities (Grade.Unit.Week) 4.1.1: Research how to train a dog. Present to the class 1-2 tricks that you can teach a dog to do.

4.1.2: Take a map of the United States and track where Lewis and Clark went on their expedition. Do additional research if necessary.

4.1.3: Design a house from the late 1800s. Think about what you would include and what hadn’t been invented yet.

4.1.4: Write a song the Reba Jo might have sang to the horned toad prince.

4.1.5: Create a collage with pictures from Yosemite.

*Poetry – pp. 166 – 169 TE Cover Lyrical Poetry/Rhyme/Free Verse/Onomatopoeia

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Unit 1: Necessary Vocabulary / Phrases for Writing Necessary Vocabulary / Phrases for Writing

Narrative: • Effective technique • descriptive details/ sensory details • orient the reader / clear event se2quence • convey experiences • use precise language • narrative techniques (dialogue, description, and pacing)

Research:

• investigation of different aspects on the topic • relevant evidence • summarize • paraphrase • sources: cite sources / use multiple sources

Response to Literature:

• draw evidence from literary or informational texts • support analysis, reflection, research • compare/ contrast • claims

Opinion:

• organizational structure / logically ordered reasons • writer’s purpose’ • point of view • sample linking words / transitions: consequently, specifically

Informative / Explanatory:

• explain how an author uses reasons and evidence • general observation and focus • facts • concrete details • quotations • domain specific vocabulary / precise language • sample linking words / transitions: in contrast, especially

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Unit 1: WFTBB

Write from the Beginning and Beyond Unit 1: Narrative

Writing Prompt: Tell about a trip you went on with your family. (Or a trip you want to take with your family. Include in your story:

• Characters’ description • A beginning, middle, and end • Transition words or phrases to show order of events

Remember to edit for spelling, grammar, punctuation, and capitalization.

Step 1 - Brainstorm: Have students brainstorm using a circle map what you remember about the trip you went on with your family. Think about where you went and when you went. Think about two or three things you did that made your trip special. Step 2 - Sequence for Writing: Using a flow map have students construct a sequence of the two or three most important things they did. Write an opening paragraph that tells who did what, when, where, and why. Step 3 – Extend with Details: Ask students to tell the reader more about each of the events that you are going to write about. Add three details for each event to their flow map. Step 4 – Select Transition Words and Phrases: Have students add transition words or phrases to tell the order in which they did each activity. Add these words to the top of the boxes of the flow map. Step 5 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences that tells how they felt, their opinion, what they felt, and why they would never forget the trip, etc. Step 6 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about. Step 7 – Write: Write your story by taking your information off of the Flow Map.

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Write from the Beginning and Beyond

Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) Teachers can provide mini-lessons related to a focus based on the needs of students related to the topics of: Motivation Basic Structure Transition Feelings/Emotions Step by Step Replay Inner Thoughts/Dialogue Well Thought Out Leads Suspense, Humor, and Drama Precise Language Strong Verbs Figurative Language Supporting Details Authentic Voice Final Writing pieces can be assessed using the DVUSD Rubric located on the portal Use feedback and various rubrics provided in the Write from the Beginning (Yellow Binder - pages: 358-363) as checkpoints through the writing process. Other Writing Activities

Narrative Prompt Informative/Explanatory Prompt Literary Analysis Prompt 4.1.1 Realistic Fiction Prompt pg. 23e – Write a realistic story about a character who reaches a turning point in his or her life. 4.1.4 After reading The Horned Toad Prince, imagine you are Reba Jo. Write a letter to a friend pretending you are Reba Jo. Describe one event that happened when you met up with a horned toad using details from the text. 4.1.5 Personal Narrative page 141e – Write

4.1.2 Write an expository composition. Think about another time in history when people found opportunity in a new place.

4.1.1 After reading Because of Winn Dixie and On the Banks of Plum Creek write an essay comparing and contrasting the similarities and differences between the two main characters. Which character are you most like and why?

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Unit 1:

Resources

about a personal experience or memory.

DVUSD Adopted Resources Additional Resources

• Reading Street • Words Their Way • Write from the Beginning and Beyond

READING STREET DIGITAL RESOURCES

• www.pearsonrealize.com Pearson Realize is the online portal for Reading Street digital resources, with access to the online Teacher and Student editions, leveled reader database, online lesson planner, Success Tracker (the online assessment system), and our robust Digital Path. Requires a username and password created upon registration with an access code.

• www.mypearsontraining.com

Complimentary online training for Reading Street, My Sidewalks, DRA2, Pearson Realize, and more. Online tutorials are available 24/7. FAQ and webinars also available.

• www.pearsonschool.com As the leader in educational publishing, Pearson is committed to working with you to get great results for schools, for teachers, and, most of all, for students. View research documents, author information, correlations, and more.

• Thinking Maps • Great Source • Write on Track • Bridge to Common Core located on • Readworks.org • Newsela.com • Scoop.it.com Common Core Resources • Appendix A: Glossary and Examples

http://www.corestandards.org/assets/Appendix_A.pdf

• Appendix B: All Example Stories http://www.corestandards.org/assets/Appendix_B.pdf

• Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

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http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

DVUSD Adopted Resources Additional Resources

COMMON CORE RESOURCES • www.corestandards.org

Common Core State Standards Initiative official website for language arts and mathematics.

• www.commoncore.pearsoned.com Pearson offers complete and cohesive support to implement the new Common Core State Standards and provide the easiest possible transition. Pearson combines the resources and expertise of the world’s leading assessment company with evolving and continually improving instructional materials, content experts, and professional development to help teachers and your students succeed at every step along the way. Resources include ongoing free webinars from authors of the Common Core State Standards.

• www.textproject.org Freddy Hiebert’s TextProject supports teachers with research and practical advice about how to provide readers the right kinds of texts, with special focus on text complexity. The Common Core State Standards (CCSS) represents the first time that a standards document has paid special attention to text complexity. This website provides tools and strategies for teachers supported by current research.

• www.parcconline.org The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 23 states plus the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school

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http://www.corestandards.org/

Unit 1: Disability Awareness

year.

Disability Awareness Possible Read Alouds

Unit 1 What can we discover from new places and people? *What experiences brings people together?

Thompson, Mary. My Brother, Matthew. Bethesda, MD: Woodbine House, 1992. Summary: Though David knows frustration and resentment at times, he feels he understands his disabled little brother even better than his parents; and together the two boys experience a great deal of joy. (Phoenix Public Library has a copy)

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Unit 2: Team Work Unit 2: AZCCRS

Grade Level Unit # 2 Team Work Arizona’s College and Career Ready Standards

Reading Foundational Skills 4.RF.3 4.RF.3a 4.RF.4b

Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, morphology (e.g. roots and affixes) to read

accurately unfamiliar multisyllabic words in context and out of context. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Reading Literature 4.RL.1 4.RL.3

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


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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. Explain how an author uses reasons and evidence to support particular points in a text.

Speaking and Listening 4.SL.1a 4.SL.1b 4.SL.1c 4.SL.4

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


link to the remarks of others. 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.

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Language 4.L.1 4.L.2 4.L.2a 4.L.3 4.L.3a 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5 4.L.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,


or clarify the precise meaning of key words and phrases. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Writing 4.W.1 4.W.1a 4.W.1b 4.W.1c 4.W.2 4.W.2a 4.W.2b 4.W.4

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

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

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Enduring Understandings (Grade.Unit.Week) Stories 1-5: What is the value of teamwork?

4.2.1 What Jo Did 4.2.2 Coyote School News 4.2.3 Scene Two 4.2.4 Horse Heroes 4.2.5 So You Want to Be President?

Essential Questions Key Concepts

4.2.1: What Jo Did How can we learn to appreciate the talents of others?

4.2.2: Coyote School News How can we work together to achieve a goal?

4.2.3: Scene Two What can teams accomplish?

4.2.4: Horse Heroes How can people and animals work as a team?

4.2.5: So You Want to Be President? What is the job of the President of the United States?

Text -Based Comprehension Vocabulary Concepts

Skills 4.2.1: Cause/Effect 4.2.2: Draw Conclusions 4.2.3: Draw Conclusions 4.2.4: Fact & Opinion 4.2.5: Main Idea

Strategies

4.2.1: Background Knowledge 4.2.2: Story Structure 4.2.3: Questioning 4.2.4: Monitor & Clarify 4.2.5: Supporting Detail and Inferring

Skills 4.2.1: Prefixes and Suffixes 4.2.2: Prefixes 4.2.3: Unknown Words 4.2.4: Dictionary/Glossary 4.2.5: Unknown Words Strategies 4.2.1: Word Structure 4.2.2: Dictionary Glossary 4.2.3: Word Structure 4.2.4: Dictionary/Glossary 4.2.5: Dictionary/Glossary

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Student Friendly Objectives 4.2.1: I can take events from a text and explain what happened and why. 4.2.2: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.2.3: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.2.4: I can explain how an author uses facts and opinions to support the text. 4.2.5: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. Use the objectives/standards provided on the page above and begin with student directed phrases such as: The student will… or I Can… You can also access “Student Friendly” language through the following website: http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/11/25/i-can-common-core-fourth-grade/

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Unit 2: Vocabulary

Vocabulary (Grade.Unit.Week) 4.2.1 What Jo Did 4.2.2 Coyote School News 4.2.3 Scene Two 4.2.4 Horse Heroes 4.2.5 So You Want to Be President?

Selection Vocabulary Academic Vocabulary

4.2.1: fouled, marvel, swatted, hoop, rim, unbelievable, jersey, speechless 4.2.2: bawling, dudes, spurs, coyote, roundup 4.2.3: advice, argument, arrangements, dishonest, descendants, script, snag 4.2.4: ambition, infested, landslide, quicksand, resistance, rickety, roamed, vast 4.2.5: Constitution, howling, humble, politics, responsibility, solemnly, vain

4.2.1: cause and effect, common noun, proper noun, dialogue, narration, fiction, rhythm, rhyme, alliteration, onomatopoeia 4.2.2: draw conclusions, plural nouns, simile, metaphor, historical fiction, newspaper section 4.2.3: expression, irregular plural nouns, prefix, drama/play, free verse 4.2.4: fact, opinion, graphic organizer, consonant digraph, singular possessive noun, dialogue, narration, expository text, skimming and scanning 4.2.5: details, inferring, plural possessive nouns, argument/persuasive essay, details, topic sentence, concluding sentence, time line, metaphor, meter, mood

Amazing Words 4.2.1: accept, nervous, dizzy, learn, inspire, reliable, underdog, defy, unique, value 4.2.2: convince, offers, energetic, invite, effort, organize, cooperate, divide, responsible, planning 4.2.3: café, menu, cuisine, customers, strategy, teamwork, practice, examine, founders, forebears 4.2.4: drive, temperament, trust, perseverance, obstacles, bravery, resourceful, experience, instincts, dependable 4.2.5: Congress, capital, clerks, Capitol, President, oath, dome, Oval Office, national, establish

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Unit 2: DOK



Create a bubble map to show what the characteristics of a good team member are.

Give 2 examples and 2 non-examples of a time where you showed or didn’t show teamwork.

Teamwork leads to friendship. Analyze the relationship between the two. Decide if this statement is valid or not and explain why.

Create a campaign to teach younger students about teamwork. Plan at least one lesson to teach. Include a picture book and a poster.


• Write a persuasive speech arguing for/against a topic. • Create a game where teamwork is essential to playing the game, and is related to the theme of one or more selections from the text.

• Conduct an investigation to produce information to support a view.

• Sell an idea with reasons to support that idea

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Unit 2: Assessment


• DIBELs • Previous Standardized

Test Results

• DRA2 • Words Their Way

Spelling Inventory • SRI

Reading Street Baseline Group Test

• DIBELS Progress Monitoring

• Reading Street Monitor Progress: Fluency/Rate

• Observation • ELA04-DV-Narrative

Assessment



• Observation • ELA04-DV-Narrative

Assessment

Assessment Rubric Formative Summative

• DVUSD Rubric on the portal • Write from the Beginning and Beyond Analytical Rubric • Reading Street Retell Rubric

DVUSD Rubric on the portal

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Unit 2: Sample Performance Task

Sample Performance Tasks (Grade.Unit.Week) 4.2.1: Informational/procedural-sequential* After researching the life of a gifted or talented person, create an oral presentation about how your talented person developed their unique skill. Support your discussion with evidence from your research.

4.2.2: Argumentation/Evaluation* After reading “What Jo Did” think of the question of teamwork. Does Jo benefit from being on a team? Write an essay that supports your position using evidence from the text. 4.2.3: Write a report about what teams (sports teams, team of actors, team of teachers, and a team of senators) can accomplish together.

4.2.4 Informational/Description* After reading “Paws with a Cause” research the story of another amazing animal. Write an article, using evidence from your research, in which you describe this animal’s accomplishments. 4.2.5 Compare and contrast the job of a President and the job of a Teacher. How are they alike and how are they different?

*Rubrics for these tasks can be found at http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf

Sleuth


Have students work in small groups to role-play a disagreement on the basketball court. Encourage students to talk about how their role-playing in this situation can be applied in situations in the classroom as well.

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Sample Performance Tasks (Grade.Unit.Week) 4.2.2: Sleuth Performance Task: Prove it!

Have students work in small groups to create a flowchart or cartoon that shows the process of creating a newspaper. Remind them to label each step and include the titles or toles of the people involved. Encourage students to refer back to the text for help.


Ask students to think about a cause they would like a sports team or player to support. Have them write a letter to convince the team or player to suppoer that cause. Remind student to use convincing reasons in their letters.


Have students imagine that they have applied to be a Puppy Raiser. Ask them to write about why their family would be a good candidate for this type of program. Remind students of the importance of stating convincing reasons.


Have partners create a poster to advertise a cause they would promote if they were First Lady or First Gentleman. Have pairs consider an issue that is important to them, such as recycling or bullying. Then have them create a poster that calls their classmates to action. Have students present their campaigns and posters to the class. Remind students to clearly state their intentions with their call to action.

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Suggested Activities (Grade.Unit.Week) 4.2.1: Write a poem about sports or a talented athlete. 4.2.2: Write a newspaper article about an event that happened at your school recently. 4.2.3: Take a picture book and rewrite it into a play. 4.2.4: Make a soap sculpture of one of the horses from the story. 4.2.5: Research one of our presidents. Dress up like them and present 10 facts to the class about their life. *Poetry – pp. 310 - 313 TE Cover metaphor/meter/mood

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Unit 2: Necessary Vocabulary / Phrases for Writing

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Unit 2: WFTBB / Additional Writing Suggestions

Write from the Beginning and Beyond Unit 2: Expository

Writing Prompt: Write about how a real team of people worked together to achieve a goal. Step 1 - Brainstorm: Have students use a circle map to brainstorm a list of topics of different fields such as, sports, business, government, and entertainment that have worked together to achieve a goal. Have students select two or three of his or her best reasons and create a flow map. Step 2 - Sequence for Writing: Using the flow map have students place their two or three reasons in the boxes of the map. Write an opening paragraph that states an opinion and contains at least two sentences. Step 3 – Extend with Details to clarify: Ask students to add words or phrases that will form a sentence to clarify how they worked together. Add three details for each event to their flow map. Step 4 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about and rehearse possible transition words and phrases. Step 5 – Select Transition Words and Phrases: Have students add transition words or phrases that move the reader from one reason to the next. Step 6 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences summarizing their opinion about the prompt or restating their reasons. Step 7 – Write: Write your expository piece by taking your information off of the Flow Map. Remember to edit for spelling, grammar, punctuation, and capitalization. Mini Lessons: By using the Write from the Beginning Expository/Informational (Red Book - pages: 152-215) Teachers can provide mini-lessons related to a focus based on the needs of students related to the topics of: Quality Reasons to Support your Opinion Multiple and Varied Transition Words and Phrases Clarification Statements Personal Examples Well Thought Out Opening Well Thought Out Closing

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Write from the Beginning and Beyond (Continued) Final Writing pieces can be assessed using the Holistic Writing Rubric from the portal, under departments, curriculum, instruction, and assessment, then click on ELA. Use feedback and various rubrics provided in the Write from the Beginning Expository/Informational (Red Book - pages: 195-201) as checkpoints through the writing process.

Narrative Informative/Explanatory Literary Analysis 4.2.1 After reading What Jo Did, write an essay in which you identify Jo’s problem and propose a different solution to Jo’s problem than the one in the text. 4.2.5 After reading So You Want to Be President, write an essay about what you would do if you were President.

4.2.2 Think about an event that happened recently at your school. Now write a news article for a school newspaper. Page 199e 4.2.4 Write an expository composition about an animal that has done something remarkable.

4.2.3 Thinking back to Scene Two, what meaning or message does this story have for you? Support your statement with evidence from the text. 4.2.5 After reading So You Want to Be President, write an essay in which you argue what the three most important qualities for a President are. Support your qualities with evidence from the text.

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Unit 2: Resources

DVUSD Adopted Resources Additional Resources • Reading Street • Words Their Way • Write from the Beginning and Beyond

READING STREET DIGITAL RESOURCES

• www.pearsonrealize.com Pearson Realize is the online portal for Reading Street digital resources, with access to the online Teacher and Student editions, leveled reader database, online lesson planner, Success Tracker (the online assessment system), and our robust Digital Path. Requires a username and password created upon registration with an access code.

• www.mypearsontraining.com Complimentary online training for Reading Street, My Sidewalks, DRA2, Pearson Realize, and more. Online tutorials are available 24/7. FAQ and webinars also available. • www.pearsonschool.com As the leader in educational publishing, Pearson is committed to working with you to get great results for schools, for teachers, and, most of all, for students. View research documents, author information, correlations, and more.

• Thinking Maps • Great Source • Write on Track • Bridge to Common Core located on

pearsonsuccessnet.com under Teacher Resources • Readworks.org • Newsela.com • Scoop.it.com • Common Core Resources • Appendix A: Glossary and Examples

http://www.corestandards.org/assets/Appendix_A.pdf • Appendix B: All Example Stories

http://www.corestandards.org/assets/Appendix_B.pdf • Appendix C: Samples of Student Writing


COMMON CORE RESOURCES

• www.corestandards.org Common Core State Standards Initiative official website for language arts and mathematics.

• www.commoncore.pearsoned.com Pearson offers complete and cohesive support to implement the new Common Core State Standards and provide the easiest possible transition. Pearson combines the resources and expertise of the world’s leading assessment company with evolving and continually improving instructional materials, content experts, and professional development to help teachers and your students succeed at every step along the way. Resources include ongoing free webinars from authors of the Common Core State Standards.

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http://www.pearsonrealize.com/

http://www.mypearsontraining.com/

http://www.pearsonschool.com/





Unit 2: Interdisciplinary Connections Interdisciplinary Connections

Story: What Jo Did

Connection: Social Studies Leveled Readers:

• Advanced: Equality in American Schools • On Level: Amazing Female Athletes • Below level: Cheers for the Cheetahs

Possible Activity(ies): Have students imagine that there is a new law that prohibits all fourth graders from doing anything fun. Ask students to write and argument why this sort of prejudice is wrong and harmful and why every grade should be allowed to have fun.

Story: Coyote School News

Connection: Social Studies Leveled Readers:

• Advanced: The Legacy of Caesar Chavez • On Level: Ranching in the Great American Desert • Below Level: Ranchers in the Southwest

Possible Activity(ies): Suggest that students imagine they are Chavez and prepare speeches to the workers encouraging them to use nonviolent means.

Story: Horse Heroes Connection: Science Leveled Readers:

• Advanced: Danger Children at Work • On Level: Dogs on the Job • Below Level: Animal Helpers

Possible Activity(ies): • Research one interesting way horses and people work as a team, discuss interesting facts as a class. For example, some horses were

lowered several thousand feet into mines to help carry coal.

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Interdisciplinary Connections Story: So You Want to Be President Connection: Social Studies Leveled Readers: • Advanced: The Power of the People • On Level: The United States Government • Below Level: A Trip to Capitol Hill Possible Activity(ies): • Have students research about who their state and local representatives are and what they stand for. Have students research about their state governor and what his/her role is.

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Unit 2 What is the value of teamwork? **Get Into It Education and engagement toolkit

Consists of online resources that include lessons, activities, videos, athlete stories and supplemental materials that help students understand the potential in everyone.

https://getintoit.specialolympics.org/ *4.2.1 What Jo Did How can we learn to appreciate the talents of others?

Lears, Laurie. Ian’s Walk. Morton Grove, IL: Albert Whitman & Company, 1998. Summary: Julie tells about an outing to the park with her older sister and younger brother, who is autistic. As they walk through town, she describes the things that Ian does and the sensations he experiences that are different from what most people do and feel. (Phoenix Library)

*4.2.2 Coyote School News How can we work together to achieve a goal? The Hickory Chair Grades 1-4 (2001) (DVUSD Library) Louis, who is blind helps his family members find the messages left behind by his now-deceased grandmother. But, where is the message for Louis?

*4.2.3 Scene Two What can teams accomplish? Hearts of Gold, Sheila Dinn (DVUSD library) 8.5

Covers the history of the Special Olympics, the various events in which mentally and physically handicapped athletes compete, and some of the people involved in this international competition.

*4.2.4 Horse Heroes How can people and animals work together as a team? Ben Has Something to Say Laurie Lears/Karen Ritz 4-7th Grade (2000) When the local dog who has become his companion dog is threatened with the pound, Ben, a young boy with a speech impairment, must speak up for his friend. Kent, Deborah. Animal Helpers for the Disabled. London, England: Franklin Watts, 2003. Summary: The movement to train animals to assist people with disabilities began in early 1900s with dog guides for the blind. Over the years, interest in animal helpers, or service animals, grew, and animals learned how to help people with other types of disabilities including deafness and paralysis. Read about the history of animal helpers and learn how these animals are trained and how they help people with disabilities in their daily lives. (Phoenix Public Library has a copy) Buddy, the First Seeing Eye Dog, Eva Moore (DVUSD Library) 3.9 True account of the training and early work experiences of the German shepherd which became the first Seeing Eye dog in America

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https://getintoit.specialolympics.org/

Unit 3: Patterns in Nature Unit 3: AZCCRS

Grade Level Unit # 3 Patterns in Nature Arizona’s College and Career Ready Standards

Reading Foundational Skills 4.RF.4 4.RF.4b 4.RF.


Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Reading Literature

4.RL.1 4.RL.2 4.RL.3

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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).


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or

information in a text or part of a text. Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of

the text in which it appears. Speaking and Listening

4.SL.1b 4.SL.1c 4.SL.2 4.SL.4 4.SL.5

Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that 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.

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

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Language 4.L.1 4.L.1f 4.L.2 4.L.2b

4.L.2d 4.L.3b 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5c 4.L.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed. Choose punctuation for effect. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content,

choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and

determine or clarify the precise meaning of key words and phrases. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical

meanings (synonyms). Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal

precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Writing

4.W.2a 4.W.3 4.W.3a 4.W.4

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.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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Enduring Understandings (Grade.Unit.Week) What are some patterns in nature?

Essential Questions Key Concepts 4.3.1: The Man Who Named the Clouds What is the value of looking at patterns in nature? 4.3.2: Adelina’s Whales What patterns in nature guide the lives of animals? 4.3.3: How Night Came from the Sea How have people explained the pattern of day and night? 4.3.4: Eye of the Storm How do weather patterns affect our lives? 4.3.5: Paul Bunyan What causes changes in nature?

Text- Based Comprehension Vocabulary Concepts

Skills 4.3.1: Graphic Sources 4.3.2: Fact/Opinion 4.3.3: Generalize 4.3.4: Cause/Effect 4.3.5: Generalize Strategies 4.3.1: Important Ideas 4.3.2: Text Structure 4.3.3: Visualize 4.3.4: Predict/Set Purpose 4.3.5: Inferring

Skills 4.3.1: Multiple Meaning Words 4.3.2: Multiple Meaning Words 4.3.3: Unfamiliar Words 4.3.4: Root Words 4.3.5: Affixes: Suffixes Strategies 4.3.1: Context Clues 4.3.2: Context Clues 4.3.3: Dictionary/Glossary 4.3.4: Word Structure 4.3.5: Context Clues

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Student Friendly Objectives 4.3.1: I can interpret information given in graphic sources. 4.3.2: I can explain how an author uses facts and opinions to support the text. 4.3.3: I can use the meaning of words and phrases in a mythology text to better understand it. 4.3.4: I can use cause and effect of events in a text to help me better understand it. 4.3.5: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. Use the objectives/standards provided on the page above and begin with student directed phrases such as:

The student will…

I can…

You can also access “Student Friendly” language through the following website:


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Unit 3: Vocabulary

Vocabulary (Grade.Unit.Week) 4.3.1 The Man Who Named the Clouds 4.3.2 Adelina’s Whales 4.3.3 How Night Came From The Sea 4.3.4 Eye of the Storm 4.3.5 Paul Bunyan

Selection Vocabulary Academic Vocabulary 4.3.1: apprentice, atmosphere, chemical, club, essay, manufacturing, pressure, scales 4.3.2: biologist, lagoon, rumbling, bluff, massive, tropical 4.3.3: brilliant, chorus, coward, gleamed, shimmering 4.3.4: destruction, expected, forecasts, inland, shatter, surge 4.3.5: announcement, feature, harness, lumberjacks, requirements, thaw, unnatural, untamed

4.3.1: graphic sources, important ideas, narrative poems, formal language, informal language 4.3.2: text structure, main verb, helping verb, invitation, flashback, expository text 4.3.3: generalize, visualize, subject-verb agreement, myth 4.3.4: cause and effect, web site, verb tense, present tense, past tense, future tense, formal letters, personification, expository text 4.3.5: irregular verbs, legibility: letter size, tall tale, meter, stanza, tone

Amazing Words

4.3.1: wilt, damp, barren, bloom, foliage, autumn, observe, snowfall, equinox, tilt 4.3.2: biologist, lagoon, rumbling, bluff, massive, tropical 4.3.3: creatures, prowl, darkness, moon, impact, dazzle, tolerate, nightfall, gratitude, thrive 4.3.4: tornado, shelter, ditch, unpredictable, powerful, hurricane, severe, blizzard, meteorologists, estimate 4.3.5: temperature, hydrogen, pressure, sediment, geography, agriculture, logging, sawmill, erosion, arch

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Unit 3: DOK

Unit 3: Assessment



List patterns that you can see in nature.

Go on a nature walk and write down observations on patterns you see. Write 1-2 paragraphs about the following topic: What hypotheses can you make about patterns in nature based on your observations? Use specific examples in your writing.

Compare and contrast 3 patterns in nature using both words and pictures.

Research Fibonacci Numbers and their connection to nature. Create a poster explaining how they are related. Use words and pictures.


• Survey classmates/industry members to find out what they think about nature topics.

• Create a nature walk game.

• Prepare a report about nature topics or tall tales.

• Research and test a hypothesis over time regarding a pattern in nature.

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• DIBELS • Previous Standardized

Test Results


Spelling Inventory • SRI • Reading Street Baseline

Group Test



• Observation • ELA04-DV-Informative/

Explanatory Assessment



• Observation • ELA04-DV-Informative/

Explanatory Assessment

Assessment Rubric Formative Summative

PARCC Predictive WFBB Analytical Rubric Reading Street Retell Rubric

PARCC Predictive

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Unit 3: Sample Performance Tasks

Sample Performance Task (Grade.Unit.Week) Reading Street 4.3.1 Orally report the phases of the moon. 4.3.1 Narrative/Description - After reading “The Man who Named the Clouds”, write a narrative in which you relate a time where you daydreamed about something, and how you could turn this daydream into a hobby or profession. 4.3.2 Make a list of topics about patterns in nature that guide the lives of animals. Choose one topic and write a paragraph on it. 4.3.2 Informational/Explanatory Description Research a whale breed (humpback whale, Minke whale etc.) and give an oral report based on the evidence from your research. 4.3.3 Read a pour quoi tale and in a small group explain what the story told about in nature. 4.3.4 Informational/Explanatory Comparison - After researching patterns in nature, create a PowerPoint in which you analyze a chosen pattern (seasons, tides…), provide examples from your research to clarify your analysis. 4.5.3 Create your own book with illustrations using a tall tale you made up. Sleuth 4.3.1: Sleuth Performance Task: Prove it! Have students work with a partner to prepare a short weather report to give to the class. Encourage students to use weather data collected from recent newspapers or the weather report they saw on television. Encourage them to use this connection to make their weather report both accurate and useful. 4.3.2: Sleuth Performance Task: Prove it! Have students write four travel diary entries from the perspective of an Arctic Team. Each diary entry should be written at and about a different time of the year. Remind students to revisit the text for factual information they can incorporate into their diary entries.

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Sample Performance Tasks 4.3.3: Sleuth Performance Task: Prove it! Have students work in samll groups to write and perform a short skit related to the story. Ask each group to change one important detail about the story, and adjust the characters, setting or plot based on that change. Remind students to revisit the story as they write their skit. 4.3.4: Sleuth Performance Task: Discuss with student how the author builds his argument that tornado sirens are obsolete. Have students discuss the validity of each reason. 4.3.5 Sleuth Performance Task: Have students create a flip book or series of cartoon frames showing how Mount Mazama became Crater Lake. Ask students to write a caption or label for each page of the flip book or frame of the cartoon. Remind students to revisit the text for support as they create their flip book or cartoon.

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Suggested Activities Reading Street: 4.3.1: Using cotton balls make the different types of clouds. Glue and label. 4.3.2: Make a paper mache whale. 4.3.3: Read 3 other myths and then write your own to explain how something in our world happens. 4.3.4: With a group or partner make a children’s magazine with different articles all about weather. 4.3.5: Create a toy based on the tall tale Paul Bunyan. Make a poster and present it to the class. Poetry – pp. 460-463 TE Cover meter/stanzas/tone

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Write From the Beginning and Beyond Unit 3: Expository

Writing Prompt: Write about how two animals are alike and different. Step 1 - Brainstorm: Have students use a circle map to brainstorm a list of animals. Step 2: Double Bubble: Have students select two or four animals and create a double bubble map to compare and contrast the two animals using the criteria appearance, diet, and habitat. Step 3 - Sequence for Writing: Have students draw three boxes, label the boxes “appearance”, “diet”, and “habitat”. Write an opening paragraph that states a question, statement, or opinion about the two animals. The opening paragraph must contains at least two sentences. Step 3 – Extend with Details to clarify: Ask students to add words or phrases from their double bubble map that will form a sentence to clarify the similarities or differences of the animals. Add three details for each criteria to their flow map. Step 4 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about and rehearse possible transition words and phrases. Step 5 – Select Transition Words and Phrases: Have students add transition words or phrases that move the reader from one reason to the next. Step 6 – Write a Closing Paragraph: Students will add a closing paragraph of 1-2 sentences summarizing their opinion about the prompt or restating their reasons. Step 7 – Write: Write your expository piece by taking your information off of the Flow Map. Remember to edit for spelling, grammar, punctuation, and capitalization. Mini Lessons: By using the Write from the Beginning Expository/Informational (Red Book - pages: 152-215) Teachers can provide mini-lessons related to a focus based on the needs of students related to the topics of: Quality Reasons to Support your Opinion Multiple and Varied Transition Words and Phrases Clarification Statements Personal Examples Well Thought Out Opening Well Thought Out Closing

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Write From the Beginning and Beyond Final Writing pieces can be assessed using the Holistic Writing Rubric from the portal, under departments, curriculum, instruction, and assessment, then click on ELA. Use feedback and various rubrics provided in the Write from the Beginning Expository/Informational (Red Book - pages: 195-201) as checkpoints through the writing process. Other Writing Activities

Narrative Expository Response to Literature 4.3.1 Write a narrative poem about a pattern in nature. 4.3.5 After reading Paul Bunyan, choose an event from the story and rewrite it from Babe the Blue Ox’s point of view.

4.3.2 What is your opinion about the migration of grey whales? Support this opinion using general examples, personal experiences, or experiences of others. 4.3.4 In your opinion what is the most dangerous weather pattern? Explain why you think so? You must have at least three reasons supporting your opinion.

4.3.3 Thinking back to How Night Came from the Sea, how would you explain the cycle of day and night? Support your explanation using evidence from the text.

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Unit 3: Resources


READING STREET DIGITAL RESOURCES www.pearsonrealize.com Pearson Realize is the online portal for Reading Street digital resources, with access to the online Teacher and Student editions, leveled reader database, online lesson planner, Success Tracker (the online assessment system), and our robust Digital Path. Requires a username and password created upon registration with an access code. www.mypearsontraining.com Complimentary online training for Reading Street, My Sidewalks, DRA2, Pearson Realize, and more. Online tutorials are available 24/7. FAQ and webinars also available. www.pearsonschool.com As the leader in educational publishing, Pearson is committed to working with you to get great results for schools, for teachers, and, most of all, for students. View research documents, author information, correlations, and more.

• Thinking Maps • Great Source • Write on Track • Bridge to Common Core located on pearsonsuccessnet.com under

Teacher Resources • Readworks.org • Newsela.com • Scoop.it.com Common Core Resources • Appendix A: Glossary and Examples




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DVUSD Adopted Resources Additional Resources COMMON CORE RESOURCES

www.corestandards.org Common Core State Standards Initiative official website for language arts and mathematics. www.commoncore.pearsoned.com Pearson offers complete and cohesive support to implement the new Common Core State Standards and provide the easiest possible transition. Pearson combines the resources and expertise of the world’s leading assessment company with evolving and continually improving instructional materials, content experts, and professional development to help teachers and your students succeed at every step along the way. Resources include ongoing free webinars from authors of the Common Core State Standards. www.textproject.org Freddy Hebert’s Text Project supports teachers with research and practical advice about how to provide readers the right kinds of texts, with special focus on text complexity. The Common Core State Standards (CCSS) represents the first time that a standards document has paid special attention to text complexity. This website provides tools and strategies for teachers supported by current research. www.parcconline.org The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 23 states plus the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

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Unit 3: Interdisciplinary Connections

Interdisciplinary Connections Story: The Man Who Named the Clouds

Connection: science

Leveled Readers: • Advanced: Sharing Our Planet • On Level: Storm Chasers • Below Level: Looking for Changes

Possible Activity(ies):

• Have students research storm chasers and write a report about them.

Story: Adelina’s Whales

Connection: Science

Leveled Readers: • Advanced: Birds Take Flight • On Level: Migration Relocation • Below Level: The Gray Whale


• Have students choose an animal that migrates and research more about it.

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Interdisciplinary Connections Story: Eye of the Storm

Connection: Science

Leveled Readers: • Advanced: Wondrously Wild Weather • On Level: Severe Weather Storms • Below Level: Surviving Hurricane Andrew

Possible Activity(ies): • Have students’ research forms of extreme weather.

Have students use the internet to research how meteorologists to do their job. Have them put together an encyclopedia that details the tools used by modern meteorologists. Story: Paul Bunyan

Connection: Social Studies

Leveled Readers: • Advanced: The Alaskan Pipeline • On Level: Maine: Now and Then • Below Level: Saving Trees by Using Science


• Have students brainstorm and research about what makes Arizona unique. Have them create a poster. • Have students debate about whether the price of the pipeline was worth it or not.

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Unit 3 How Does Change Affect Us? *What new things can we do as we get older? Patrick and Emma Lou by Nan Holcomb (Parent Liaison has copy) To explore feelings about expectations and actual accomplishments. *What Causes Us to Change the Way We Feel? Ben Has Autism by Meredith Zolty (Parent Liaison has copy)

Not understanding someone who has autism, will make a difference on how we feel about them in the classroom and in our community.

Howie Helps Himself, Joan Faster ages 5-6 (DVUSD Library) Though he enjoys life with his family and attends school, Howie, a child with cerebral palsy, wants more than anything to be able to move his wheelchair by himself. Understanding that sometimes students with disabilities need to do things for themselves even if it takes longer. We’ll Paint the Octopus Red by Stephanie Stue-Bodeen Ages 3-7 (DVUSD Library) Six year old Emma is looking forward to the birth of her new baby brother and imagines all of the fun things they can do together. When the baby is born, she finds out he has something called Down syndrome. With her questions, she helps her family see that with their help Isaac is the baby they dreamed of. It answers common questions about Down syndrome and is a reassuring book for siblings. My Sister is Different, Betty Wright (DVUSD library) Carlo struggles with his positive and negative feelings about his mentally handicapped sister.

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Unit 4: Puzzles and Mysteries Unit 4: AZCCRS

Grade Level Unit # 4 Puzzles and Mysteries Arizona’s College and Career Ready Standards


Read with sufficient accuracy and fluency to support comprehension. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings


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


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 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.

Speaking and Listening 4.SL.1c 4.SL.3 4.SL.4 4.SL.5

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

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.

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Language 4.L.1 4.L.2d 4.L.3 4.L.3a 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5c

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Spell grade-appropriate words correctly, consulting references as needed. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,


or clarify the precise meaning of key words and phrases. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical

meanings (synonyms).

Language

4.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Writing 4.W.1 4.W.1a 4.W.2 4.W.2a 4.W.3 4.W.3a 4.W.3d

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds

naturally. Use concrete words and phrases and sensory details to convey experiences and events precisely.

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Enduring Understandings (Grade.Unit.Week) Stories 1-5: What is the value of teamwork?

Essential Questions Key Concepts 4.4.1: The Case of the Gasping Garbage Why can’t you always believe what you think you see? 4.4.2: Encantado: The Pink Dolphin of the Amazon Why do animals behave the way they do? 4.4.3: Navajo Code Talkers Why are secret codes necessary? 4.4.4: Seeker of Knowledge How can knowing another language create understanding? 4.4.5: Encyclopedia Brown and the Case of the Slippery Salamander How can attention to detail help solve a problem?

Text- Based Comprehension Vocabulary Concepts

Skills 4.4.1: Compare/Contrast 4.4.2: Compare/Contrast 4.4.3: Sequence 4.4.4: Graphic Sources 4.4.5: Literary elements Strategies 4.4.1: Visualize 4.4.2: Summarize 4.4.3: Important Ideas 4.4.4: Predict & Set Purpose 4.4.5: Monitor & Clarify

Skills 4.4.1: Synonyms and Antonyms 4.4.2: Multiple Meaning Words 4.4.3: Unknown Words 4.4.4: Greek and Latin Roots 4.4.5: Synonyms and Antonyms Strategies 4.4.1: Context Clues 4.4.2: Context Clues 4.4.3: Dictionary Glossary 4.4.4: Word Structure 4.4.5: Context Clues

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Student Friendly Objectives 4.4.1: I can compare and contrast events in the story. 4.4.2: I can compare and contrast events in the story. 4.4.3: I can take events from a text and explain what happened and why. 4.4.4: I can learn new information from graphic sources. 4.4.5: I can read and comprehend grade level text.

Use the objectives/standards provided on the page above and begin with student directed phrases such as:

The student will…

I can…



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Unit 4: Vocabulary

Vocabulary (Grade.Unit.Week)

4.4.1: The Case of the Gasping Garbage 4.4.2: Encantado: The Pink Dolphin of the Amazon 4.4.3: Navajo Code Talkers 4.4.4: Seeker of Knowledge 4.4.5: Encyclopedia Brown and the Case of the Slippery Salamander

Selection Vocabulary Academic Vocabulary 4.1: analysis, beaker, hollow, identity, lecture, microscope, precise, relentless 4.2: aquarium, dolphins, enchanted, flexible, glimpses, pulses, surface 4.3: advance, developed, exhausting, headquarters, impossible, intense, messages, reveal 4.4: ancient, link, scholars, seeker, temple, translate, triumph, uncover 4.5: amphibians, crime, exhibit, lizards, reference, reptiles, salamanders, stumped

4.1: compare, contrast, expression, rhythm, singular pronoun, plural pronoun, realistic fiction 4.2: summarize, subject pronoun, object pronoun, reflexive pronoun, demonstrative pronoun, songs, refrain, word choice, expository text 4.3: fact, opinion, biography, possessive pronoun, idiom, problem and solution, biography 4.4: graphic sources, appropriate phrasing, possessive pronoun, consonant digraph, thesaurus 4.5: plot, contractions, negatives, simile, metaphor, realistic fiction, lyrical poetry, free verse, repetition

Amazing Words 4.1: invisible, pretending, fooled, judge, deceiving, unthinkable, astonished, illusion, disappeared, spectators 4.2: endowed, agility, crisis, leaped, adapt, glide, inhabit, instinct, attribute, swoop 4.3: communications, exchange, outwit, transmit, complicated, interpret, mystify, precise, broadcast, comcast 4.4: intelligence, converse, debate, intellectual, motions, represent, instruct, languages, publish, display 4.5: disputes, council, damage, justice, evidence, solve, case, suspect, investigate, clues

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Unit 4: DOK



Illustrate and label a picture of what you think Bigfoot or the Loch Ness Monster look like.

Predict why you think so many people are interested in Bigfoot and the Loch Ness Monster. Summarize what you already know about each of these creatures.

Identify research questions and design investigations around the existence of Bigfoot or the Loch Ness Monster.

After reading 3 or more books about Bigfoot/Loch Ness Monster analyze and critique the information. Create a presentation with the history and data found on the existence of the creature. Include your own opinion about the topic by citing specific examples found in the books.


• Design a questionnaire to gather information about something that is a mystery in nature.

• Tasks that require students to make multiple strategic and procedural decisions as they are presented with new information throughout the course of the event.

• Classify the actions of a character in the story. • Conduct an internship in industry where students are faced with real-world, unpredicted problems.

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Unit 4: Assessment

Assessment • DIBELS • Previous Standardized

Test Results



Group Test



• Observation • ELA04-DV-Literary

Analysis Assessment




Analysis Assessment

Assessment Rubric DVUSD Rubric on the Portal WFBB Analytical Rubric Reading Street Retell Rubric

DVUSD Rubric on the Portal

• DIBELS • Previous Standardized Test Results

• DRA2 • Words Their Way Spelling Inventory • SRI • Reading Street Baseline Group Test

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Sample Performance Tasks (Grade.Unit.Week) 4.4.1: Informational/comparison After reading “The case of the Gasping Garbage”, create a multi-flow map that will display on one side all of the clues that led Gabby to believe there was a monster in the trash bin, and on the other side all the evidence the scientists found to refute the monster theory. Use evidence from the text to support your comparison. 4.1.1: Create a fact sheet that shows why they can’t always accept what they think they have seen as the truth. 4.4.2: Argumentation/Description After reading “Encantado”, research another animal you think might have amazing qualities (Salamanders, for example). Then create a report that will convince your classmates that your animal is the most amazing. 4.4.2: Write a report that researches animal behavior. 4.4.3: Create a written and oral report telling why secret codes are necessary. 4.4.4: Orally report on how to create understanding through language. 4.4.5: Narrative/procedural-sequential After reading “Encyclopedia Brown” talk with a partner or small group about something you are knowledgeable about and how it could help you solve a mystery. Find evidence in the text that shows that Encyclopedia Brown’s knowledge of salamanders helped solve the mystery. 4.4.5: Create a report with visual aids showing how paying attention to details can help with successful problem solving. (ex: curing a disease) Rubrics for these tasks can be found at http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf Sleuth 4.4.1: Sleuth Performance Task: Prove it! Have students work with a partner to find examples of optical illusions on the internet or in print resources. Have them share these optical illusions with the class. Encourage students to write a sentence or two about the optical illusions they researched. They may write whether it is a natural optical illusion or a manmade illusion. 4.4.2: Sleuth Performance Task: Prove it! Have students think about a job they might like to have when they are adults. Have them make a KWL chart about that job: What do they already know about it? What do they want to know about it? How can they learn about that job? If several students want to hold the same job, invite them to work together on the KWL chart.

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Sample Performance Tasks (Grade.Unit.Week) 4.4.3: Sleuth Performance Task: Prove it! Have students work with a partner. Each partner should research and use the Navajo Code Talkers code to wirte a message to each other. Have them switch and decipher each other’s message. Encourage partners to discuss their experience with writing and deciphering the messages. Did they find it difficult? Easy? Frustrating? 4.4.4: Sleuth Performance Task: Prove it! Have students choose a country they would like to visit. Have them write about why they’d like to visit it and how they would go about learning the language that is spoken in that country. Encourage students to share convincing reasons why they would like to visit that country. 4.4.5: Sleuth Performance Task: Prove it! Have students draw a picture containing a hidden message. Have student share their pictures with the class. Then have the other students try to find a message. Encourage students to look at other examples of hidden messages before they create their own.

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Suggested Activities Reading Street 4.4.1: Write your own mystery about something that seems unexplainable. 4.4.2: Write a campaign to save the animals in the Amazon Rain Forest. Send it to the government of Brazil. 4.4.3: Create a poster with Navajo symbols on it. Write a short story only using the symbols. 4.4.4: Research a different language that you would like to learn. Learn 10 words from that language and share them with the class. 4.4.5: Create an I Spy picture. Include a key of everything you want others to find. *Poetry – pp. 166 – 169 TE Cover simile/lyrical poetry/free verse/repetition

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Write from the Beginning and Beyond Unit 4: Response to Literature

Writing Prompt: What do you think the following question means: “Is there an explanation for everything?” Write about your understanding of this question. Support your understanding using the stories in this unit and what you already know.

• When you write your essay remember to show your understanding of the question. • Support your ideas by referring to the stories and what you already know. • Remember to edit for spelling, grammar, punctuation, and capitalization.

Step 1 - Brainstorm: Have students brainstorm using a circle map divided into four sections: My understanding of the question, support from text 1, and support from text 2, what I already know about an explanation of everything. Step 2 - Sequence for Writing: Using a flow map create four boxes, the top box is a summary statement of restating the question and their understanding of the question. Step 3 – Extend with Details: Continuing with the flow map, draw three additional boxes. The first box will be support from story 1, the second box will be support from story 2, and the third box will contain information about what they already know. Step 4 – Select Transition Words and Phrases: Have students add transition words or phrases to tell the order in which they did each activity. Add these words to the top of the boxes of the flow map. Step 5 – Write a Closing Paragraph: Finally, students will add an additional box of personal insight making a connection to yourself and/ or the world. Step 6 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about. Step 7 – Write: Write your story by taking your information off of the Flow Map. Mini Lessons: By using the Write from the Beginning (Response to Literature – pages 14-32) Teachers can provide support so students are able to select the appropriate thinking map to respond to literature, suggestions: Create a Bubble Map to describe one of the characters from the story. Create a Flow Map showing how the main character evolved during the story. Create a Double Bubble Map to show how two characters in the story are alike and different. Create a Circle Map split into four parts to define a character specifically pertaining to quotes, change, events, and opinion.

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Write from the Beginning and Beyond Create a Multi-Flow Map to record actions for a character and the reasons for those actions. Create a Tree Map to summarize story elements. Create a Brace Map for describe the setting of the story. Create a Bridge Map to record, evaluate, and interpret literary devices in a piece of literature. Final Writing pieces can be assessed using the Holistic Writing Rubric from the portal, under departments, curriculum, instruction, and assessment, then click on ELA. Use feedback and various rubrics provided in the Write from the Beginning (Response to Literature Spiral Notebook page. 134) as checkpoints through the writing process. Other Writing Activities

Narrative Expository Response to Literature 4.4.1 Describe a favorite recipe made by your family. Describe your recipe, include materials needed, and steps in the procedure of how to create the recipe. 4.4.5 Write an adventure story that takes place in another country.

4.4.2 How do you pink dolphins compare to other dolphins you know about. Use text evidence and other online resources to support your comparison.

4.4.3 After reading Navajo Code Talkers explain the secret codes the talkers used. What are secret codes we use today? Use detailed information to explain two to four secret codes. 4.4.5 Explain how Seeker of Knowledge is structured. Why do you think the author structured it this way?

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Unit 4: Resources


READING STREET DIGITAL RESOURCES www.pearsonrealize.com Pearson Pearson Realize is the online portal for Reading Street digital resources, with access to the online Teacher and Student editions, leveled reader database, online lesson planner, Success Tracker (the online assessment system), and our robust Digital Path. Requires a username and password created upon registration with an access code. www.mypearsontraining.com Complimentary online training for Reading Street, My Sidewalks, DRA2, Pearson Realize, and more. Online tutorials are available 24/7. FAQ and webinars also available. www.pearsonschool.com As the leader in educational publishing, Pearson is committed to working with you to get great results for schools, for teachers, and, most of all, for students. View research documents, author information, correlations, and more.

• Thinking Maps • Great Source • Write on Track • Write from the Beginning and Beyond • Bridge to Common Core located on pearsonsuccessnet.com under

Teacher Resources • Readworks.org • Newsela.com • Scoop.it.com Common Core Resources • Appendix A: Glossary and Examples




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Interdisciplinary Connections Story: The Case of the Gasping Garbage Connection: science Leveled Readers:

• Advanced: What in the World is That? • On Level: Mysterious Monsters • Below Level: Mini Microbes

Possible Activity(ies): • Have students research one of the people or monsters in the book.

Have students research and write a report about the Exxon Valdez oil spill. Story: Encantado: Pink Dolphin of the Amazon Connection: Science Leveled Readers:

• Advanced: How does Echolocation Work? • On Level: Come Learn about Dolphins • Below Level: Dolphins: Mammals of the Sea

Possible Activity(ies): • Have students research other dolphins that are not mentioned in the book. Then have students compare and contrast one of them with the

Encantado dolphin. Story: Seeker of Knowledge Connection: Social Studies Leveled Readers:

• Advanced: Navajo Code Talkers • On Level: Code Breakers: Uncovering German Messages • Below Level: The Rosetta Stone

Possible Activity(ies): • Have students pretend they are code breakers working in Bletchley Park. Have them write a short story about the experience.

Have students imagine they are Code Talkers in battle. Prompt them to write a fictional letter to their family on the reservation. Suggest that students imagine they are Chavez and prepare speeches to the workers encouraging them to use nonviolent means.

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Interdisciplinary Connections Story: Navajo Code Talkers Connection: Social Studies Leveled Readers:

• Advanced: Alexander Graham Bell • On Level: The Super Secret Surprise Society • Below Level: Speaking in Code

Possible Activity (ies): Read “Secret Codes” in teacher read aloud. Then introduce the term “cuneiform” and have students write their names on play dough in cuneiform. Resource: http://oi.uchicago.edu/OI/MUS/ED/TRC/MESO/writing_a.pdf


Unit 4 Where Will Our New Adventures Take Us? *What is a Lucky Adventure? Night Search by Kate Chamberlin (Parent Liaison has a copy)

A simple camping trip can be a new adventure for someone who is blind and trying to be more independent.

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http://oi.uchicago.edu/OI/MUS/ED/TRC/MESO/writing_a.pdf

Unit 5: Adventure from Air, Land, and Water Unit 5: AZCCRS

Grade Level Unit #5 Adventure from Air, Land, and Water Arizona’s College and Career Ready Standards

Reading Foundational Skills 4.RF.3 4.RF.4 4.RF.4a 4.RF.4b

Know and apply grade level phonics and word analysis skills in decoding words. Read with sufficient accuracy and fluency to support comprehension.

Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Reading Literature 4.RL.2 4.RL.3

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

Reading Informational Text 4.RI.1 4.RI.2 4.RI.5 4.RI.6 4.RI.8

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the

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

Speaking and Listening 4.SL.1a 4.SL.1b 4.SL.1c 4.SL.4

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


link to the remarks of others. 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.

Language 4.L.1 4.L.1d 4.L.1e

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases.

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Grade Level Unit #5 Adventure from Air, Land, and Water Arizona’s College and Career Ready Standards

Language (continued) 4.L.1f 4.L.1g 4.L.2d 4.L.3 4.L.3a 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5c 4.L.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Correctly use frequently confused words (e.g., to, too, two; there, their).* Spell grade-appropriate words correctly, consulting references as needed. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions or states of being and that are basic to a particular topic.

Writing 4.W.1 4.W.1a 4.W.1b 4.W.3 4.W.3a 4.W.3c 4.W.3d 4.W.4

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event


naturally. 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. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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Enduring Understandings (Grade.Unit.Week) What makes an adventure?

Essential Questions Key Concepts 4.5.1: Smokejumpers How can we prepare for emergencies? 4.5.2: Lost City What surprises can happen on an expedition? 4.5.3: Cliff Hanger What does it take to be a hero? 4.5.4: Antarctic Journal What does a person sacrifice to explore the unknown? 4.5.5: Moonwalker What are the risks of walking on the moon?

Text-Based Comprehension Vocabulary Concepts

Skills 4.5.1: Author’s Purpose 4.5.2: Compare/Contrast 4.5.3: Literary Elements 4.5.4: Main Idea/Supporting Details 4.5.5: Draw Conclusions Strategies 4.5.1: Important Ideas 4.5.2: Visualize 4.5.3: Story Structure 4.5.4: Text Structure 4.5.5: Monitor/Clarify

Skills 4.5.1: Homographs 4.5.2: Greek and Latin Roots 4.5.3: Unfamiliar Words 4.5.4: Greek and Latin Prefixes 4.5.5: Synonyms Strategies 4.5.1: Dictionary/Glossary 4.5.2: Word Structure 4.5.3: Context Clues 4.5.4: Word Structure 4.5.5: Context Clues

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Student Friendly Objectives 4.5.1: I can explain how an author uses facts and opinions to support the text. 4.5.2: I can compare and contrast two or more events or topics in a text. 4.5.3: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.5.3: I can find the theme in a text. 4.5.3: I can deeply describe characters from a text. 4.5.4: I can refer to details and examples in a text to explain what the text says. 4.5.5: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. Use the objectives/standards provided on the page above and begin with student directed phrases such as:

The student will…

I can…

You can also access “Student Friendly” language through the following website:http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/11/25/i-can-common-core-fourth-grade/

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Unit 5: Vocabulary

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Vocabulary (Grade.Unit.Week) 4.5.1 Smokejumpers 4.5.2: Lost City 4.5.3: Cliff Hanger 4.5.4: Antarctic Journal 4.5.5: Moonwalker


4.5.1: concentrating, dedication, essential, method, parachute, steer, underbrush, wind 4.5.2: curiosity, glorious, granite, ruins, terraced, thickets, torrent 4.5.3: coil, descent, foresaw, rappel, ridge, shaft, trekked, void 4.5.4: anticipation, continent, convergence, depart, forbidding, heaves, icebergs 4.5.5: loomed, rile, runt, staggered, summoning, taunted, trench, trudged

4.5.1: explicit purpose, implicit purpose, adjectives, articles, multisyllabic words, expository text 4.5.2: journal entry, adverbs, double consonant, literary nonfiction, legend, personal essay, radio announcement 4.5.3: theme, comparative adjectives, superlative adjectives, imagery, realistic fiction 4.5.4: details, time order words, word choice, SQP3R 4.5.5: draw conclusions, preposition, prepositional phrase, point of view, word origin, science fiction, stanza, onomatopoeia, symbolism

Amazing Words

4.5.1: generator, deserted, hurricane watch, dangerous, fire escape, medical, first aid, ignite, wildfires, gear 4.5.2: region, cultivate, adobe, highland, gigantic, century, culture, legend, research, records 4.5.3: extraordinary, decency, courage, valiant, admirable, individual, protect, secure, generous, flood 4.5.4: frigid, survived, wily, supply, obstacle, conquer, durable, venture, confident, rugged 4.5.5: crater, astronomers, probes, launch, telescopes, spacewalk, dusty, spacesuit, gravity, geologists

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Unit 5: DOK



Illustrate and label a picture of one of your favorite places.

Make a brochure about a place you’ve been to.

Create a 2 minute commercial convincing others to visit a place of your choice. Present to class.

Design a trip to a place you’ve never been. Plan how much money you would need and what you would see while you’re there.


• Prepare a report about an area of study. • Make a booklet about 5 rules you see as important and

convince others that it is important. • Design a questionnaire to gather information about

something that is a mystery in nature. • Write or explain a task that requires the altering of a

message to fit a particular audience.

• Apply information to solve ill-defined problems in novel situations.

• Tasks that require students to make multiple strategic and procedural decisions as they are presented with new information throughout the course of the event.

• Conduct an internship in industry where students are faced with real-world, unpredicted problems.

• Plan a mystery reader’s theater. • Retell one of the stories from a different character’s point of

view.

Illustrate and label a picture of one of your favorite places.

Make a brochure about a place you’ve been to.

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Unit 5: Assessment



Test Results



Group Test




Analysis Assessment




Analysis Assessment





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Sample Performance Tasks (Grade.Unit.Week) Reading Street 4.5.1: Informational/Explanatory description: After reading “Smoke Jumpers”, create a sign to put in a campsite that describes the dangers of camp fires. Support your discussion with evidence from the text. 4.5.1: Write a procedure that would be used in case of an emergency in your home or school. 4.5.2 Informational/Explanatory description: After reading “Lost City”, write an essay in which you describe how Hiram Bingham found the ancient ruins of Machu Picchu. Support your discussion with evidence from the text. 4.5.2: Create a journal entry about an archaeological expedition and the surprises that occurred. 4.5.3: Research and write an informational report on a heroic person in history (dead or alive). 4.5.4: Write a letter to an explorer and ask him/her what sacrifices he/she has made 4.5.5: Research the dangers the astronauts faced when the landed and walked on the moon 4.5.5: Argumentation/Evaluation After reading “A Walk on the Moon” write a narrative from the perspective of Neil Armstrong where he explains to 4th grade students why space exploration is important for humankind. Rubrics for these tasks can be found at http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf Sleuth 4.5.1 Sleuth Performance Task: Prove it! Have students work with a partner to create Disaster Prepardness posters. Students posters should include tips for staying safe during a variety of emergency situations. Encourage students to create a bulleted list of tips. . 4.5.2: Sleuth Performance Task: Prove it! Have students research what they could see and do on a visit to Pompeii. Ask them to create a travel brochure or web page to explain what tourist can find there. Remind students to name facts in their travel brochures or on their web pages.

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Sample Performance Tasks (Grade.Unit.Week) 4.5.3: Sleuth Performance Task: Prove it! Have students work with a partner. Ask them to research how to administer CPR or some other first-aid procedure. Have them use the information that they find to create a “How to” poster to show others the steps to follow in case of emergency. Remind students to state the steps clearly so they are easy for the reader to follow. 4.5.4: Sleuth Performance Task: Prove it! Have students imagine that they are one of Shackleton’s crew members. Ask them to think about what it would have been like to be stranded on Elephant Island for such a long time in the freezing cold. Ask them to write a diary entry about their experience. Remind students to revisit the text for details that they can include in their diary entries. 4.5.5: Sleuth Performance Task: Prove it! Have students draw a diagram of what they think a finished model of the Lunar Electric Rover will look like. Encourage them to use details from the text to help them complete their drawings. Have students label the different parts of the Lunar Electric Rover.

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Suggested Activities Suggested Activities:

4.5.1: Make a list of everything you would need in an emergency preparedness kit. Gather those items and keep it somewhere safe in your house. 4.5.2: Draw a picture of what you think Machu Picchu would’ve looked like when people still lived there. 4.5.3: Write letters of appreciation to your local fire department or police station for helping to keep us safe. 4.5.4: Write a travelog from a pretend trip to Antarctica. Include both journal entries and pictures. 4.5.5: Make a moon rock out of drying clay. Paint it.

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Necessary Vocabulary / Phrases for Writing Narrative:

• Effective technique • descriptive details/ sensory details • orient the reader / clear event se2quence • convey experiences • use precise language • narrative techniques (dialogue, description, and pacing)

Research:

• investigation of different aspects on the topic • relevant evidence • summarize • paraphrase • sources: cite sources / use multiple sources

Response to Literature:

• draw evidence from literary or informational texts • support analysis, reflection, research • compare/ contrast • claims

Opinion:

• organizational structure / logically ordered reasons • writer’s purpose’ • point of view • sample linking words / transitions: consequently, specifically

Informative / Explanatory:

• explain how an author uses reasons and evidence • general observation and focus • facts • concrete details • quotations • domain specific vocabulary / precise language • sample linking words / transitions: in contrast, especially

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Write from the Beginning and Beyond Unit 5: Literary Analysis

Writing Prompt: What do the author’s want us to know about what makes an adventure? How do they get their message across to the reader? Draw evidence from two or more texts in Unit 5 to support your answer.

• When you write your essay remember to show your understanding of the question. • Support your ideas by referring to the stories and what you already know • Remember to edit for spelling, grammar, punctuation, and capitalization.

Step 1 - Brainstorm: Have students brainstorm using a circle map that relates to the prompt, what makes an adventure? Be sure to include information on land, air, and water adventures. Step 2 - Sequence for Writing: Using a tree map, create three branches land adventures, air adventures, and water adventures. Step 3 – Extend with Details: Have students add two to three details defining adventures under each branch. Step 4 – Organizational Frame for Responding: Have students create four sections Flow Map which will include the following information:

• Top Box – Name the story and tell what it is about. • Second Box – Answer the question. • Third Box – Details from the tree map to support your answer. • Fourth Box – How did the message get across to the reader?

Step 5 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about. Step 6 – Write: Write your story by taking your information off of the Flow Map. Mini Lessons: By using the Write from the Beginning (Response to Literature – pages 14-32: Teachers can provide support so students are able to select the appropriate thinking map to respond to literature, suggestions: Suggested Models for responding to literature are on pages: 101-134 Create a Bubble Map to describe one of the character from the story. Create a Flow Map showing how the main character evolved during the story. Create a Double Bubble Map to show how two characters in the story are alike and different. Create a Circle Map split into four parts to define a character specifically pertaining to quotes, change, events, and opinion. Create a Multi-Flow Map to record actions for a character and the reasons for those actions.

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Write from the Beginning and Beyond Create a Tree Map to summarize story elements. Create a Brace Map for describe the setting of the story. Create a Bridge Map to record, evaluate, and interpret literary devices in a piece of literature. Final Writing pieces can be assessed using the Holistic Writing Rubric from the portal, under departments, curriculum, instruction, and assessment, then click on ELA. Use feedback and various rubrics provided in the Write from the Beginning (Response to Literature Spiral Notebook page. 134) as checkpoints through the writing process. Other Writing Activities

Narrative Prompt Research Prompt Literary Analysis 4.5.1 Using precise language to explain your explain your experience as a fire fighter. Write a fantasy story about fighting a fire.

4.5.2 After investigating different aspects of the topic ancient cities, have students summarize what they learned about how ancient cities were found. 4.5.4 The author describes Antarctica as the most forbidding region on earth. Support this statement by provide relevant evidence to agree or disagree with this statement.

4.5.3 What are three character traits that best describe Axel, provide at least two details from the stories to support each of the traits. 4.5.5 Is Moonwalkers a suitable title for this piece of writing, why or why not? Use details from the text to support your response.

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Unit 5: Resources DVUSD Adopted Resource Additional Resources



• Thinking Maps • Great Source • Write on Track • Bridge to Common Core located on pearsonsuccessnet.com

under Teacher Resources • Readworks.org • Newsela.com • Scoop.it.com Common Core Resources • Appendix A: Glossary and Examples




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DVUSD Adopted Resource Additional Resources

COMMON CORE RESOURCES www.corestandards.org Common Core State Standards Initiative official website for language arts and mathematics. www.commoncore.pearsoned.com Pearson offers complete and cohesive support to implement the new Common Core State Standards and provide the easiest possible transition. Pearson combines the resources and expertise of the world’s leading assessment company with evolving and continually improving instructional materials, content experts, and professional development to help teachers and your students succeed at every step along the way. Resources include ongoing free webinars from authors of the Common Core State Standards. www.textproject.org Freddy Hebert’s Text Project supports teachers with research and practical advice about how to provide readers the right kinds of texts, with special focus on text complexity. The Common Core State Standards (CCSS) represents the first time that a standards document has paid special attention to text complexity. This website provides tools and strategies for teachers supported by current research. www.parcconline.org The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 23 states plus the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

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Interdisciplinary Connections Story: Lost City: The Discovery of Machu Picchu Connection: Social Studies Leveled Readers:

• Advanced: Meet the Maya • On Level: Pompeii, the Lost City • Below Level: Let’s Get to Know the Incas

Possible Activity(ies): • Have students compare and contrast the Mayans with the Incans.

Story: Moon Walk Connection: Science Leveled Readers:

• Advanced: Life on Mars the Real Story • On Level: Code Breakers: To the Moon • Below Level: Stewart’s Moon Suit

Possible Activity(ies): • Have students research about Mars and Mars exploration. • Encourage students to look up NASA and research about space and space travel.

Story: Antarctic Journal Connection: Science Leveled Readers:

• Advanced: Danger! The World is Getting Hot! • On Level: Let’s Explore Antarctica • Below Level: Plants and Animals in Antarctica

Possible Activity(ies): • Research global warming and how it affects various ecosystems.

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Unit 6 What does it take to achieve dreams or a goal? *How can words change people’s lives?

Spread the Word to End the Word www.r-word.org Fact sheet available. This is a student driven project effort of Special Olympics http://www.r-word.org/r-word-resources.aspx

*How does one person’s view of the world affect others?

MacLauchlan, Patricia. Through Grandpa's Eyes. New York, NY: Harper and Row, 1983. (DVUSD) Summary: A young boy learns a different way of "seeing" the world from his blind grandfather. Disability Rights Movement, Deborah Kent (DVUSD Library) Traces the development of the disability-rights movement in fighting discrimination against the handicapped and in securing civil rights for the disabled. Views from Our Shoes: Growing up with a Brother or Sister with Special Needs Edited by Daniel Meyer (DVUSD Library) A collection of essays in which siblings share their experiences as the brother of sister of someone with a disability. Children between the ages of four and eighteen relate the good and bad things about having a sibling with a special need such as autism, cerebral palsy, ADD, and Down syndrome.

Interdisciplinary Connections • Story: Smoke Jumpers Life Fighting Fires Connection: Social Studies Leveled Readers:

• Advanced: The Heyerdahl’s Incredible Raft • On Level: The Grizzly Bear Hotshots

Below Level: Putting a Stop to Wildfires Possible Activity(ies):

• Ask students to make a list of what they would put in their own home emergency kit. Afterwards go to the following website to get additional ideas: http://www.ready.gov/kids/build-a-kit

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http://www.r-word.org/

http://www.r-word.org/r-word-resources.aspx


*How can our abilities influence our dreams and goals? Thank You Mr. Falkner, Patricia Police DVUSD Library 4.1 At first, Trisha loves school, but her difficulty learning to read makes her feel dumb, until, in the fifth grade, a new teacher helps her understand and overcome her problem.

Unit 5 What makes an adventure? *What does it take to be a hero?

**Be a modern day hero, fund raise, and volunteer for the causes you love Https://www.everydayhero.com/specialoympics Winners Never Quit, Nathan Aanseng (DVUSD Library) Brief biographies of 10 athletes who achieved greatness while overcoming a handicap or misfortune. Includes Bobby Clarke, Wes Unseld, Rocky Bleier, John Hiller, Kitty O'Neill, Lee Trevino, Tom Dempsey, Larry Brown, Ron LeFlore, and Tommy John. Hero of Lesser Causes, Julie Johnston (DVUSD library) In 1946 twelve-year-old Keely is devastated when her older brother Patrick is paralyzed by polio, and she starts a campaign to reawaken his waning interest in life.

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https://www.everydayhero.com/specialoympics

Unit 6: Reaching for Goals Unit 6: AZCCRS

Grade Level Unit # 6 Reaching for Goals Arizona’s College and Career Ready Standards




Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in a text; summarize the text. Describe in depth a character, setting, or event, in a story or drama, drawing a specific details in the text.

Reading Informational Text 4.RI.1 4.RI.2 4.RI.3 4.RI.5 4.RI.7

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,

using language that pertains to time, sequence, and cause/effect. Describe the overall structure.

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.

Speaking and Listening 4.SL.1b 4.SL.1c 4.SL.2 4.SL.3 4.SL.4


link to the remarks of others. Paraphrase portions of a text read aloud or information presented in diverse media and formats. 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.

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Language 4.L.1 4.L.1f 4.L.2 4.L.2a 4.L.2b 4.L.2c 4.L.2d 4.L.3b 4.L.4 4.L.4a 4.L.4b 4.L.4c 4.L.5c 4.L.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed. Choose punctuation for effect. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing

flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Demonstrate understanding of words by relating them to their opposites and to words similar but not identical meanings. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Writing 4.W.1a 4.W.2 4.W.2a 4.W.3 4.W.3a 4.W.3b 4.W.3d 4.W.4 4.W.9

. 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. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event


naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Use concrete words and phrases and sensory details to convey experiences and events precisely. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Enduring Understandings (Grade.Unit.Week) What does it take to achieve our goals and dreams?

Essential Questions Key Concepts 4.6.1: My Brother Martin How can words change people’s lives? 4.6.2: Jim Thorpe’s Bright Path How can our abilities influence our dreams and goals? 4.6.3: How Tia Lola Came to Visit Stay How can one person’s view of the world affect others? 4.6.4: A Gift from the Heart Why do people choose to make sacrifices? 4.6.5: The Man Who Went to the Far Side of the Moon How do the achievements of others influence our dreams?

Text-Based Comprehension Selection Vocabulary

Skills 4.6.1 Cause/Effect 4.6.2 Fact/Opinion 4.6.3 Sequencing 4.6.4 Generalize 4.6.5 Graphic Sources

Strategies

4.6.1 Questioning 4.6.2 Summarize 4.6.3 Inferring 4.6.4 Predict/set purpose 4.6.5 Background knowledge

Skills: 4.6.1 Root Words 4.6.2 Multiple Meaning Words 4.6.3 Unfamiliar Words 4.6.4 Unfamiliar Words 4.6.5 Multiple Meaning Words Strategies 4.6.1 Word Structure 4.6.2 Dictionary/Glossary 4.6.3 Context Clues 4.6.4 Context Clues 4.6.5 Context Clues

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Student Friendly Objectives 4.6.1: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.6.1: I can use cause and effect of events in a text to help me better understand it. 4.6.2: I can explain how an author uses facts and opinions to support the text. 4.6.3: I can take events from a text and explain what happened and why. 4.6.4: I can refer to details and examples in a text to explain what the text says and draw conclusions/inferences from it. 4.6.5: I can learn new information from graphic sources. Use the objectives/standards provided on the page above and begin with student directed phrases such as:

The student will… or I can…



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Unit 6: Vocabulary

Vocabulary (Grade.Unit.Week)

4.6.1: My Brother Martin 4.6.2: Jim Thorpe’s Bright Path 4.6.3: How Tia Lola Came to Visit Stay 4.6.4: A Gift from the Heart 4.6.5: The Man who went to the Far Side of the Moon


Tier II

4.6.1 ancestors, avoided, generations, minister, numerous, pulpit, shielding 4.6.2 boarding school, dormitory, endurance, manual, reservation, society 4.6.3 affords, colonel, glint, lurking, palettes, quaint, resemblance 4.6.4 abundance, backdrop, ceremonial, drought, graze, shock 4.6.5 astronauts, capsule, hatch, horizon, lunar, module, quarantine

4.6.1: cause, effect, schwa, conjunctions, mood, biography, notes, essays 4.6.2: topic sentence, capitalization, chronological order, abbreviations, draft 4.6.3: expression, introductory words, realistic fiction, guide words, vivid words, autobiography 4.6.4: punctuation cues, quotations, quotation marks, actor, drama, persuasive essay, wordiness 4.6.5: graphic sources, background knowledge, titles, text features, silent consonants, narrative nonfiction, idiom, expository text, meter, stanza, imagery.

Amazing Words 4.6.1 integrate, demonstrating, sensitive, remarks, peaceful, liberties, fairness, laws, pride, equal 4.6.2 hurdle, rival, confident, barrier, athletic, artistic, resolve, patience, leadership, cooperation 4.6.3 recognize, gestures, focused, confused, customs, headdress, native, discouraged, positive, example 4.6.4 determined, education, progress, accomplish, career, apply, headway, distinguish, benefits, compete 4.6.5 missions, weightlessness, feeble, nauseous, spacecraft, journey, resolute, planets, satellite, atmosphere



Pick one famous scientist and write a biography about the person. Include how, what, when, where, and why they are important.

Describe a cause (what caused someone to make something) and effect (the effect the invention had on the world) for a famous scientist.

Compare and contrast the goals and accomplishments of two famous scientists. Use a double bubble map or a simple 3 column organizer.

Choose one person from the 100 most influential people in history list. Analyze multiple sources and create a timeline on the person focusing on what it took for them to reach their goals.


• Prepare and conduct a debate. • Devise a way to set a goal and how to achieve it. • Form a panel to discuss the view points of a topic. (civil

rights, space exploration, etc.) • Design a newspaper on a topic. (civil rights, space

exploration, goals, etc.)

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Unit 6: DOK

Unit 6: Assessments 113 JC rev. 7/27/16



Test Results



Group Test




Analysis Assessment




Analysis Assessment





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Sample Performance Tasks (Grade.Unit.Week) Reading Street: 4.6.1: Informational/description After researching a person who has spoken and written about equal rights in the United States, write a biography on this person in which you explain how they helped society deal with inequality. Use evidence from your research to support your discussion. 4.6.1: Research people who have spoken and written about equal rights in the United States. 4.6.2: Research someone that has faced a challenge and still achieved their dreams and goals. 4.6.3: Informational/description After reading “How Tia Lola Came to Visit Stay” and researching cultural traditions, create a play for 3-4 characters that re-enacts a cultural tradition of your choice. Use evidence from the text and research in your play. 4.6.3: Create a skit of a cultural tradition in our community. 4.6.4: Argumentation/Problem-Solution After reading “A Gift from the Heart”, write an essay in which you identify the problem experienced by the tribe and propose your own solution. Is your solution better that the one offered by the Great Spirit? Use evidence from the text to support your argument. 4.6.4: Create a brochure telling why people choose to make sacrifices. 4.6.5: Make a poster or PowerPoint on someone who has achieved something great. Sleuth: 4.6.1: Sleuth Performance Task: Prove it! Have partners research this time period in American history. Have them create a brochure that they might pass out to visitors at Gettsburg National Cemetery. Remind students to include facts in their brochures about the Gettusburg area. 4.6.2: Sleuth Performance Task: Prove it! Have students work with a partner to create an asthma awareness poster. Their poster should include symptoms and treatment of asthma, famous sufferers of asthma and the steps to follow in the event of an asthma attack. Encourage stduents to do research for their poster, using the internet or books from the library. 4.6.3: Sleuth Performance Task: Prove it! Have students work with a partner. Ask partners to think about the positive and negatives points of moving to a new country. Have them write their lists. Encourage students to think carefully about Shira’s point of view as they create their lists.

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Sample Performance Tasks (Grade.Unit.Week) 4.6.4: Sleuth Performance Task: Prove it! Have students think of something they would like to buy. Ask them to write reasons to buy what they want now and reasons to wait to buy something else later. Encourage students to list their most convincing reasons first. 4.6.5: Sleuth Performance Task: Prove it! Have students work in a small group to role-play how to be a good role model to younger students. Have them use details from the story. Encourage students to teach specific lessons to younger students, such as how to be a responsible citizen in the cafeteria.

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Suggested Activities (Grade.Unit.Week) 4.6.1: Make a comic book of Dr. Martin Luther King Jr.’s life. 4.6.2: Create a new Olympic sport that all people can participate in. 4.6.3: Write a skit using three characters from the story. 4.6.4: Make a plan to donate your old toys and clothes to people in need. Encourage your classmates or school to do the same. Organize a time when everyone can donate their items. 4.6.5: Research the food astronauts eat while in space. Come up with a new food that would last while they are there and that they would enjoy. *Poetry – pp. 474-476 TE Cover Lyrical Meter/Imagery/Stanzas/Tone

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Unit 6: WFTBB / Additional Writing Suggestions Write from the Beginning and Beyond

Unit 6: Opinion Writing Prompt: In your opinion, what does it take to achieve a goal or a dream? Create an organized piece supporting your point of view. Provide reasons that are supported by facts and details. Link opinion and reason using words and phrases. Remember to edit for spelling, grammar, punctuation, and capitalization. Step 1 - Brainstorm: In a circle map, have students brainstorm their ideas of what it takes to achieve a goal or dream. Step 2 - Sequence for Writing: Using a flow map have students place their two or three most important ideas it takes to achieve a goal or dream. Write an opening paragraph that introduces the topic and states an opinion. Step 3 – Extend with Details: Ask students to tell the reader more about each of the ideas that you are going to write about. Add reasons to support their opinion in their flow map. Step 4 – Select Transition Words and Phrases: Have students add transition words or phrases (e.g., for instance, in order to, in addition) to connect opinion and reasons. Add these words to the top of the boxes of the flow map. Step 5 – Write a Closing Paragraph: Students will write a concluding statement related to the opinion presented. Step 6 – Orally Rehearse using the Flow Map: Students will get together with two or three other people, using their flow map to tell what they are going to write about. Step 7 – Write: Write your opinion piece by using the information off of the Flow Map. Mini Lessons: By using the Write from the Beginning (Yellow Binder - pages: 323-356) Teachers can provide mini-lessons related to a focus based on the needs of students related to the topics of: Motivation Basic Structure Transition Feelings/Emotions Step by Step Replay Inner Thoughts/Dialogue Well Thought Out Leads Suspense, Humor, and Drama Precise Language

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Write from the Beginning and Beyond Strong Verbs Figurative Language Supporting Details Authentic Voice Final Writing pieces can be assessed using the DVUSD Rubric located on the portal Use feedback and various rubrics provided in the Write from the Beginning (Yellow Binder - pages: 358-363) as checkpoints through the writing process. Other Writing Activities

Narrative Prompt Informative/Explanatory Prompt Literary Analysis Prompt 4.6.2 Think back to a book you recently finished, give an opinion about the book linking reasons and opinions. 4.6.4 Remember a time when you had to give up something that was important to you. Convey your experience by explaining, if it was hard to make this sacrifice, why did you do it, and would you make the sacrifice again based on the outcome you experienced?

4.6.1 Write a cause and effect essay about something that happened in history, explaining what happened and why it happened. 4.6.5 Research one influential space launch in history. Use concrete details to describe important events in logical order in which they occurred.

4.6.3 Write about your understanding of the story How Tia Lola Came to Visit. Support your ideas by referring to the story and from what you already know.

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Unit 6: Resources DVUSD Adopted Resources Additional Resources



• Thinking Maps • Great Source • Write on Track • Bridge to Common Core located on pearsonsuccessnet.com

under Teacher Resources • Readworks.org • Newsela.com • Scoop.it.com Common Core Resources • Appendix A: Glossary and Examples




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Interdisciplinary Connections Story: My Brother Martin Connection: Social Studies Leveled Readers:

• Advanced: The Women’s Movement • On Level: The Civil Rights Movement • Below Level: We Shall Overcome

Possible Activity(ies): • Compare and Contrast the Women’s Rights and Civil Rights movements.

Show a portion of a documentary series about the Civil Rights movement. Story: Jim Thorpe’s Bright Path Connection: Social Studies Leveled Readers:

• Advanced: Jim Thorpe: The World’s Greatest Athlete • On Level: Becoming a Melting Pot • Below Level: The Sauk and Fox

Possible Activity(ies): • Research contributions made by African Americans, Native Americans, or Immigrants.

Story: The Man Who Went to the Far Side of the Moon Connection: Science Leveled Readers:

• Advanced: The Mysteries of Space • On Level: One Giant Leap • Below Level: Earths Closest Neighbor

Possible Activity(ies): Have students right brief reports about other Astronauts or Astronomers that contributed to the exploration of space. Story: A Gift from the Heart Connection: Science Leveled Readers:

• Advanced: The show must go on! • On Level: Birthday Surprise • Below Level: To be a Star

Possible Activity(ies): List three things you can do to conserve water and prepare for a drought. List three signs of drought that you can see in the landscape.

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Unit 6 What does it take to achieve dreams or a goal? *How can words change people’s lives?

Spread the Word to End the Word www.r-word.org Fact sheet available. This is a student driven project effort of Special Olympics http://www.r-word.org/r-word-resources.aspx

*How does one person’s view of the world affect others?

MacLauchlan, Patricia. Through Grandpa's Eyes. New York, NY: Harper and Row, 1983. (DVUSD) Summary: A young boy learns a different way of "seeing" the world from his blind grandfather. Disability Rights Movement, Deborah Kent (DVUSD Library) Traces the development of the disability-rights movement in fighting discrimination against the handicapped and in securing civil rights for the disabled. Views from Our Shoes: Growing up with a Brother or Sister with Special Needs Edited by Daniel Meyer (DVUSD Library) A collection of essays in which siblings share their experiences as the brother of sister of someone with a disability. Children between the ages of four and eighteen relate the good and bad things about having a sibling with a special need such as autism, cerebral palsy, ADD, and Down syndrome.

*How can our abilities influence our dreams and goals? Thank You Mr. Falkner, Patricia Police DVUSD Library 4.1 At first, Trisha loves school, but her difficulty learning to read makes her feel dumb, until, in the fifth grade, a new teacher helps her understand and overcome her problem.

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http://www.r-word.org/

http://www.r-word.org/r-word-resources.aspx

Expanded Scoring Rubric for Analytic and Narrative Writing

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading Comprehension

Key Ideas & Details **Do not use this section

for Narrative Task**

* Accurately references the text * Cites text evidence * Shows extensive comprehension of text

* Mostly accurate reference of the text * Cites text evidence * Shows basic comprehension of the text

* Minimal accurate reference of the text *Cites text evidence * Shows limited comprehension of text

* Inaccurate or no analysis of text * Shows little to no comprehension of text

Writing

Written Expression Development of Ideas

* Effectively addresses the prompt * Effective development of claim * Reasoning, details, description * Largely appropriate purpose, audience

* Addresses the prompt * Some development of claim * Reasoning, details, description * Somewhat appropriate purpose, audience

* Addresses the prompt * Limited development of claim *Limited in appropriateness purpose, audience

* Under- developed and inappropriate task, purpose, audience

Writing Written Expression

Organization

* Coherent, clear, cohesive *Strong intro and conclusion * Logical progression

* Somewhat coherent, clear, cohesive *Intro and conclusion * Logically grouped ideas

* Not very coherent, clear, cohesive * Unclear progression

* Lack of coherence, clarity, cohesion

Writing Written Expression Clarity of Language

* Effective style & tone * Mostly precise language * Descriptive words, sensory details, transitions, domain vocabulary

* Mostly effective style & tone * Some precise language * Descriptive words, sensory details, transitions, domain vocabulary

* Limited effective style & tone *Limited descriptions, sensory details, transitions, domain vocabulary

*Inappropriate style & tone * Lacks precise language

Writing

Knowledge of Language and Conventions

*Effectively edited *Minor errors

*Edited *Few errors

*Inconsistent *Patterns of errors

*Limited command *Multiple errors that are distracting

*No command of conventions *Frequent and varied errors *Difficult to understand

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District Rubric Conversion Charts (Grade 4)

District Rubric Conversion Charts Grades 4-5 Research and Literary Analysis Conversion Chart Narrative Task Conversion Chart

Point Totals 5 Criteria Percentage

16 95- 100%

15 94%

14 88%

13 84%

12 80%

11 76%

10 72%

9 68%

8 64%

7 60%

6 56%

5 52%

Point Totals

3 Criteria Percentage

13 95-100%

12 92%

11 85%

10 77%

9 70%

8 65%

7 60%

6 55%

5 50%

This Conversion Chart has a heavy curve. To prevent a negative impact on student scores, the top tier of scores is calculated by direct math and the lower two-thirds of the scores are calculated with the curve. Please note: If student

receives a perfect rubric score of 20 or 16 respectively, it is up to teacher discretion to assign the grade between 96% and 100%.

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