BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Week # 1

TEKS & Reporting Categories

ELPS CCRS Concepts

Additional Resources Vocabulary Conventions Writer’s Workshop

Monday

Aug. 24 ,

2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C 4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

Lesson: Rules, Procedures and Expectations Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

*NOTE: The first two sessions are designed to give the teacher an opportunity to gather On Demand Writing Assessments to use as beginning of the year writing samples.

Session 1: Starting the Writer’s Workshop

Teaching Point: After introducing the basic structure of Writing Workshop, the teacher and student generate a list of ideas for a personal narrative. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: This year, in fourth grade, we will learn how to write like professional writers. Teach (Model): Think of a person who matters to you and list clear small moments you’ve had with that person. List moments that you remember with crystal-clear clarity. Active Engagement (Guided Practice): Explain to the students that what you’ve demonstrated is what they will now do. Try: Next, students are to return to their writing area and write the stories they have just told. Remind them of their expectations for independent writing. Share: Convene students in the meeting area and have a quick recap of the expectations for share/reflect.

Terms Used Throughout this Resource →Writer’s Notebook: a composition type book that accommodates multi-leveled assignments; used by students to collect ideas for writing, store personal entries, gathering memories, keeping occasional assignments, etc. Often travels with students during share/reflect time & to/from home. →Writer’s Portfolios: a place where students can store completed, cumulative writing. May contain sequence of rough drafts, mentor texts, unit-specific rubrics, collected materials from writing-in-progress folders. →Writing-in-progress folders: a folder for collecting drafts, rubrics, guide sheets, and mentor texts; sometimes, a two –pocket folder containing loose-leaf papers. →Mentor Texts: a piece of literature that is chosen and used by an individual to study a particular genre.

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

→Exemplar or touchstone texts: previously read texts that the teacher/students return to over-&-over to teach the craft of writing (ex. Leads, character development, noun/verb agreement, punctuation, etc.) If allowed, teachers sometimes make copies of pieces of that text for which students may refer as they are writing

Tuesday

Aug. 25 ,

2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C 4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Singular Plural Common Proper Capitalization Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

Lesson: Nouns Texas Write Source TE p. 446/447 Student Book p. 143/144

Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

*NOTE: The first two sessions are designed to give the teacher an opportunity to gather On Demand Writing Assessments to use as beginning of the year writing samples.

Session 1: Starting the Writer’s Workshop

Teaching Point: After introducing the basic structure of Writing Workshop, the teacher and student generate a list of ideas for a personal narrative. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: This year, in fourth grade, we will learn how to write like professional writers. Teach (Model): Think of a person who matters to you and list clear small moments you’ve had with that person. List moments that you remember with crystal-clear clarity. Active Engagement (Guided Practice): Explain to the students that what you’ve demonstrated is what they will now do. Try: Next, students are to return to their writing area and write the stories they have just told. Remind them of their expectations for independent writing. Share: Convene students in the meeting area and have a quick recap of the expectations for share/reflect.

Terms Used Throughout this Resource →Writer’s Notebook: a composition type book that accommodates multi-leveled assignments; used by students to collect ideas for writing, store personal entries, gathering memories, keeping occasional assignments, etc. Often travels with students during share/reflect time & to/from home. →Writer’s Portfolios: a place where students can store completed, cumulative writing. May contain sequence of rough drafts, mentor texts, unit-specific rubrics, collected materials from writing-in-progress folders. →Writing-in-progress folders: a folder for collecting drafts, rubrics, guide sheets, and mentor texts; sometimes, a two –pocket folder containing loose-leaf papers.

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

→Mentor Texts: a piece of literature that is chosen and used by an individual to study a particular genre.

→Exemplar or touchstone texts: previously read texts that the teacher/students return to over-&-

over to teach the craft of writing (ex. Leads, character development, noun/verb agreement,

punctuation, etc.) If allowed, teachers sometimes make copies of pieces of that text for which students

may refer as they are writing

Wednesday

Aug. 26 ,

2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C 4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Singular Plural Common Proper Capitalization Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

Lesson: Common and Proper Nouns Texas Write Source TE p. 446/447 Student Book p. 145

Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

*NOTE: The first two sessions are designed to give the teacher an opportunity to gather On Demand Writing Assessments to use as beginning of the year writing samples.

Session 1: Starting the Writer’s Workshop

Teaching Point: After introducing the basic structure of Writing Workshop, the teacher and student generate a list of ideas for a personal narrative. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: This year, in fourth grade, we will learn how to write like professional writers. Teach (Model): Think of a person who matters to you and list clear small moments you’ve had with that person. List moments that you remember with crystal-clear clarity. Active Engagement (Guided Practice): Explain to the students that what you’ve demonstrated is what they will now do. Try: Next, students are to return to their writing area and write the stories they have just told. Remind them of their expectations for independent writing. Share: Convene students in the meeting area and have a quick recap of the expectations for share/reflect.

Terms Used Throughout this Resource →Writer’s Notebook: a composition type book that accommodates multi-leveled assignments; used by students to collect ideas for writing, store personal entries, gathering memories, keeping occasional assignments, etc. Often travels with students during share/reflect time & to/from home. →Writer’s Portfolios: a place where students can store completed, cumulative writing. May contain sequence of rough drafts, mentor texts, unit-specific rubrics, collected materials from writing-in-progress folders. →Writing-in-progress folders: a folder for collecting drafts, rubrics, guide sheets, and mentor texts;

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

sometimes, a two –pocket folder containing loose-leaf papers. →Mentor Texts: a piece of literature that is chosen and used by an individual to study a particular genre.

→Exemplar or touchstone texts: previously read texts that the teacher/students return to over-&-

over to teach the craft of writing (ex. Leads, character development, noun/verb agreement,

punctuation, etc.) If allowed, teachers sometimes make copies of pieces of that text for which students

may refer as they are writing

Thursday

Aug. 27 ,

2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C 4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Singular Plural Common Proper Capitalization Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

Lesson: Possessive Nouns Texas Write Source TE p. 446/447 Student Book p. 150 Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

*NOTE: The first two sessions are designed to give the teacher an opportunity to gather On Demand Writing Assessments to use as beginning of the year writing samples.

Session 1: Starting the Writer’s Workshop

Teaching Point: After introducing the basic structure of Writing Workshop, the teacher and student generate a list of ideas for a personal narrative. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: This year, in fourth grade, we will learn how to write like professional writers. Teach (Model): Think of a person who matters to you and list clear small moments you’ve had with that person. List moments that you remember with crystal-clear clarity. Active Engagement (Guided Practice): Explain to the students that what you’ve demonstrated is what they will now do. Try: Next, students are to return to their writing area and write the stories they have just told. Remind them of their expectations for independent writing. Share: Convene students in the meeting area and have a quick recap of the expectations for share/reflect.

Terms Used Throughout this Resource →Writer’s Notebook: a composition type book that accommodates multi-leveled assignments; used by students to collect ideas for writing, store personal entries, gathering memories, keeping occasional assignments, etc. Often travels with students during share/reflect time & to/from home. →Writer’s Portfolios: a place where students can store completed, cumulative writing. May contain sequence of rough drafts, mentor texts, unit-specific rubrics, collected materials from writing-in-progress folders.

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

→Writing-in-progress folders: a folder for collecting drafts, rubrics, guide sheets, and mentor texts; sometimes, a two –pocket folder containing loose-leaf papers. →Mentor Texts: a piece of literature that is chosen and used by an individual to study a particular genre.

→Exemplar or touchstone texts: previously read texts that the teacher/students return to over-&-

over to teach the craft of writing (ex. Leads, character development, noun/verb agreement,

punctuation, etc.) If allowed, teachers sometimes make copies of pieces of that text for which students

may refer as they are writing

Friday

Aug. 28 ,

2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C 4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Possessive Noun Apostrophe Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

What do we expect our students to do by the

end of the year? Vocabulary

End of 2nd 6 Weeks

End of 4th 6 Weeks

●idioms ●Greek and Latin root words or affixes ●Use context clues to determine meaning

●Use context clues to determine meaning of multiple-meaning words ●Complete

Lesson: Apostrophes Texas Write Source TE p. 446/447 Student Book p. 24/25

Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

What do we expect our students to do by the end of the year?

Oral and Written Conventions End of 2nd Six

Weeks End of 4th Six

Weeks ●Understand and use nouns and verbs ● Understand and use the function of adverbs and adjectives ● Use complete sentences ●Use transitions ●Use simple and compound sentences ●Use commas in compound sentences ●Use

●Understand and use prepositions and prepositional phrases ● Use correlative conjunctions ● Use complete sentences ●Use transitions ●Use simple and compound sentences with subject-verb agreement ●Use quotation marks correctly

*NOTE: The first two sessions are designed to give the teacher an opportunity to gather On Demand Writing Assessments to use as beginning of the year writing samples.

Session 1: Starting the Writer’s Workshop

Teaching Point: After introducing the basic structure of Writing Workshop, the teacher and student generate a list of ideas for a personal narrative. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: This year, in fourth grade, we will learn how to write like professional writers. Teach (Model): Think of a person who matters to you and list clear small moments you’ve had with that person. List moments that you remember with crystal-clear clarity. Active Engagement (Guided Practice): Explain to the students that what you’ve demonstrated is what they will now do. Try: Next, students are to return to their writing area and write the stories they have just told. Remind them of their expectations for independent writing. Share: Convene students in the meeting area and have a quick recap of the expectations for share/reflect.

Terms Used Throughout this Resource →Writer’s Notebook: a composition type book that accommodates multi-leveled assignments; used by students to collect ideas for writing, store personal entries, gathering memories, keeping occasional assignments, etc. Often travels with students during share/reflect time & to/from home. →Writer’s Portfolios: a place where students can store completed, cumulative writing. May contain

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

of unfamiliar words

analogies

capitalization for beginning of sentences ●Use capitalization conventions correctly

●Write legibly

sequence of rough drafts, mentor texts, unit-specific rubrics, collected materials from writing-in-progress folders. →Writing-in-progress folders: a folder for collecting drafts, rubrics, guide sheets, and mentor texts; sometimes, a two –pocket folder containing loose-leaf papers. →Mentor Texts: a piece of literature that is chosen and used by an individual to study a particular genre.

→Exemplar or touchstone texts: previously read texts that the teacher/students return to over-&-

over to teach the craft of writing (ex. Leads, character development, noun/verb agreement,

punctuation, etc.) If allowed, teachers sometimes make copies of pieces of that text for which students

may refer as they are writing

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Week # 2 TEKS &

Reporting Categories

ELPS CCRS Concepts

Additional Resources Vocabulary Conventions Writing

Monday Aug. 31 , 2015

Writing TEKS 4.15B 4.17A 4.18A 4.15D 4.21B 4.21C 4.22A 4.22B 4.22C

4.22D

ELPS: 74.4(C)(5) (B); (C), (D); (E); (i); (iv); (F) CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes ●Expository or procedural writing from science, mathematics, and social studies classes

Action Linking Verb Helping Verb Past Present Future Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent Vocabulary TEKS 4.2A 4.2B 4.2C 4.2D

Lesson: Verbs Texas Write Source TE p. 454-457 Student Book p. 173

Oral and Written Conventions TEKS 4.20Ai 4.20Aii 4.20Aiii 4.20Aiv 4.20Av 4.20Avi 4.20Avii 4.20Aviii 4.20B 4.20C 4.21A 4.21Bi 4.21Bii 4.21Biii 4.21Ci 4.21Cii

Session 2: Generating More Writing

Teaching Point: Second strategy for generating ideas for personal narratives. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: “Writers, yesterday I gave a strategy that writers use to help them generate ideas for personal narratives. One strategy is to think of a person that matters to you. Teach (Model): Think of a place that matters to you, then list clear, small moments you remember there. Choose one to sketch and then write the accompanying story. Active Engagement (Guided Practice): Teacher and students think of a place that matters to all. Try: Today, we are writing about a place. Mid-workshop Teaching Point: Teacher says, “I want to also teach you that we can look at the stuff of our lives and let the things around us remind us of memories. Sometimes writers look at the things near us, and let those objects jog memories.

Share: Gather whole group (sitting with a writing partner) to sum up, share, and

celebrate.

Personal Narrative: Prompt: Write about a time you did something special with a family member (Brainstorm)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Tuesday Sept. 1 , 2015

Action Linking Verb Helping Verb Past Present Future Personal narrative Small moment Focus Detail Composition Draft Revise Edit

Lesson: Verbs Texas Write Source TE p. 454-457 Student Book p. 174

Session 2: Generating More Writing

Teaching Point: Second strategy for generating ideas for personal narratives. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: “Writers, yesterday I gave a strategy that writers use to help them generate ideas for personal narratives. One strategy is to think of a person that matters to you. Teach (Model): Think of a place that matters to you, then list clear, small moments you

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

remember there. Choose one to sketch and then write the accompanying story. Active Engagement (Guided Practice): Teacher and students think of a place that matters to all. Try: Today, we are writing about a place. Mid-workshop Teaching Point: Teacher says, “I want to also teach you that we can look at the stuff of our lives and let the things around us remind us of memories. Sometimes writers look at the things near us, and let those objects jog memories.

Share: Gather whole group (sitting with a writing partner) to sum up, share, and

celebrate.

Personal Narrative: Prompt: Write about a time you did something special with a family member (Lead/Introduction)

students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Wednesday Sept. 2, 2015

Action Linking Verb Helping Verb Past Present Future Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing indent

Lesson:

Simple Verb Tense Texas Write Source TE p. 446/447 Student Book p. 171

Session 3: Creating a Heart Map or Neighborhood Sketch

Teaching Point: *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: It’s important that writers take time to familiarize themselves with what really matters to them. Teach (Model): Teacher demonstrates by sharing his/her own heart map or neighborhood sketch. Active Engagement (Guided Practice): Have students sit knee to knee with a Turn and Talk partner. Try: Send the students off to their writing nooks to create their personal heart maps and/or neighborhood sketches.

Share: Bring closure to today’s Writing Workshop by recalling that a heart map

and/or neighborhood sketch can be a tool that writers can use to help them come up

with story ideas.

Personal Narrative: Prompt: Write about a time you did something

special with a family member (Body)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Thursday Sept. 3, 2015

Action Linking Verb Helping Verb Past Present Future Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing indent

Lesson: Simple Verb Tense Texas Write Source TE p. 446/447 Student Book p. 172

Session 4: Qualities of Good Writing: Focus

Teaching Point: Importance of maintaining FOCUS in their writing. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: We’ve created lists of Small Moment stories and we have created a visual tool called a ‘heart map’. Teach (Model): Today’s teaching point will begin with FOCUS. Active Engagement (Guided Practice): Practice: Teacher will provide a series of ideas and ask students to identify either watermelon or seed story. Try: Allow students time to explore their Writer’s Notebooks and develop their identified seed stories from any larger topics they may have written (watermelon topics). Share: Begin a discussion about what to do when you think you are finished writing.

Personal Narrative: Prompt: Write about a time you did something

special with a family member (Closing/Conclusion)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Friday Sept. 4, 2015

Action Linking Verb Helping Verb Past Present Future Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline

Lesson: Assessment

What do we expect our students to do by the end of the year? Oral and Written Conventions

End of 2nd Six Weeks

End of 4th Six Weeks

●Understand and use nouns and verbs ● Understand and use the function of adverbs and adjectives ● Use complete sentences ●Use transitions ●Use simple and compound sentences ●Use commas in

●Understand and use prepositions and prepositional phrases ● Use correlative conjunctions ● Use complete sentences ●Use transitions ●Use simple and compound sentences with subject-verb agreement

Session 5: Qualities of Good Writing: Details

Teaching Point: Importance of ADDING DETAIL to their writing. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: When we have chosen that one important moment to write about, it’s also important to describe the moment with details. Teach (Model): Today’s teaching point will begin with writing with specific details. Active Engagement (Guided Practice): Students work with a writing partner to check for places in their own writing where they could apply this technique of using exact details.

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Emotions Dialogue Event Paragraphing Indent

What do we expect our students to do by the end of the year? Vocabulary

End of 2nd 6 Weeks

End of 4th 6 Weeks

●idioms ●Greek and Latin root words or affixes ●Use context clues to determine meaning of unfamiliar words

●Use context clues to determine meaning of multiple-meaning words ●Complete analogies

compound sentences ●Use capitalization for beginning of sentences ●Use capitalization conventions correctly

●Use quotation marks correctly ●Write legibly

Try: Students return to their writing area and work on adding exact details to their writing. Share: Students share with a writing partner the places where they have added exact details.

Personal Narrative: Prompt: Write about a time you did something

special with a family member (Revise/Edit/Final

Draft)

Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Week # 3 TEKS &

Reporting Categories

ELPS CCRS Concepts Additional

Resources Vocabulary Conventions Writing

Monday Sept. 7, 2015

Irregular Past Tense Present Tense Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Irregular Verbs Texas Write Source TE p. 458 Student Book p. 175

Session 6: The Writer’s Job in a Conference

Teaching Point: During the conference, the teacher will target one or two specific points to cover with the student. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): Today’s teaching point will center on the writing conference and the structure in which students will be participating. Active Engagement (Guided Practice): The conference will be a thinking conference. Share: Teacher reminds students to use the

Qualities of Good Personal Narrative Writing

chart as they write.

Personal Narrative: Prompt: Write about a time you helped someone (Brainstorm)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Tuesday Sept. 8, 2015

Irregular Past Tense Present Tense Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline

Lesson:

Irregular Verbs Texas Write Source TE p. 458 Student Book p. 176

Session 7: Building Stories Step by Step

Teaching Point: Personal Narratives have a sequence of events with the art of description present, but the goal of a personal narrative is NOT to describe the event, rather carry the reader through the timeline of what happened.

*NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Sometimes, writers DO sometimes write all about a topic but right now, we are only writing true stories or personal narratives. Teach (Model): Explain that personal narratives

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to,

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Emotions Dialogue Event Paragraphing Indent

are often organized chronologically, told as a sequence of events and NOT a description of events. Active Engagement (Guided Practice): Listen in as students tell each other the story. Try: Restate the goal for today. “From now on, whenever you are writing a story, don’t just talk all about what happened first, then, next, and next. Start today by rereading your stories from yesterday and making sure you have told them as stories. Share: Ask one or two students who wrote their

stories step-by-step to share their work with the

class. Ask students, “What did these writers do

that all writers do?”

*Teaching Tip: For students who struggle with

oral storytelling or with sequencing of events,

you could offer them the option of creating a

storyboard to help them move through their

narrative step-by-step.

Carefully consider which students would benefit

from using this template. For some students,

doing so will only delay their drafts; for others,

the necessity of doing so will support their

drafts.

Personal Narrative Prompt: Write about a time you helped someone

(Lead/Introduction)

the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Wednesday Sept. 9, 2015

Irregular Past Tense Present Tense Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Irregular Verbs Texas Write Source TE p. 458 Student Book p. 177

Session 8: Choosing a Seed Idea

Teaching Point: After writing for a while, it’s time to choose one special piece to commit to and make it a published composition. The chosen piece will represent a Small Moment in our lives that is special enough to share with others.

*NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: You have learned essential qualities of good writing, and these shape your entries into stories that readers will draw closer to hear.

Teach (Model): Tell students you’ll teach them to choose one entry to develop into a published piece. Active Engagement (Guided Practice): Restate the goal for today’s writing time: “Today, and whenever it is time for you to stop collecting entries and begin working on one writing project, remember that you – like writers everywhere – can reread you entries and think,” “Which of these really matters?” Look for entries that draw you in, that seem to be saying, “Pick me!” Try: Students work in their Writer’s Notebooks to choose a seed idea to develop into a published piece. Use anchor chart: Choosing a Seed Idea Share: Ask one or two students who wrote their

stories step-by-step to share their work with the

class. Ask students, “What did these writers do

that all writers do?”

Personal Narrative Prompt: Write about a time you helped someone

(Lead/Introduction)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Thursday Sept. 10, 2015

Irregular Past Tense Present Tense Personal narrative Small moment Focus Detail Composition

Lesson: Irregular Verbs Texas Write Source TE p. 458 Student Book p. 178

Session 9: Revising Leads: Learning from Published Writing

Teaching Point: Writers improve leads by studying the work of authors and then applying their techniques. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

each Session should take place in an established whole group area, most likely on the rug. Connect: “Writer, something amazing is happening to our writing! You are beginning to tell your stories in a way that sounds like real authors (because you are), what can we learn about leads today that really impact our stories?”

Teach (Model): Explain that leads in stories matter not only for the reader, but for the writer as well. A great lead sets us (writers) up to write a great story. Note: One possible mentor text to use for this portion of the session is Peter’s Chair by Ezra Jack Keats Active Engagement (Guided Practice): Share a lead written by one student. Try: Restate the teaching point. When you go back to write, think about you have learned about writing leads and then try out three or four different leads in your notebook. Try starting with the setting, or actions, or dialogue, or a combination of these. Share: Provide time for students to read books

and stories that remind them of what they want

to write.

Personal Narrative Prompt: Write about a time you helped someone

(Closing/Conclusion)

●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Friday Sept. 11, 2015

Irregular Past Tense Present Tense Personal narrative Small moment Focus Detail Composition

Lesson: Assessment

Session 10: Writing Discovery Drafts

Teaching Point: When it’s time for a writer to develop a draft, there are several ways to complete this task. The most important point to remember when writing a draft is to write fast and long, in order to get your story on paper as it comes to mind.

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

What do we expect our students to do by the end of the year? Vocabulary

End of 2nd 6 Weeks

End of 4th 6 Weeks

●idioms ●Greek and Latin root words or affixes ●Use context clues to determine meaning of unfamiliar words

●Use context clues to determine meaning of multiple-meaning words ●Complete analogies

What do we expect our students to do by the end of the year? Oral and Written Conventions

End of 2nd Six Weeks

End of 4th Six Weeks

●Understand and use nouns and verbs ● Understand and use the function of adverbs and adjectives ● Use complete sentences ●Use transitions ●Use simple and compound sentences ●Use commas in compound sentences ●Use capitalization for beginning of sentences ●Use capitalization conventions correctly

●Understand and use prepositions and prepositional phrases ● Use correlative conjunctions ● Use complete sentences ●Use transitions ●Use simple and compound sentences with subject-verb agreement ●Use quotation marks correctly ●Write legibly

*NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: So far you have rehearsed for your writing by storytelling and by thinking of leads. The time has come for you to write a DRAFT. There is not one way to write a draft, but many ways you can go about writing a draft.”

Teach (Model): Explain that when drafting, students will use loose-leaf notebook paper, write on only one side, and skip lines. Teacher shows an example of a discovery draft. Active Engagement (Guided Practice): Reread the lead and remember the beginning of the event. Pretend you are storytelling to listeners. Make them feel whatever you want them to feel. Try: Start writing and write fast, keeping your eyes on the true story. Share: Have students take a moment to reread

what they wrote today and then choose a phrase

or sentence that they particularly love. Have

students share these lines or phrases.

Personal Narrative

Prompt: Write about a time you helped someone

(Revise/Edit/Final Draft)

●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Week # 4 TEKS &

Reporting Categories

ELPS CCRS Concepts

Additional Resources Vocabulary Conventions Writing

Monday Sept. 14, 2015

Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Pronouns Texas Write Source TE p. 450-453 Student Book p. 153/154 Homework p. 155/156

Session 11: Revising Endings: Learning From Published Writing

Teaching Point: Explain that when we write, we want to be sure that our ending fits with the idea that we are writing about and that it stays with the reader. Endings are just a powerful as the lead in our writing. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): Explain that a secret that many beginning writers don’t know is that writers work just as hard – or maybe even harder – on endings. “ *Suggested mentor text (but not limited to): Fireflies! By Julie Brinckloe *Teaching Tip: It is not necessary to use the exact text

mentioned above to learn about writing endings.

Select a narrative text with which children are already

familiar and that has an ending that is succinct and

memorable and has moves in it that children can see.

Do not only read the last line of the text. Usually an

author regards both the lead and the ending of the

story as longer than one or two lines.

Explain that we want to be sure that our ending fits

with the idea that we are writing about and that it stays

with the reader. Examine an ending

Active Engagement (Guided Practice): Teacher rereads the mentor text and asks students to think about what the author did to make the ending powerful. Remind students that writers work hard on endings. Writers study endings from mentor texts, make plans for their endings, and then write rough draft endings. Try: Students work quietly rereading and marking important actions, words, images that could maybe be woven into the final scene or image. Have students try several endings for their piece (important action, dialogue, images). Share: Share the work of one or two students who

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

wrote several possible endings.

Personal Narrative Prompt: Write about a time you had to do something you didn’t want to do (Brainstorm)

Tuesday Sept. 15, 2015

Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Subject and Object Pronouns Texas Write Source TE p. 450-453 Student Book p. 157/158 Homework p. 159/160

Session 12: Taking Charge of our Writing Work: Starting a Second Piece

2 Days

Teaching Point: Students can begin to take ownership of their writing time by deciding which actions to take next. As they prepare for publishing, they might work on their first piece OR move to a second piece. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Take this time to celebrate the writing of your class. Their rough drafts deserve a time of praise! Teach (Model): “Today, I want to teach you that YOU are in charge of your writing. *OPTIONAL: It might be a helpful support to teach students how to chart their progress as to where they are in their first and second piece of writing (Monitoring My Writing Process). Active Engagement (Guided Practice): Students decide where they are in the process. Teacher circulates to confer and assist. Try: Students are working independently on either their first or second piece of narrative writing. Share: Ask a few students to share what they are doing

that is working well.

Personal Narrative Prompt: Write about a time you had to do something you didn’t want to do (Lead/Introduction)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Wednesday Sept. 16, 2015

Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Possessive Pronouns Texas Write Source TE p. 450-453 Student Book p. 161/162

Session 13: Timelines as Tools for Planning Stories

Teaching Point: Another strategy that can be helpful for developing a story can be creating a timeline.

*NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Tell students that you will teach them another strategy for developing a story idea: making timelines. Teach (Model): Model strategy by making timeline with your own writing idea. (Events from my day…….) Active Engagement (Guided Practice): Set students up to try the strategy. Have them recall an event the class experienced together; help them make their own timelines of that event. At the end of today’s session, students will revisit their class timeline. Try: Students look back through their Seed List and choose a seed idea they would like to create a timeline for. Share: Celebrate that they are imagining starting points

for their second piece of writing.

Personal Narrative Prompt: Write about a time you had to do something you didn’t

want to do (Body)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Thursday Sept. 17, 2015

Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue

Lesson: Pronoun-Antecedent Agreement Texas Write Source TE p. 450-453 Student Book p. 167/168

Session 14: Timelines as Tools for Developing Stories

Teaching Point: Students will use their timelines to plan and draft a second story. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): Show students an example of a timeline that has been made from a small part of another one (from you timeline or from the class).

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Event Paragraphing Indent

Active Engagement (Guided Practice): Partners share the story of just one dot on their timelines with students, asking them how they provide more detailed description of that one event from their own timelines. Try: Spend time conferring with students, asking them how they provide more detailed description of that one event from their timelines. Share: Choose 1-2 students who would like to share

their original timeline, their revised timeline, and their

new writing from today (focused on one particular

event or dot from the timeline.)

Personal Narrative Prompt: Write about a time you had to do something you didn’t want to do (Closing/Conclusion)

a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Friday Sept. 18, 2015

( Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing indent What do we expect our students to do by the end of the year? Vocabulary

End of 2nd 6 Weeks

End of 4th 6 Weeks

●idioms ●Greek and Latin root words or affixes

●Use context clues to determine meaning of

Lesson: Assessment

What do we expect our students to do by the end of the year? Oral and Written Conventions

End of 2nd Six Weeks

End of 4th Six Weeks

●Understand and use nouns and verbs ● Understand and use the function of adverbs and adjectives ● Use complete sentences ●Use transitions ●Use simple and compound sentences ●Use commas in compound sentences ●Use capitalization for beginning of sentences ●Use capitalization conventions

●Understand and use prepositions and prepositional phrases ● Use correlative conjunctions ● Use complete sentences ●Use transitions ●Use simple and compound sentences with subject-verb agreement ●Use quotation marks correctly ●Write legibly

Session 15: Triple Timeline

Teaching Point: Students can add depth to their timeline by including a “snatch of dialogue” or inner thinking as well as emotions under each timeline event.

*NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: “You have been working hard on revising your timelines to ensure you have chosen the most important ideas to include within your narrative.” Teach (Model): “Today, I want to teach you a strategy that will help you expand your timeline. This will help you be more prepared when you are ready to draft your story. As writers, it is important that we not only remember the actual events, but we also recall our thoughts, feelings, and words.” Active Engagement (Guided Practice): Set-up the students to try this strategy. Options to try:

1. Students could use the class timeline to refer to as they practice adding emotions and dialogue while talking with a partner.

2. Students could use their own personal

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

●Use context clues to determine meaning of unfamiliar words

multiple-meaning words ●Complete analogies

correctly

timeline in their Writer’s Notebooks to talk with a partner about possible emotions and dialogue to add.

Try: Send students off to try their own triple timelines in preparation for future drafting. Share: Students can have the opportunity to share

something they added to their timelines today.

Personal Narrative Prompt: Write about a time you had to do something you didn’t

want to do (Revise/Edit/Final Draft)

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Week # 5 TEKS &

Reporting Categories

ELPS CCRS Concepts

Additional Resources Vocabulary Conventions Writing

Monday

Sept. 21, 2015

Simple Subject Simple Predicate Complete Sentence Compound Subject Compound Predicate Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Simple and Complete Subjects Texas Write Source TE p. 471-473 Student Book p. 83

Session 16: Writing in Passages of Thought: Paragraphing to Support Elaboration

Teaching Point: Students can begin to understand the importance of using a paragraphs to group their ideas together. They can also begin to identify that small paragraphs are a signal for more elaboration to be used. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): Explain that from now on, as they write, they will chunk their stories into paragraphs. One important lesson to teach during this time is to avoid writing tiny paragraphs. Active Engagement (Guided Practice): Discuss how to identify where paragraphs begin by spotting the indentation. Encourage students to remember indenting their paragraphs later during independent practice. Try: Ask students to reread their drafts and draw a box around the sentences that go in a chunk. Students continue to draft, being mindful of when more elaboration is needed. Share: Show an example of a student’s writing who used paragraphing.

Personal Narrative Write about a time you celebrated a favorite holiday, event, or custom (Brainstorm)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Tuesday

Sept. 22, 2015

Simple Subject Simple Predicate Complete Sentence Compound Subject Compound Predicate Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline

Lesson: Simple and Complete Predicates Texas Write Source TE p. 471-473 Student Book p. 84

Session 17: Developing the Heart of the Story: Revision

Teaching Point: Remind students that REVISION is not about fixing errors, but finding and developing the heart of the story. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): “When writers have a collection of drafts, writers often look over the drafts and select the best piece to really jump into and revise it. REVISION is a compliment to great writing.” Active Engagement (Guided Practice): Make a movie in your mind of what happened at that part

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students.

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Emotions Dialogue Event Paragraphing indent

and tell your partner how you’d stretch that part out. Try: Students return to their chosen draft to make their story the best in the world. Share: Highlight a student who took the mini-lesson to heart. Tell the story of that student’s work in a way others can learn from

Personal Narrative Write about a time you celebrated a favorite holiday, event, or custom (Lead/Introduction)

Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Wednesday

Sept. 23, 2015

Simple Subject Simple Predicate Complete Sentence Compound Subject Compound Predicate Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing indent

Lesson: Compound Subjects and Predicates Texas Write Source TE p. 471-473 Student Book p. 85

Session 18: Using Editing Checklists

Teaching Point: Writers can get their writing ready to go out into the world of readers by editing and polishing their work. *Teaching Tip: Using a different color pen or pencil, or one with a special flair to it, can be a tool that inspires editing: a fancy editing tool can spark kids to make changes just for the thrill of using it – especially when it comes to correcting spelling and punctuation. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Today, I want to give your writing its own personalized coach……an editing checklist! Teach (Model): Name the teaching point: Writers use editing checklists to remind us of strategies we can use to edit our writing. *Use an editing checklist for mechanics. Active Engagement (Guided Practice): “Writers, work with your partner on one item on the checklist. Take turns sharing your draft and provide editing feedback to each other.” Try: Spend time conferring and assisting any students who may be struggling to edit during their independent writing time. Share: Ask students to reflect on the editing process.

Personal Narrative Write about a time you celebrated a favorite holiday, event, or custom (Body)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Thursday

Sept. 24, 2015

g Fragment Incomplete Thought Personal narrative Small moment Focus Detail Composition Draft Revise Edit Publish Lead Ending Discovery draft Timeline Triple timeline Emotions Dialogue Event Paragraphing Indent

Lesson: Sentences Fragments Texas Write Source TE p. 474 Student Book p. 93/94

Session 19: Publishing: A Writing Community Celebrates!

2 Days

Teaching Point: Celebrate with the student writers the immense job they have conquered…….They have taken a piece of their life and put it on paper! *On this first celebration, the purpose is to keep it small and intimate. You will want students to get a sense of what a celebration entails and how it looks and feels. As you continue to celebrate throughout the year, the celebrations can become more lavish and elegant. More audience members can be invited, such as parents, later throughout the year. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group area, most likely on the rug. Connect: Teach (Model): Assemble the students in the meeting area. In a circle rather than a group. As the students to bring their published piece with them. Active Engagement (Guided Practice): Let the students know that during this Share Into the Circle time, they won’t be sharing their entire story, for that would take too long. Rather, they will need to pick their favorite part of their story and be ready to share that part out loud to their audience. Try: You have learned how to draw a pictures and write words about the things that matter to you. You have learned that if you get to a hard part, you just do the best you can. You have learned how to choose a piece of writing and revise and edit it. Share: “Writers, you have worked hard and you deserve this celebration today. May we continue to have writing celebrations as great as this one today!”

Personal Narrative Write about a time you celebrated a favorite holiday, event, or custom (Closing/Conclusion)

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

Friday

Sept. 25, 2015

End of 1st

Six Weeks

Run-On

Personal narrative

Small moment

Focus

Detail

Composition

Draft

Revise

Edit

Publish

Lead

Lesson: Run-On Sentences Texas Write Source TE p. 475 Student Book p. 97/98

What do we expect our students to do by the end

of the year?

Oral and Written Conventions

Session 19: Publishing: A Writing Community Celebrates!

2 Days

Teaching Point: Celebrate with the student writers the immense job they have conquered…….They have taken a piece of their life and put it on paper! *On this first celebration, the purpose is to keep it small and intimate. You will want students to get a sense of what a celebration entails and how it looks and feels. As you continue to celebrate throughout the year, the celebrations can become more lavish and elegant. More audience members can be invited, such as parents, later throughout the year. *NOTE: The Connect, Teach (modeling) and Active Engagement (Guided Practice) parts of each Session should take place in an established whole group

Unit of Study: Launching the Writer’s Workshop Anchor Charts: ●Strategies for Generating Personal Narrative Writing ●Qualities of Good Writing ●Possible ideas for identifying Watermelon vs. Seed Ideas ●When I’m Finished ●Choosing a Seed Idea ●Monitoring My Writing Progress *Note: Keeping charts alive in the classroom is very important. It’s not enough to hang them on the walls and expect students to look at them or use them. The more a chart is referred to, the more likely it will be

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

Ending

Discovery draft

Timeline

Triple timeline

Emotions

Dialogue

Event

Paragraphing

Indent

What do we expect our

students to do by the end of

the year?

Vocabulary

End of 2nd

6 Weeks

End of 4th

6 Weeks

●idioms

●Greek

and Latin

root words

or affixes

●Use

context

clues to

determine

meaning of

unfamiliar

words

●Use

context

clues to

determine

meaning of

multiple-

meaning

words

●Complete

analogies

End of 2nd Six

Weeks

End of 4th Six

Weeks

●Understand and

use nouns and

verbs

● Understand and

use the function of

adverbs and

adjectives

● Use complete

sentences

●Use transitions

●Use simple and

compound

sentences

●Use commas in

compound

sentences

●Use

capitalization for

beginning of

sentences

●Use

capitalization

conventions

correctly

●Understand and

use prepositions

and prepositional

phrases

● Use correlative

conjunctions

● Use complete

sentences

●Use transitions

●Use simple and

compound

sentences with

subject-verb

agreement

●Use quotation

marks correctly

●Write legibly

area, most likely on the rug. Connect: Teach (Model): Assemble the students in the meeting area. In a circle rather than a group. As the students to bring their published piece with them. Active Engagement (Guided Practice): Let the students know that during this Share Into the Circle time, they won’t be sharing their entire story, for that would take too long. Rather, they will need to pick their favorite part of their story and be ready to share that part out loud to their audience. Try: You have learned how to draw a pictures and write words about the things that matter to you. You have learned that if you get to a hard part, you just do the best you can. You have learned how to choose a piece of writing and revise and edit it. Share: “Writers, you have worked hard and you deserve this celebration today. May we continue to have writing celebrations as great as this one today!” Personal Narrative Write about a time you celebrated a favorite holiday, event, or custom (Revise/Edit/Final Draft)

used by the students. Mentor Text Suggestions: How Writers Work, How to Write Your Life Story, A Writer’s Notebook by Ralph Fletcher Roxaboxen by Alice McLerran Peter’s Chair by Ezra Jack Keats Fireflies! By Julie Brinckloe

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

TEKS &

Reporting Categories

ELPS CCRS Concepts Additional Resources

Writing TEKS

4.15B-D Develop drafts by categorizing ideas and organizing them into paragraphs

4.17A Write about important personal experiences

4.18A i-iii Create brief compositions that establish a central idea include supporting sentences

with simple facts, details and explanations, and contain a concluding statement

4.15D Edit drafts for grammar, mechanics, and spelling using a teacher developed rubric

4.21B Use correct capitalization

4.21C Recognize and use punctuation marks

4.22A Spell words with more advanced orthographic patterns and rules

4.22B Spell basewords and roots with affixes

4.22C Spell commonly used homophones

4.22D Use spelling patterns, rules, print, and electronic resources to determine and check correct spellings

Oral and Written Conventions TEKS 4.20Ai Use and understand the function of various parts of speech verbs (past, present, and future) in the context of reading, writing, and speaking. 4.20Aii Use and understand the function of various parts of speech nouns (singular/plural, common/proper) in the context of reading, writing, and speaking. 4.20Aiii Use and understand the function of various parts of speech adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest) in the context of reading, writing, and speaking. 4.20Aiv Use and understand the function of parts of speech adverbs (e.g., frequency; usually, sometimes; intensity; almost, a lot) in the context of reading, writing, and speaking. 4.20Av Use and understand the function of various parts of speech prepositions and prepositional phrases to convey location, time direction, direction, or to provide details in the context of reading, writing, and speaking. 4.20Avi Use and understand the function of various parts of speech reflective pronouns (myself, ourselves) in the context of reading, writing, and speaking. 4.20Avii Use and understand the function of various (coordinating and) correlative conjunctions (e.g., either/or, neither/nor) in the context of reading, writing, and speaking. 4.20Aviii Use and understand the function and use of time-order transition words and transitions that indicate a conclusion in the context of reading, writing, and speaking. 4.20B Use the complete subject and predicate in a sentence 4.20C Use complete simple and compound sentences with correct subject-verb agreement 4.21A Write legibly by selecting cursive script or manuscript printing as appropriate marks. 4.21Bi Use correct capitalization (including historical events and documents). 4.21Bii Use correct capitalization (including titles of books, stories, and essays). 4.21Biii Use correct capitalization (including languages, races, and nationalities). 4.21Ci Recognize and use punctuation marks (including commas in compound sentences). 4.21Cii Recognize and use punctuation marks (including quotation marks).

ELPS: 74.4(C)(5) (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired (E)employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i)using correct verbs, tenses, and pronouns/antecedents (ii)using possessive case (apostrophe s) correctly; and (iv)using negatives and contractions correctly (F) write using a variety of grade appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate way as more English is acquired; and (G)narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired CCRS: ●Descriptive writing on a familiar topic ●Writing about a familiar process ●Narrative writing about a past event ●Reflective writing ●Extended writing from language arts classes

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT 2015-2016 CURRICULUM FRAMEWORKS

Subject: Language Arts 1st SIX WEEKS (August 24 – September 25) [25 Instructional Days] Grade 4

Red – Denotes Readiness Standards Black – Denotes Supporting Standards

●Expository or procedural writing from science, mathematics, and social studies classes Vocabulary TEKS 4.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. 4.2B Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words. 4.2C Complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:__) 4.2D Identify the meaning of common idioms