English Language Arts - · PDF fileAssess 2 Know 01/12/12 Unit 4 – Short Stories –...
Transcript of English Language Arts - · PDF fileAssess 2 Know 01/12/12 Unit 4 – Short Stories –...
Curriculum Map - 2011-2012- Grade 4 - 2 -
Word StudyPhonicsSpellingHigh Frequency WordsWord Parts
Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing
Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading
Curriculum Map - 2011-2012- Grade 4 - 3 -
Year at a Glance – ELA Elementary Comprehensive Curriculum – LPSS 2011-2012
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Unit 3 - Rhythm and
Rhyme Time
08/15–09/15
Unit 1 – A World of Books
08/15 – 09/30
Unit 1 – Let’s Read
8/15 – 10/7
Unit 1 – Let’s Read
08/15-09/09 Assess 2 Know 09/15/11
Unit 1 – Read All About It
08/15-09/09 Assess 2 Know 09/15/11
Unit 1 – Folktales: Tall Tales and Legends
08/15-09/30 Assess 2 Know 10/07/11
Unit 5 - A Look into Books
09/19 – 10/21
Unit 2 – Put on Your Thinking Cap
10/03-10/28
Unit 3 – The Writing Process
10/10 – 11/10
Unit 3 – Write on Target
09/12 – 10/21 Assess 2 Know 10/28/11
Unit 2 – The Writing Process
9/12-10/21 Assess 2 Know 10/28/11
Unit 2 – Informational Articles/Reports
10/03 – 11/10 Assess 2 Know 11/18/11
Unit 1 – Learning About Me
10/24-11/18
Unit 3 – Let’s Read – Fairy Tales and Fables
10/31 – 12/20
Unit 6 – Reading and Writing Nonfiction
11/14-12/20
Unit 6 – Reading and Writing Nonfiction in Texts
10/24-11/18
Assess 2 Know 12/2/11
Unit 6 – Reading and Writing Nonfiction
10/24 – 11/18
Assess 2 Know 12/02/11
Unit 3 – Biography and Autobiography
11/14-01/12
Assess 2 Know 01/20/11
Unit 6 – The Author’s Chair
11/28-01/06
Unit 4 – Research Methods
01/04 –02/03
Unit 4 – Information Quest
01/04-02/03
Unit 4 – Resource Roundup
11/28-01/06 Assess 2 Know 01/12/12
Unit 4 – Research
11/28 – 01/06 Assess 2 Know 01/12/12
Unit 4 – Short Stories – Adventures
01/17-03/02
Assess 2 Know 03/08/12
Unit 2 – Exploring Written Languages
01/09-02/03
Unit 6-Discovering is Exciting-Reading/Writing Nonfiction
02/06–03/08
Unit 2 – Use Your Thinking Cap
02/06-03/23
Unit 2 – Thinking Critically
01/09-02/03 Assess 2 Know 02/10/12
Unit 3 - Critical Thinking
01/09 – 02/03 Assess 2 Know 02/10/12
Unit 5 – Poetry
03/05-04/04
Unit 4 – The Wonder of Words – Poetry
02/06-03/08
Unit 7 – How to Learn About People-
Autobiographies/Biographies 03/12 – 04/13
Unit 7 – People-Autobiographies/Biographies
03/26-04/20
Unit 7 – Who’s Who-Autobiographies/Biographies
02/06 –03/02
Assess 2 Know 03/08/12
Unit 7 – Autobiographies and Biographies
02/06 – 03/08
Assess 2 Know 3/16/12
Unit 6 – Novels
04/23 –05/24
Unit 7 – Multicultural Literature
03/12-04/13
Unit 5 – Poetry: Fun with Words
04/16 –0 5/24
Unit 5 – Poetry Is Art in Words
04/23-05/24
Unit 5 – Use Your Senses Through Poetry
03/05 – 04/04
Unit 5 – Poetry
03/12 – 04/04
Unit 8 – Listen, Speak, Write
4/16– 5/24
Unit 8 – Author Study
4/23-5/24
Unit 8 –Recommended By - Author Study
4/23 – 5/24
Curriculum Map - 2011-2012- Grade 4 - 4 -
Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements-Kindergarten - Fifth Grade
*** Use Benchmark Assessment Protocol established by district
Writing Portfolio Requirements -Kindergarten – Fifth Grade
NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Beginning of Year DIBELS Next
DIBELS Next DRA-
Instructional Level SFA - Roots
DIBELS Next DRA-
Instructional Level SFA – McGraw-Hill
DIBELS Next Rigby READS
Form A SFA – 4Sight
DIBELS Next Rigby READS
Form A SFA – 4Sight
DIBELS Next/AIMSweb Rigby READS
Form A SFA – 4Ssight
1st Quarter 12 Weeks (K)
Rigby Reading Pre-Screener/
Screener SFA - Roots
Benchmark Level C*** SFA - Roots
Benchmark Level I***
SFA – McGraw-Hill
Instructional Level (Benchmark if necessary)
SFA – 4Sight
Instructional Level (Benchmark if necessary)
SFA – 4Sight
Instructional Level (Benchmark if necessary)
SFA – 4Sight
2nd Quarter DIBELS Next
DIBELS Next Benchmark Level E*** SFA - Roots
DIBELS Next Benchmark Level J***
SFA – McGraw-Hill
DIBELS Next Rigby READS
Form B SFA – 4-Sight
DIBELS Next Rigby READS
Form B SFA – 4Sight
DIBELS Next/AIMSweb Rigby READS
Form B SFA – 4Sight
3rd Quarter 24 Weeks (K)
Benchmark Level B***
Benchmark Level G*** SFA - Roots
Benchmark Level K***
SFA – McGraw-Hill
Instructional Level (Benchmark if necessary)
SFA – 4Sight
Instructional Level (Benchmark if necessary)
SFA - 4Sight
Instructional Level (Benchmark if necessary)
SFA – 4Sight
End of Year DIBELS Next DRA – Instructional
Level SFA – Roots
DIBELS Next Instructional Level
SFA - Roots
DIBELS Next Instructional Level SFA – McGraw-Hill
DIBELS Next Instructional Level
SFA – 4Sight
DIBELS Next Instructional Level
SFA – 4Sight
DIBELS Next/AIMSweb Instructional Level
SFA 4Sight
Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.
1st Quarter 12 Weeks (K)
Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.
2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.
3rd Quarter 24 Weeks (K)
Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.
End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.
Curriculum Map - 2011-2012- Grade 4 - 5 -
# Prioritized Grade Level Expectations E- Essential I –Important C-Condensed E, I, C CC Units Notes
1 Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA-1-E1) I 6
2 Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) C All
3 Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as
dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1)
E All
4 Adjust speed of reading to accomplish purpose based on text complexity (ELA-1-E3) C 1,3
5 Identify a variety of story elements, including: E
a. the impact of setting on character 1,8
b. multiple conflicts 1,8
c. first- and third-person points of view 1,8
d. development of theme (ELA-1-E4) 1,8
6 Identify literary devices, including metaphor and hyperbole (ELA-1-E4) E 5
7 Answer literal and inferential questions about ideas and information in grade-appropriate texts in oral and
written responses (ELA-1-E5)
E 1,3,5,6
8 Connect information in grade-appropriate texts to prior knowledge and real-life situations in oral and
written responses (ELA-1-E6)
E 1,2,3,5,6,7
9 Increase oral and silent reading fluency and accuracy with grade-appropriate texts (ELA-1-E7) C All
10 Demonstrate oral reading fluency of at least 140 words per minute in fourth-grade text with appropriate
pacing, intonation, and expression (ELA-1-E7)
C All
11 Compare and contrast stories/tales from different cultures and explain the influence of culture on each tale
in oral, written, and visual responses (ELA-6-E1)
I 1,5,8
12 Identify a variety of types of literature, including poetry and short stories, in oral and written responses
(ELA-6-E2)
E 1,5
13 Identify and explain the defining characteristics of various types of literature, including the myth and the
legend (ELA-6-E3)
E 1
14 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as: E
a. sequencing events and steps in a process 4
b. explaining how the setting impacts other story elements, including the characters’ traits and
actions 1,8
c. using specific evidence from a story to describe a character's traits, actions, relationships,
and/or motivations 1,3,8
d. confirming or denying a prediction about information in a text 1,3,8
e. comparing and contrasting story elements or information within and across texts 1,2,6,7,8
f. identifying stated main ideas and supporting details 2,4
g. making simple inferences (ELA-7-E1) 3,7
15 Justify solutions to problems in texts by verifying, confirming, and supporting (ELA-7-E2) E 3
16 Distinguish an author’s purpose for writing, including entertaining, expressing an opinion, defending an
argument, or conveying information (ELA-7-E3)
I 2,3,5,6
Curriculum Map - 2011-2012- Grade 4 - 6 -
17 Explain in oral or written responses how an author’s life and times are reflected in a text (ELA-7-E3) C 1,5,8
18 Explain how an author’s purpose influences organization of a text, word choice, and sentence structure
(ELA-7-E3)
I 1,2,5,6,7
19 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies,
including:
E
a. supporting differences between fact and opinion with information from texts 3,6
b. skimming and scanning texts for various purposes (e.g., locating information, verifying
facts) 3,4,5,6
c. identifying cause-effect relationships in texts and real-life situations 3,6
d. generating questions to guide examination of topics in texts and real-life situations 1,3,4,7,8
e. explaining connection between information from texts and real-life experiences (ELA-7-E4) 1,3,5,6,7,8
20 Write compositions of at least three paragraphs organized with the following: E
a. a clearly stated central idea 2,6,7,8
b. an introduction and a conclusion 2,6,7,8
c. a middle developed with supporting details 2,3,6,7,8
d. a logical, sequential order 2,6,7,8
e. transitional words and phrases that unify points and ideas (ELA-2-E1) 1,2,4,5,6,
7,8
21 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences
(ELA-2-E1)
E All
22 Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and
information to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2)
E All
23 Develop grade-appropriate compositions by identifying and applying writing processes, including the
following:
E
a. selecting topic and form 2,4,5,6,7
b. prewriting (e.g., brainstorming, researching, raising questions, generating graphic
organizers) 1,2,3,4,5,6,
7
c. drafting All
d. conferencing with peers and teachers 1,2,4,5,6,7
e. revising based on feedback and use of various tools (e.g., LEAP21 Writer’s Checklist,
rubrics) 1,2,4,5,6,
7,8
f. proofreading/editing 1,2,4,5,6,
7,8
g. publishing using available technology (ELA-2-E3) 2,4,5,6,7,8
24 Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description,
narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4)
E All
25 Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5) I 5
26 Write for various purposes, including: C
a. formal and informal letters that follow a specific letter format, include relevant information, 3,8
Curriculum Map - 2011-2012- Grade 4 - 7 -
and use an appropriate closure
b. informational reports that include facts and examples and that present important details in
a logical order 1,4,7
c. book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) 2,3,4,5,6,
7,8
27 Write legibly in standard cursive or printed form, indenting paragraphs appropriately, using standard
margins, and demonstrating fluency (ELA-3-E1)
C 2,7,8
28 Use standard English punctuation, including apostrophes in contractions and in the possessive case of
singular and plural nouns (ELA-3-E2)
I 2,7
29 Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELA-3-E2) I 2,6,7,8
30 Write using standard English structure and usage, including: E
a. using active and passive voices of verbs 2,3,6,8
b. avoiding writing with sentence fragments and run-on sentences (ELA-3-E3) 2,7,8
31 Apply knowledge of parts of speech in writing, including: E
a. selecting and using common interjections appropriately All
b. identifying and using transitive and intransitive verbs correctly All
c. identifying and using verb tenses correctly, including present perfect, past perfect, and
future perfect All
d. using grade-appropriate irregular verb tenses correctly (ELA-3-E4) All 32 Use knowledge of root words, affixes, and syllable constructions to spell words (ELA-3-E5) C 7,8
33 Alphabetize to the fourth and fifth letters (ELA-3-E5) C 4
34 Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) C 1,3,4,5,6,7
35 Interpret, follow, and give multi-step directions (ELA-4-E2) C 4
36 Deliver presentations that include the following: C
a. information drawn from several sources and identification of the sources 3,4,6,7
b. effective introductions and conclusions 4,6
c. details, examples, anecdotes, or statistics that explain or clarify information 3,4,5,6,7
d. information selected to persuade or influence the audience (ELA-4-E4) 2,3,4,6
37 Demonstrate active listening strategies, including asking questions, responding to cues, and making eye
contact (ELA-4-E5)
C 1,2,4,5,6,7
38 Adjust speaking content according to the needs of the audience (ELA-4-E5) C 4,7
39 Listen to and critique messages such as advertising that are communicated in a variety of mediums,
including television and print (ELA-4-E6)
C 2,7
40 Identify the effectiveness and dynamics of group process and cooperative learning (ELA-4-E7) C
41 Locate information using organizational features of a variety of resources, including: E
a. electronic information such as keyword searches, passwords, and entry menu features 2,3,4,7,8
b. print materials such as indices, glossaries, table of contents, title pages, and map legends
(ELA-5-E1) 4
Curriculum Map - 2011-2012- Grade 4 - 8 -
42 Locate information using a broad variety of reference sources, including almanacs, atlases, newspapers,
magazines, and brochures (ELA-5-E1)
I 3,7,8
43 Evaluate the usefulness of information selected from multiple sources, including: C
a. library and online databases 4,7,8
b. electronic reference works 4,7,8
c. Internet information 2,3,4,8
d. community and government data 3,4,7
e. interviews 3,4
f. experiments 4,7
g. surveys (ELA-5-E2) 3,4
44 Use keywords and phrases to take notes from oral, written, and electronic media sources (ELA-5-E3) C 3,4
45 Paraphrase or summarize information from a variety of sources (ELA-5-E3) I 3,4,7,8
46 Construct simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) E 4,7
47 Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks) to revise and publish
book reviews and research reports (ELA-5-E4)
C 2,7
48 Create a list of sources (e.g., books, encyclopedias, online resources) following a specified format (ELA-5-E5) I 2,4,7,8
49 Define plagiarism (ELA-5-E5) C 4,7
50 Read and interpret timelines, charts, graphs, schedules, tables, diagrams, and maps generated from
grade-appropriate materials (ELA-5-E6)
E 3,6
Curriculum Map - 2011-2012- Grade 4 - 9 -
English Language Arts: Grade 4
August 15th
– September 9th
– Weeks 1 - 4
Comprehensive Curriculum Unit 1: Read All About It
Unit Description
This unit focuses on reading and responding to a variety of texts, including classical, historical, and contemporary fiction and nonfiction. This unit also emphasizes vocabulary
development, grammar, and composition skills. Read- alouds and shared, guided, and independent reading experiences facilitate the teaching of story elements (setting, plot,
character, theme, and conflict), literary devices, and the characteristics of reading genre.
Student Understandings
Students demonstrate comprehension when they describe and discuss literary elements, identify literary devices, and compare and contrast texts. They respond to various reading
genres through oral discussion and writing projects.
Guiding Questions
1. Can students use graphic organizers to compare/contrast a variety of texts, including fiction and nonfiction?
2. Can students respond to texts by using prior knowledge and life experiences?
3. Can students identify the elements of a myth and a legend?
4. Can students describe a character’s traits, actions, relationships, and motivation?
5. Can students use “pre reading” and “during reading” comprehension strategies as they read and respond to various genre?
6. Can students discuss texts with one another?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
Students will keep a personal reading log of selections read by the teacher or independently, listing the book, author, title, a brief summary, and date completed. Students
will classify the book by genre. Students will maintain a Reader’s Notebook containing teacher-provided information, vocabulary lists of words defined by the student,
and a reading-response journal.
Teachers schedule reading conferences periodically to check Reader’s Notebooks and monitor the student’s oral reading progress.
Students will be provided with graphic organizers to help them comprehend increasingly complex material and organize thoughts for writing extensions.
Teachers will observe student progress in choosing appropriate independent reading material (95% and above words known) for various purposes.
Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com
First time users must register. The keycode is accelerate. If you registered previously and do not remember your password, the planner will offer prompts to assist you in the
retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to view all available material.
Curriculum Map - 2011-2012- Grade 4 - 10 -
Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 1 – Read All About It
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Genre …04, 12, 14e
6: Define Genres using Graphic Organizers 11, 13, 14d, 14e
7: Before Reading 05a, 05c, 05d, 11, 13, 14b, 14d, 14e, 18, 19d
8: During Reading 02, 03, 05a, 07, 08, 09, 14b, 14d, 14e, 19e
LCC ACTIVITIES: Unit 1 – Read All About It
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 11: Reading Like a Writer 05a, 11, 13, 14b, 19d, 23b, 23c, 23d,
23e, 23f
Begin word wall activities. You
may refer to the list of onsets
and rimes provided by reading
facilitator for additional
suggestions.
Short Vowel Review
Initial Consonant Review
Consonant Blends sn & st
Word Families 32
Theme 1: American Dreams
COMPREHENSION STRATEGIES/SKILLS
Make Connections 19
text to text/self/world
compare/contrast
background knowledge
TARGET SKILLS
Interview 13, 18
Nonfiction Feature: Map 50
MODELED WRITING
Journal 26 (LCC)
Myth or Legend 26 (LCC)
Book Report 26
Narrative 24
Story 24 (LbD)
MINI-LESSONS
Writing Process Introduction 23
Writing Traits Introduction 22
Start Strong 22
Main Idea & Details 20
Simple & Compound Sentences 30
Simple & Compound Sentences/Subject & Predicates 30
Review Sentences Structure 30
Subject/Verb Agreement 31
Identify & Use Verb Tenses 31
Use Irregular Verb Tenses 31
Theme 2: A Place for Us
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 14
main idea and details
purpose for reading
classify
TARGET SKILLS
Historical Fiction 13, 18
Story Structure 5 Identify Theme
CENTER IDEA
GLEs tested on Assess 2 Know Test 1- 5b, 5d, 13, 14b, 14c, 14d, 14e, 18, 19d, 19e, 31c, 31d
Curriculum Map - 2011-2012- Grade 4 - 11 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Use first weeks to introduce work boards, literacy stations and
routines that must be established before you begin to teach
guided reading. Rehearse all stations and procedures in a
variety of ways before guided reading begins. Begin guided
reading on or before September 6, 2011.
MODELED WRITING
Book Report
HME p. 435
Story
LbD Story Organizer – Transp.11, 12
Writing Bridge Card 4
MINI-LESSONS
Writing Process Introduction
LbD Writing Bridge Card 1 & Transparency 4
Writing Traits Introduction
LbD Writing Bridge Card 3 & Transparency 10
Main Idea & Details
LbD Main Idea & Details Organizer – Transp. 5, 6
Writing Bridge Card 2
Start Strong
LbD Writing Resource Guide pp. 49-50
Simple & Compound Sentences
LbD Writing Resouce Guide p. 1
HME pp. 32-62
Simple & Compound Sentences/Subject & Predicates
LbD Writing Resource Guide p. 2
Subject/Verb Agreement
LbD Writing Resource Guide p. 3
HME pp. 104-105, 128
Review Sentence Structure
LbD Writing Resource Guide p. 4
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Short Vowel Review
Unit 1- p. 18
Unit 2 - p. 24
Unit 3 - p. 30
Unit 4 – p. 36
Unit 7 – p. 54
Word Families
Unit 20 – p. 134
Unit 25 – p. 164
Theme 1: American Dreams
Comprehension Bridge Card: 1
Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
ambition, gleaming, flourished, ancestor, artifact, cautious,
youth, immigrant, prosper, settler
Connect to Novels: The Long Way Westward, Worlds Apart,
Dreaming of America
Theme 2: A Place for Us
Comprehension Bridge Cards: 1 & 2
Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
permanent, relocation, origin, regulate, necessities, belief,
border, accompany, audience, nationality
Connect to Novels: Half and Half, Hannah’s Journal,
In The Year Of The Boar, Jackie Robinson
Leveled Readers End of 1st Quarter
ON: O, P, Q
ABOVE: R+
BELOW: N AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 12 -
English Language Arts: Grade 4
September 12th
– October 21st – Weeks 5 - 10
Comprehensive Curriculum Unit 2: The Writing Process
Unit Description
This unit focuses on the writing process, writing applications, and writing conventions. Teachers instruct students about “what good writers do” and provide them with rubrics,
prompts, and practice in producing a variety of written products related to classroom reading or real-life situations. Teachers continue reinforcing ongoing reading, vocabulary
development, and daily language skills
Student Understandings
Students will improve their writing abilities by learning the steps that are a part of the writing process and by following them effectively to create original, organized, and well-
edited compositions. Students will gain skills necessary for competent writing by focusing on the mechanics of language, vocabulary development and directed reading and
writing. They will complete a variety of writing activities, including narrative, expository, persuasive, and descriptive writing that demonstrates organization and drafting
strategies.
Guiding Questions
1. Can students write expository, descriptive, narrative, and persuasive compositions?
2. Can students write formal and informal letters, book reports, and informational reports?
3. Can students write a multi-paragraph composition with an introduction and conclusion with supporting details in a logical order?
4. Can students use standard punctuation, capitalization, usage, mechanics, spelling when writing?
5. Can students effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
Students will maintain a writing portfolio containing the edited final products of formal writing assignments. These files are used for parent conferences and to show
evidence of student progress during the school year. Students see how their work has become more complex and refined as they practice and acquire the desired writing
skills.
Students will confer with teachers during critical stages of the writing process to offer verbal feedback about the student’s writing and work habits and to guide the
students into the next phase of the process.
Students will be provided with a chart listing the steps of the writing process so they can check off each step as completed and know the direction of subsequent work.
Students will use the LEAP 21 Writer’s Checklist to self-assess their progress and product.
Curriculum Map - 2011-2012- Grade 4 - 13 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES: Unit 2 – The Writing Process
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
LCC ACTIVITIES: Unit 2 – The Writing Process
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26b 5: Why Write? 08, 16, 18, 41a, 43c, 48
6: Gather From Your World 03, 23b
8: The Power of Words 18, 22, 23a, 23b, 23c, 23d, 37, 39
11: RAFT Writing 20a, 20b, 20c, 20d, 20e, 21
Continue Word Wall Activities
Long Vowels
Nouns 29
Proper Nouns 29
Synonyms & Antonyms
Multiple-Meaning Words
Theme 3: So Many Kinds of Animals
COMPREHENSION STRATEGIES/SKILLS
Infer 14
predict
draw conclusions
fact/opinion
TARGET SKILLS
Expository 13, 18 Nonfiction Text Feature: Bar Graph 50
MODELED WRITING
Descriptive 24(LCC)
Personal Narrative 24 (LCC)
Report 26 (LbD)
MINI-LESSONS
Prewriting 23
Drafting 23
Ideas 20
Sequence 20
Build Strong Paragraphs 20
Sentence Combining 30
Declarative/Interrogative Sentences 31
Imperative/Exclamatory Sentences 31
Incorporate Dialogue 22
Common and Proper Nouns 29
Singular and Plural Nouns 28
Contractions 28
Singular & Plural Possessive Nouns 28
Verb Tenses 31
Proofreading / Editing 23
Theme 4: Seeds, Fruits and Flowers
COMPREHENSION STRATEGIES/SKILLS
Create Images 14
use visuals
create images
revise
TARGET SKILLS
Realistic Fiction 13, 18 Understand Use of Dialogue 6 Understand Metaphor 6
Theme 5: One Country, Many Regions
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 1, 2, 14
use pictures
read on
decode
word analysis
TARGET SKILLS
Personal Narrative 13, 18 Nonfiction Feature: Map 50
CENTER IDEA
GLEs tested on Assess 2 Know Test 2- 21, 22, 23f, 28, 30b, 31c, 32
Curriculum Map - 2011-2012- Grade 4 - 14 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 3: So Many Kinds of Animals
Comprehension Bridge Cards: 2, 3
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
variety, species, researchers, abandon, definite, characteristic,
identify, categorize, invertebrate, vertebrate
Connect to Novels: The Jungle Book, Mowgli’s Story,
Whales On Stilts, Rabbit Hill
MODELED WRITING
Descriptive
HME pp. 12-27
Personal Narrative
HME pp. 275-293
LbD Personal Narrative Organizer – Transp. 29, 30
LbD Writing Bridge Card 10
Report 26
LbD Report Organizer – Transp. 17, 18
LbD Writing Bridge Card 6
MINI-LESSONS
Prewriting
LbD Writing Bridge Card 7 & Transparency 22
Drafting
LbD Writing Bridge Card 9 & Transparency 28
Ideas
LbD Writing Bridge Card 5 & Transparency 16
Sequence
LbD Sequence Organizer – Transp. 23, 24
LbD Writing Bridge Card 8
Build Strong Paragraphs
LbD Writing Resource Guide pp. 51-52
Declarative/Interrogative Sentences
LbD Writing Resource Guide p. 5
HME p. 36
Imperative/Exclamatory Sentences
LbD Writing Resource Guide p. 6
HME p. 38
Sentence Combining
LbD Writing Resource Guide pp. 7-8
HME p. 48
Incorporate Dialogue
LbD Writing Resource Guide p. 53-54
Common and Proper Nouns
LbD Writing Resource Guide p. 9
HME p. 66
Singular and Plural Nouns
LbD Writing Resource Guide p. 10
HME p. 70
www.primarilywriting.com
Houghton -Mifflin Spelling and
Vocabulary
Long Vowels
Unit 1- p. 18
Unit 2 - p. 24
Unit 3 - p. 30
Unit 4 – p. 36
Unit 7 – p. 54
Synonyms & Antonyms
Unit 7 – p. 56
Unit 11- p. 79
Unit 12 – p. 85
Unit 20 – p. 134
Unit 21 – p. 139
Unit 30 – p. 194
Unit 32 – p. 206
Multiple Meaning Words
Unit 19 – p. 128
Unit 27 – p. 176
Theme 4: Seeds, Fruits and Flowers
Comprehension Bridge Cards: 3,4
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
require, pollinate, equipment, reproduction, century, criteria,
conditions, germinate, cones, adapt
Connect to Novels: Seedfolks, Shelterwood, Lichee Tree
Theme 5: One Country, Many Regions
Comprehension Bridge Cards: 4,5
Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
canyon, region, surround, solution, dense, aspect, impact, alter,
climate, plateau
Connect to Novels: The Seven Wonders of Sassafras Springs,
Grasshopper Summer, The Pepins and their Problems
Leveled Readers End of 1st Quarter
ON: O, P, Q
ABOVE: R+
BELOW: N AND BELOW
See Word Wall Games on
ELA K-5 Blackboard
http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 15 -
English Language Arts: Grade 4
October 24th
– November 18th
– Weeks 11 - 14
Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction
Unit Description
The goal of this unit is to teach students strategies for reading and writing informational texts. Teachers present instruction as an inquiry into an issue or a problem worth
investigating, allowing students to make real-life connections. Through explicit modeling, coaching, and application of instructional techniques, comprehension is developed at the
literal, interpretative, and evaluative levels of questioning.
Student Understandings
Students examine a variety of informational texts to study the structure and organizational features used to present nonfiction information. They pose investigative questions on a
topic of interest and respond both orally and in writing to selected texts. Student-constructed rubrics are used to establish clear expectations and as a tool for reflection.
Guiding Questions
1. Can students identify informational texts?
2. Can students determine the purposes for reading informational texts?
3. Can students determine how informational text is organized?
4. Can students pose literal, interpretive, and evaluative questions?
5. Can students identify and use graphic aids, print features, and organizational aids found in informational texts?
6. Can students articulate their interests and pursue answers to their content questions by reading informational texts?
7. Can students write their own informational articles that include components studied in this unit?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
Students will record summaries or responses to daily nonfiction reading in a reader’s notebook or journal. Teachers will read the entries periodically and write comments
or suggestions.
Students will be asked to bookmark interesting passages and share them orally with the class. This activity is a means to generate interest in nonfiction reading and to
monitor students’ abilities to master new vocabulary and improve read-aloud fluency.
Teachers will observe students’ capabilities in navigating nonfiction print materials. They will use anecdotal records to note students’ ability to use materials
independently and participate in class activities.
Curriculum Map - 2011-2012- Grade 4 - 16 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES – Unit 6: Reading & Writing Nonfiction
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Introducing Nonfiction 07, 16, 18, 19a
6: Elements of Nonfiction 07, 16, 18, 19a
7: Structures of Nonfiction Texts 08, 14e, 19b, 19c, 50
LCC ACTIVITIES Unit 6: Reading & Writing Nonfiction
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Learn About the Writing Process from Authors 14e, 16, 20a,
20b, 20c, 20d, 23a
10: The Writing Process 20e, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24,
29, 30a, 31a, 31b
Continue Word Wall Activities
Homonyms
Verbs 31
Helping Verbs 31
Suffixes 1, 32
-ed
-ing
-s
Theme 6: The Land Shapes People’s Lives
COMPREHENSION STRATEGIES/SKILLS
Synthesize 14
sequence
summarize
classify/categorize
retell
TARGET SKILLS
Realistic Fiction 13
Identify Plot 5
Identify Setting 5
MODELED WRITING
Informational Paragraph 26 (LCC)
News Article 26 (LCC)
Respond to Writing Prompt 23
MINI-LESSONS
Organization 21
Problem & Solution 24
Sequence 26
Voice 22
Keep Language Fresh 22
Possessive Nouns 30
Review Nouns 30
Action and Linking Verbs 31
Main and Helping Verbs 31
Capitalize greetings, titles of respect, books, articles,
chapters, movies, songs 29
Theme 7: Why Does Water Move?
COMPREHENSION STRATEGIES/SKILLS
Monitor Understanding 19
reread text
self-monitoring
reflection
strategic reading
TARGET SKILLS
Procedural Text 13
Nonfiction Text Feature: Flow Chart 50
Identify Analogies 19
CENTER IDEA
GLEs tested on Assess 2 Know Test 3- 7, 16, 19a, 19b, 19c, 19e, 23e, 23f, 29, 50
Curriculum Map - 2011-2012- Grade 4 - 17 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 6: The Land Shapes People’s Lives
Comprehension Bridge Cards: 5, 6
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
farmland, fertile, vast, horizon, reflection, access,
surroundings, recreation, port, altitude
Connect to Novel: Kumak’s Fish, Little House on the Prarie,
The Yearling
MODELED WRITING
Informational Paragraph
HME pp. 330-337
News Article
HME p. 396
Respond to Writing Prompt
“Preparing for the LEAP Writing Test” handout
MINI-LESSONS
Organization
L bD Writing Bridge Card 11 & Transparency 34
Problem & Solution
LbD Problem & Solution Organizer – Transp. 35, 36
LbD Writing Bridge Card 12
Sequence
LbD Sequence Organizer – Transp. 41, 42
LbD Writing Bridge Card 14 Keep Language Fresh
LbD Writing Resource Guide pp. 55-56
Possessive Nouns
LbD Writing Resource Guide p. 11
HME pp. 76-78
Review Nouns
LbD Writing Resource Guide p. 12
HME p. 64-88
Action and Linking Verbs
LbD Writing Resource Guide p. 13
HME p. 96
Voice
LbD Writing Bridge Card 13 & Transparency 40
Main and Helping Verbs
LbD Writing Resource Guide p. 14
HME p. 98
www.primarilywriting.com
Houghton-Mifflin Spelling and
Vocabulary
Homonyms
Unit 5 – p. 42
Unit 19 – p. 128
Verbs
Unit 9 – p. 66
Unit 10 - p. 72
Suffixes
Unit 14 – p. 96-98
Unit 15 – p. 102-104
Houghton- Mifflin English
Helping Verbs
pp. 98 - 99
Theme 7: Why Does Water Move?
Comprehension Bridge Cards: 6, 7
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
visible, tide, shore, chisel, wedge, swift, analyze, model,
current, coastline
Connect to Novels: 20,000 Leagues Under The Sea,
The Young Man And The Se, Kimo’s Escape
Leveled Readers End of 2nd
Quarter
ON: P, Q, R
ABOVE: S+
BELOW: O AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 18 -
English Language Arts: Grade 4 November 28
th – January 6
th – Weeks 15 – 18
Comprehensive Curriculum Unit 4: Research
Unit Description
This unit focuses on locating, gathering, and interpreting information from a variety of sources. Teachers guide students in choosing a topic and appropriate resources to complete
a research project. They assist students in reading, interpreting, and organizing information from timelines, tables, graphs, charts, and maps. Through a series of mini-lessons,
teachers assist students in developing the necessary skills for each step of project development.
Student Understandings
Students gather, interpret, and organize information from a variety of media, reference, and technological sources. They develop skill in evaluating information, taking notes, and
writing citations for references used. Students organize information and use available technology to publish and present their projects to the class.
Guiding Questions
1. Can students determine which resources are appropriate for a specific purpose?
2. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams, schedules, tables, and maps?
3. Can students paraphrase information and take notes from multiple sources?
4. Can students produce a bibliography?
5. Can students use available technology to publish a variety of works?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the teacher gives students
feedback about their notes, drafts, and time management.
Students maintain research files to keep track of notes, references/bibliographical information, and rough drafts. The teacher checks files periodically to ensure that the
student is proceeding with research and note-taking in a timely manner.
Students keep a list of new vocabulary words encountered during reading. They define each word and share the list with the teacher during writing conferences.
The teacher provides graphic organizers (see example ISP Chart – Graphic Organizer BLM) that help students categorize notes and use guiding questions to formulate an
outline. Teachers use these charts to determine when students are ready to move to the next phase of research/report writing. Teachers observe students’ skills in using the
organizational features of sources such as electronic information (keyword searches, passwords, entry-menu features, links) and encyclopedias and reference sets (e.g.,
table of contents, indices, map legends, etc.).
Curriculum Map - 2011-2012- Grade 4 - 19 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES – Unit 4: Research
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Start with the End in Mind 14a, 41a, 41b, 43a
6: Begin with an Interest 14a, 19d, 23a, 23b, 35, 43a, 43b, 43c,
43d, 43e, 43f, 43g
7: Self-Selected Topics to Research 19d, 23a, 23b, 23d, 44, 48
LCC ACTIVITIES - Unit 4: Research
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 8: Mini-Lessons Customized 19b, 41a, 41b, 43a, 43b, 43c, 48
9: Divide and Conquer 14f, 33, 41b, 43a, 44, 45, 46, 49
Continue Word Wall Activities
Adjectives 21, 31
Prefixes 1
un-
non-
in-
dis-
re-
pre-
Theme 8: What Makes Soil Different?
COMPREHENSION STRATEGIES/SKILLS
Ask Questions 19
meaning
author’s purpose
use visuals
TARGET SKILLS
Fantasy 13 Distinguish Fantasy from Reality 13 Recognize Alliteration 6
MODELED WRITING
Outline 46 (LCC)
Report 26 (LCC)
Respond to Writing Prompt 25
Story 20 (LbD)
Biography 26 (LbD)
MINI-LESSONS
Revising 23
Editing 23
Establish Setting 22
Past Present and Future Verb Tense 31
Irregular Verbs 30
Review Verbs 31
Singular & Plural Pronouns 30
Theme 9: Native People of North America
COMPREHENSION STRATEGIES/SKILLS
Make Connections 19
text to text, self, world
compare/contrast
background knowledge
TARGET SKILLS
Biography 13 Nonfiction Feature: Time Line 50 Understand Symbolism 6
CENTER IDEA
GLEs tested on Assess 2 Know Test 4- 19b, 19d, 41b, 43a, 43c, 45, 48, 50
Curriculum Map - 2011-2012- Grade 4 - 20 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 8: What Makes Soil Different?
Comprehension Bridge Cards: 7, 8
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect, Learning Game
consist, geology, property, layer, artificial, combine, separate,
texture, replace, particles
Connect to Novels: Thimble Summer, Prairie Summer,
Out of the Dust
MODELED WRITING
Outline
HME pp. H28-29
Report
LCC Activity 9
HME pp. 369-393
Respond to Writing Prompt
“Preparing for the LEAP Writing Test” handout
Story 20
LbD Story Organizer – Transparency 47, 48
LbD Writing Bridge Card 16
Biography
LbD Biography Organizer - Transparency 53, 54
LbD Writing Bridge Card 18
MINI-LESSONS
Revising
LbD Writing Bridge Card 15 & Transparency 46
Editing 23
LbD Writing Bridge Card 17 & Transparency 52
Establish Setting
LbD Writing Resource Guide p. 57-58
Past Present and Future Verb Tense
LbD Writing Resource Guide p. 15
Irregular Verbs
LbD Writing Resource Guide p. 16
Review Verbs
LbD Writing Resource Guide p. 17
Singular & Plural Pronouns
LbD Writing Resource Guide p. 18
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Adjectives
Unit 17 – p. 116
Prefixes
Unit 21 – p. 138-140
Theme 9: Native People of North America
Comprehension Bridge Cards: 8, 9
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect, Learning Game
coastal, waterway, plentiful, scarce, population, plain, survival,
surplus, vegetation, resource
Connect to Novels: Naya Nuki, Sing Down the Moon,
The Sign Of The Beaver
Leveled Readers End of 2nd
Quarter
ON: P, Q, R
ABOVE: S+
BELOW: O AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 21 -
English Language Arts: Grade 4
January 9th
– February 3rd
– Weeks 19 - 22
Comprehensive Curriculum Unit 3: Critical Thinking
Unit Description
Activities in this unit focus on using critical thinking skills to read and respond to literature. Teachers use questioning techniques, graphic organizers, and writing tasks that
challenge students to work at the application, analysis, synthesis, and evaluation levels of the cognitive taxonomy.
Student Understandings
This unit asks students to think critically about texts. Students use higher order thought processes to analyze literature, discuss texts, and create original products.
Guiding Questions
1. Can students make and confirm predictions?
2. Can students support differences between fact and opinion?
3. Can students identify the author’s viewpoint?
4. Can students determine and justify solutions to problems in texts?
5. Can students use skimming and scanning skills in complex reading selections?
6. Do students recognize the importance of higher-order thinking in the reading process? Do they consider prior knowledge and life experience as they reflect on what
they read?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
The teacher will provide students with appropriate graphic organizers (view literacy strategy descriptions) that encourage self-questioning and response during silent
reading. These may include the following:
Reciprocal Teaching BLM
Conflict/Resolution Charts
I Was Thinking Notes – Students are to write down their thoughts in Reading Response Journals:
Page No. I was thinking… Now I think…
KWL charts
Students will maintain a Reader’s Notebook with a section devoted to new vocabulary encountered during independent reading or class discussions. Unit vocabulary and
word lists with definitions are checked periodically by the teacher.
Teachers will use rubrics to assess participation, oral presentation, and/or written products. Students are given rubrics as they begin each activity so that they can self-
monitor their work.
Curriculum Map - 2011-2012- Grade 4 - 22 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES - Unit 3: Critical Thinking
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Questions in My Mind 08, 14d, 15, 19d, 19e
7: Depth of Reading 04, 07, 14a, 14g, 16, 19b, 19d
8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50
9: Take a Stance 15, 19e, 26a, 30a, 31c, 31d, 34, 36a, 36c, 36d
LCC ACTIVITIES - Unit 3: Critical Thinking
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20c, 21, 22, 23b, 24, 26c
8: Points of View 08, 15, 19c, 41a, 42, 43c, 43d, 43e, 43g, 44, 45, 50
Continue Word Wall Activities
Contractions 28
Abbreviations 29
Pronouns 31
Idioms 6, 25
Theme 10: Explorers Arrive
COMPREHENSION STRATEGIES/SKILLS
Determine Importance 14
main idea and details
purpose for reading
classify
TARGET SKILLS
Play 13
Identify Character 5
Identify Setting 5
MODELED WRITING
Persuasive 26 (LCC)
Respond to Writing Prompt 26
Descriptive 26
MINI-LESSONS
Word Choice 22
Problem & Solution 26
Adapt to Purpose and Audience 22
Sentence Fluency 21
Subject & Object Pronouns 31
Contractions 28
Adjectives: Comparative & Superlative 31
Articles 30
Singular & Plural Possessive Nouns 28
Avoid Run-on Sentences 30
Write in Complete Sentences 30
Capitalize greetings, titles of respect, books, articles, chapters,
movies, and songs 29
Verb Tenses 31
Theme 11: Life in a Rain Forest
COMPREHENSION STRATEGIES/SKILLS
Infer 14
predict
draw conclusions
fact/opinion
cause/effect
TARGET SKILLS
Persuasive Essay 13
Nonfiction Feature: Circle Graph 50
Recognize Onomatopoeia 6
CENTER IDEA
GLEs tested on Assess 2 Know Test 5- 14a, 14c, 14d, 14g, 16, 19a, 19c, 19e, 28, 29, 30b, 31c, 50
Curriculum Map - 2011-2012- Grade 4 - 23 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 10: Explorers Arrive
Comprehension Bridge Cards: 9,10
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
claimed, injured, foreign, explorer, cargo, anniversary,
valuable, civilization, passage, historian
Connect to Novels: Pedro’s Journal, The Warrior,
The Talking Earth
MODELED WRITING
Persuasive
HME pp. 447-467
LbD Persuasive Essay Organizer – Transp. 65, 66
LbD Writing Bridge Card 21
Respond to Writing Prompt
“Preparing for the LEAP Writing Test” handout
MINI-LESSONS
Word Choice
LbD Writing Bridge Card 19 & Transparency 58
Problem & Solution
LbD Problem & Solution Organizer – Transp. 59, 60
LbD Writing Bridge Card 20
Adapt to Purpose and Audience
LbD Writing Resource Guide pp. 59-60
Sentence Fluency
LbD Writing Bridge Card 21 & Transparency 64
Subject & Object Pronouns
LbD Writing Resource Guide p. 19
HME p. 22
Contractions
LbD Writing Resource Guide p. 20
HME p. 116
Adjectives: Comparative & Superlative
LbD Writing Resource Guide p. 21
HME pp. 142-146
Articles
LbD Writing Resource Guide p. 22
HME pp. 141, 150, 151, 158, 161, 256
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Contractions
Unit 28 – p. 183
Unit 29 – p. 189
Unit 30 - p. 195
Abbreviations
Unit 16 – p. 111
Unit 17 – p. 117
Writer’s Resource
p. 253 - 254
Idioms
Unit 16 – p. 110
Unit 31 – p. 200
Unit 34 – p. 218
Houghton- Mifflin English
Pronouns
pp. 204-205
Theme 11: Life in a Rain Forest
Comprehension Bridge Cards : 10, 11
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
zone, slither, suspended, organism, nutrients, complex, vital,
predator, thrive, prey
Connect to Novels: Morpha,
One Day in the Tropical Rain Forest, Attack of the Jaguar
Leveled Readers End of 3rd
Quarter
ON: Q, R, S
ABOVE: T+
BELOW: P AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 24 -
English Language Arts: Grade 4
February 6th
– March 8th
-- Weeks 23 - 26 Comprehensive Curriculum Unit 7: Autobiographies and Biographies
Unit Description
This unit focuses on reading and writing biography and autobiography. Through a series of mini-lessons, students are given the opportunity to read models of biographical works
to compare and contrast how authors handle subject matter effectively. The teacher facilitates discussions that help students learn writing strategies to collect and share information
about themselves and another person of interest.
Student Understandings
Students read examples of biographical and autobiographical texts to learn how authors impart information about personalities, customs, and events of a particular time period.
They examine the author’s style, accuracy of informational sources, visuals, other documents, and organization of the text structure to gain insight into what makes a biographical
piece meet criteria for good literature. Students try these techniques themselves as they write autobiographical sketches and research biographical information on a person of
interest.
Guiding Questions 1. Can students identify what makes a biography/an autobiography worth reading?
2. Can students determine how accurate a biography/an autobiography is?
3. Can students identify criteria for making a biography/an autobiography interesting?
4. Can students demonstrate how a biographer’s/an autobiographer’s writing style is used to “hook” the reader?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
Teachers will observe student performance in locating and using references and will use anecdotal records to determine which students need individual assistance in this
process.
Teachers will meet with students individually to have them read passages aloud and will ask both literal and inferential questions in order to assess word recognition and
content reading skills.
Teachers will provide students with a checklist of required steps and timeframes for the biography project. As each step is completed, students bring their checklists to the
teacher to be initialed/ discussed.
Curriculum Map - 2011-2012- Grade 4 - 25 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES - Unit 7: Autobiographies and Biographies
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Introduction to Biographies & Autobiographies 19d, 21, 22,
23a, 23b, 23g, 39, 41a, 42
6: About Me 19d, 20a, 20b, 20c, 20d, 20e
LCC ACTIVITIES - Unit 7: Autobiographies and Biographies
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 9: Know Your Subject 08, 14g, 19e, 23b, 42, 43a, 43b, 43c, 43e,
45, 46, 48, 49
10: Final Publication 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f,
26b, 27, 28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47
Continue Word Wall Activities
Suffixes 1
-able
- less
- ful
-ness
-ion
-tion
-ment
Theme 12: Affecting the Rain Forest
COMPREHENSION STRATEGIES/SKILLS
Create Images 14
use visuals
create images
revise
TARGET SKILLS
Letter 13 Understand Simile 6
Rhyme 6
MODELED WRITING
Biography or Autobiography 26 (LCC)
Letter 26 (LbD)
Narrative 24
Respond to Writing Prompt 23
MINI-LESSONS
Publishing 23
Cause & Effect 24
Prewriting 23
End Effectively 22
Adverbs 31
Adverbs: Comparison Forms 31
Prepositions 31
Prepositional Phrases 31
Capitalize greetings, titles of respect, books, articles,
chapters, movies, and songs 29
Avoid Run-on Sentences 30
Write in Complete Sentences 30
Verb Tenses 31
Contractions 28
Singular & Plural Possessive Nouns 28
Theme 13: Products and Profits
COMPREHENSION STRATEGIES/SKILLS
Fix-Up Strategies 1,2, 14
use pictures
read on
decode
word analysis
TARGET SKILLS
Journal 13
Nonfiction Text Feature: Bar Graph 50 Exaggeration & Hyperbole 6
CENTER IDEA
GLEs tested on Assess 2 Know Test 6- 14e, 14g, 18, 19c, 19d, 28, 29, 30b, 31c, 43c
Curriculum Map - 2011-2012- Grade 4 - 26 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 12: Affecting the Rain Forest
Comprehension Bridge Cards:11, 12
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
beneficial, bewilderment, eventually, convince, sacrifice,
interaction, ecosystem, tropical, improvement, relationship
Connect to Novels: My Life with the Chimpanzees
The Shaman’s Apprentice, Jaguar
MODELED WRITING
Letter
LbD Letter Organizer – Transparency 71, 72
LbD Writing Bridge Card 24
Respond to Writing Prompt
“Preparing for the LEAP Writing Test” handout
MINI-LESSONS
Publishing 23
LbD Writing Bridge Card 23 & Transparency 70
Cause & Effect 24, 26
LbD Cause & Effect Organizer – Transparency 77, 78
LbD Writing Bridge Card 26
Prewriting 23
LbD Writing Bridge Card 25 & Transparency 76
End Effectively
LbD Writing Resource Guide p. 61-62
Adverbs
LbD Writing Resource Guide p. 23
HME pp. 234-248
Adverbs: Comparison Forms
LbD Writing Resource Guide p. 24
HME pp. 238-239
Prepositions
LbD Writing Resource Guide p. 25
HME pp. 224, 226
Prepositional Phrases
LbD Writing Resource Guide p. 26
HME pp. 244-247, 249, 251, 258, 263, 314
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Suffixes
Unit 22 – p. 144-146
Unit 23 – p. 152
Theme 13: Products and Profits
Comprehension Bridge Cards: 12,13
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
fair, discouraged, product, shabby, material, negotiate,
inspiration, wealth, advertise, profit
Connect to Novels: Hannah’s Fancy Notions
Henry And The Paper Route, Lunch Money
Leveled Readers End of 3rd
Quarter
ON: Q, R, S
ABOVE: T+
BELOW: P AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 27 -
English Language Arts: Grade 4
March 12th
– April 4th
-
Weeks 27 - 29
Comprehensive Curriculum Unit 5: Poetry
Unit Description
This unit focuses on exploring ways poets use special writing techniques to elicit feelings and create images. As students read, listen to, and analyze a variety of poetic forms, they
learn to recognize the literary devices used by poets to capture the imagination and emotions of readers. The desired outcome of this study is for students to appreciate poetry as
listeners and as a means of self-expression.
Student Understandings
Students read a variety of poetic forms and collect, memorize, and write poetry. They recognize poetry as a form of artistic expression and analyze how poets’ experiences in life
are reflected in their work. They listen for the cadence, rhythm, or rhyme distinctive to some poetic forms and practice reading or reciting poetry expressively. They identify
literary devices, such as analogical reasoning through simile, metaphor, and personification. Students borrow literary devices from the poets as they create original works.
Guiding Questions
1. Can students define what poetry is or give examples of types of poetry?
2. Can students explain why people read poetry?
3. Can students identify literary devices used by a poet?
4. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject?
5. Can students describe the mood or feeling created by the poem?
6. Can students use poetic language and form to express their own thoughts and feelings?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine students’ understanding of content. Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
Students will maintain a writers’ notebooks with entries related to the unit, including vocabulary (poetic forms, literary devices), word webs, and idea lists serving as a
reference for writing activities. Information in the notebooks will be shared between teacher and students during writers’ conferences, and the teacher will assess
notebooks for completeness and organization at the end of the unit.
Students will enter favorite poems, poets, and poetry reading responses in each Reader’s Notebook. This notebook becomes a source of information for oral and written
assignments during the unit. The teacher will give students a checklist of items to be included in the notebook.
Teachers will monitor progress of individual or group work via periodic “writers’ conferences” during which students report on their progress and discuss any problems
they are encountering. The teacher uses this opportunity to point out ways to improve or edit work and to model “how writers problem solve.”
Teachers will provide written examples and graphic organizers for students to use as a guide in writing poetry. These forms may include cinquains, limericks, haiku, free
verse and diamante. In “formula poems” students insert words into a teacher-established structure. Students demonstrate the ability to identify parts of speech and follow
semantic patterns in choosing appropriate words for each formula.
Curriculum Map - 2011-2012- Grade 4 - 28 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES - Unit 5: Poetry
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
6: Use My Senses 22, 23b, 25
7: Learn from Authors 07, 16, 18
8: Poetry Panel or Experts 09, 10, 17, 24, 34, 36c, 37
9: Literary Devices Workshop 06, 19b, 25
LCC ACTIVITIES - Unit 5: Poetry
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 11: Collecting Seeds for Poetry 08, 19e, 23a, 23b
12: Poems for Publication 12, 22, 23a, 23c, 23e, 23f, 23g, 25, 34
Continue Word Wall Activities
Suffixes 1
- ly
- fully
Conjunctions 31
Theme 14: Buying Smart
COMPREHENSION STRATEGIES/SKILLS
Synthesize 14
sequence
summarize
classify/categorize
retell
TARGET SKILLS
Poem 13 Identify Repetition of Language 6 Understand Humor 6
MODELED WRITING
Poem 25 (LCC)
MINI-LESSONS
Conventions 23
Conjunctions: Coordinate 31
Conjunctions: Correlative 31
Irregular Verb Tenses 31
CENTER IDEA
Curriculum Map - 2011-2012- Grade 4 - 29 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 14: Buying Smart
Comprehension Bridge Cards: 13, 14
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
suggest, impress, brim, supply, demand, purchase, merchant,
bargain, compromise, recommend
Connect to Novels: Mom, Can You Buy Me This?
Double Fudge, Millions
MODELED WRITING
Poem
LbD Poem Organizer – Transparency 83, 84
LbD Writing Bridge Card 28
HME p. 437
MINI-LESSONS
Conventions
Writing Bridge Card 27 & Transparency 82
Conjunctions: Coordinate
LbD Writing Resource Guide p. 27
HME p. 211
Conjunctions: Correlative
LbD Writing Resource Guide p. 28
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Suffixes
Unit 23 – p. 152
Leveled Readers End of 4th
Quarter
ON: Q, R, S
ABOVE: T+
BELOW: P AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login
Curriculum Map - 2011-2012- Grade 4 - 30 -
English Language Arts: Grade 4
April 23rd
– May 24th
- Weeks 32 - 36
Comprehensive Curriculum Unit 8: Author Study
Unit Description
The goal of this unit is to reinforce the learning of previous units. It is designed for student-selected author studies, with activities that include researching, reading, and responding
to literature. As students become experts about a particular author, they are given opportunities to share their analyses, critiques, and recommendations orally and in writing.
Student Understandings
Students choose a favorite author and analyze literary works to identify the author’s subject, techniques, and motivation. They write a description of the author and become literary
critics by writing persuasive pieces and a book review, telling why this author’s works are recommended. They use student-constructed rubrics for clear expectations and as a
reflection tool.
Guiding Questions
1. Can students reflect on their literature experiences during the school year to choose a favorite author to research?
2. Can students analyze and articulate what is unique about the author’s writing technique or body of work?
3. Can students explain how the author’s life experience is reflected in his/her work?
4. Can students distinguish elements of the author’s style that are appealing or effective?
5. Can students offer persuasive reasons why this author’s work should be read?
6. Can students demonstrate how their writing has changed after learning about this author?
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the
student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
The teacher will monitor student progress during the research and writing process by providing time for writers’ conferences during which the student shares notes or
drafts and receives feedback from the teacher about current status and next steps.
Students keep reading logs and reference lists that evidence the ongoing work involved in the unit.
Writing portfolios containing revised final products are a source for publishing student work and provide documentation for parent-teacher conferences. They form a
permanent record of students’ work and progress during fourth grade.
Teachers provide students with copies of the LEAP 21 Writer’s Checklist BLM for self- and peer-assessment. Teachers use LEAP 21 Writing Rubrics BLM for
writing lessons to provide additional practice and to assess progress toward achieving benchmarks.
Curriculum Map - 2011-2012- Grade 4 - 31 -
Reading Workshop Writing Workshop Word Study
LCC ACTIVITIES - Unit 8: Author Study
1: Daily Independent Reading (ONGOING) 09, 10
2: Vocabulary Activities (ONGOING) 02, 03
5: Explore Authors 17, 19d, 19e, 41a, 42, 43a, 43b, 43c, 48
6: About the Author 17, 22, 45
LCC ACTIVITIES Unit 8: Author Study
3: Daily Language (ONGOING) 31a, 31b, 31c, 31d
4: Daily Writing Activities (ONGOING) 20e, 21, 22, 23b, 24, 26c 7: Chart Your Author(s) 05a, 05b, 05c, 05d, 10, 11, 14b, 14c, 14e
8: Why Do You Recommend This Author? 14b, 14c, 14d, 14e,
26a, 27, 29, 31b, 31c, 31d
9: Writing Book Reviews 20a, 20b, 20c, 20d, 20e, 21, 23d, 23e,
23f, 23g, 24, 26c, 30a, 30b, 31b, 31c, 31d, 32
Continue Word Wall Activities
Interjections 31
Compound Words 32
Consonant Doubling 32
Irregular Verbs 31
Theme 15: Earth Long Ago
COMPREHENSION STRATEGIES/SKILLS
Monitor Understanding 19
reread text
self-monitoring
reflection
strategic reading
TARGET SKILLS
Newspaper Articles 13 Nonfiction Text Feature: Diagram 50 Personification 6
MODELED WRITING
Book Review 26 (LCC)
Newspaper article 26 (LbD)
MINI-LESSONS
Presentation 23
Compare & Contrast 26
Use Nonfiction Features 50
Editing 23
Conjunctions: Subordinate 31
Independent and Dependent Clauses 31
Homophones 3
Theme 16: Wearing Away
COMPREHENSION STRATEGIES/ SKILLS
Ask Questions 19
meaning
author’s purpose
use visuals
TARGET SKILLS
Diary 13 Photo Essay 13 Foreshadowing and Flashback 6, 25
CENTER IDEA
Curriculum Map - 2011-2012- Grade 4 - 32 -
Reading Workshop Resources Writing Workshop Resources Word Study Resources
Theme 15: Earth Long Ago
Comprehension Bridge Cards: 14, 15
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
evidence, fossil, vanish, examine, scrape, extinction, recognize,
method, prehistoric, threat
Connect to Novels: Dinosaurs Before Dark,
Boy of The Painted Cave, Dinosaur Detectives
MODELED WRITING
Newspaper article
LbD Article Organizer – Transparency 89, 90
LbD Writing Bridge Card 30
MINI-LESSONS
Presentation 23
LbD Writing Bridge Card 29 & Transparency 88
Compare & Contrast
LbD Compare & Contrast Organizer – Transp. 95, 96
LbD Writing Bridge Card 32
Use Nonfiction Features
LbD Writing Resource Guide p. 63-64
Editing 23
LbD Writing Bridge Card 31 & Transparency 94
Conjunctions: Subordinate
LbD Writing Resource Guide p. 29
HME p. 211
Independent and Dependent Clauses
LbD Writing Resource Guide p. 30
Homophones
LbD Writing Resource Guide pp. 31-32
HME p. 218
www.primarilywriting.com
Houghton- Mifflin Spelling and
Vocabulary
Compound Words
Unit 13
Consonant Doubling
Unit 14
Houghton -Mifflin English
Irregular Verbs
p. 112-113
Theme 16: Wearing Away
Comprehension Bridge Cards: 15,16
Vocabulary Development:
Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game
ancient, splendor, significant, erosion, composition, prevent,
previous, survey, glacier, weathering
Connect to Novels: Mary Kate and Ashley In Action
Brighty of the Grand Canyon, Shadows of Disaster
Leveled Readers End of 4th
Quarter
ON: Q, R, S
ABOVE: T+
BELOW: P AND BELOW
See Word Wall Games on
ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login