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Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4
Leveled Readers for Fluency
On Level English Learner Above Level
Literacy eHandbook
Online & print support for every CCSS standard!
Leveled Readers for Social Studies
Approaching LevelEnglish LearnerOn LevelApproaching Level Above Level
Generate Ideas and Questions
W.4.7, W.4.8, W.4.9.a.
joyous helpless useful statement lonely hazardous dangerous gladly hopeful marvelous movement fearless playful treatment careless suddenly freely shipment painful harmless
L.4.2.d.
Root Word Plus Suffix
RF.4.3.a., L.4.4.b.
pursued cover tides deserted lacking idly fiber dozed
Vocabulary StrategyWord Structure
RL.4.4
Target SkillAuthor’s Point of ViewRL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
ComprehensionStrategiesMaking ConnectionsVisualizingPredictingSummarizingRL.4.1, RL.4.2
Le
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BIG Idea: Why do people take risks?
Focus Questions: How do you know when it is necessary to take a risk? How does it feel to take a risk and wish you had not?
Genre: Realistic Fiction
Level 4 • Unit 1 • Lesson 1
Island of the Blue Dolphins97
8-0-
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1982
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CCS
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Vocabulary Spelling Words
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Early Exploration
by Makiko Kurosawaby Makiko Kurosawa
1R_G4_U1_T1_A_SS-C.indd 1 1/16/07 8:01:59 AM
E li h L
Searching for GoldSearching for Gold
by Jennifer Burdgeby Jennifer Burdge
1R_G4_U1_T1_EL_SS-C.indd 1 1/25/07 2:28:04 PM
O L l
Exploration in Florida and California
Exploration in Florida and CaliforniaFlorida and California
by Jennifer Burdgeby Jennifer Burdge
1R_G4_U1_T1_O_SS-C.indd 1 1/16/07 8:02:37 AM
A hi L l
by Kenton Price
Christopher Columbus
Ab L l
Cesar Chavez: Fighting for Farm Workers’ Rights
E li h L
FearFFFacing a
O L l
Taking a Chance
A hi L l
Running forPresidentRuRuRuRuRuRuRuRunnnnnnnnnnnnnnnnininininininining g g g g g g g fofofofofofofoforrrrrrrrRuRuRuRuRuRuRuRRuRuuuuuuRunuuuuuuuunnnnnnnnnnnnnnnnnnnnnnnniiiiiiiiinininininininnggggggggggggg oofofofofofoforrrnng gg gg g g g fofofofofofofofofooofofofofoorrroooooorrrrrrrrPPPPPPPPrrrrrrrreeeeeeeessssssssiiiiiiiidddddddeeeeeeeennnnnnnnttttttPPPPPPPPrPPrrrrrrrreeeerreeeeeeeessssssssiiiiiiiddddddddeeeeeeeennnnnssssssiiiiiiiiddddddddeeeeeeeennnnneennnnnnnntttttttttttttttnttttttttRunning forPresident
Word Structure
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Language Arts
Preparing to Read
Reading and Responding
Program: Imagine It! Component: TabsPDF PassVendor: Quad Graphics Grade: 4
CCSS
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Common Core State Standards Teacher Edition Page Numbers/
CCSS Literacy eHandbook Sections
RF.4.3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affi xes) to read accurately
unfamiliar multisyllabic words in context and out of context.
Word Structure p. 20R
CCSLH: 3.1.A
L.4.4.b. Use common, grade-appropriate Greek and Latin affi xes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).Word Structure p. 20P
CCSLH: 6.3.C
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Comprehension Strategies p. 24
CCSLH: 1.1.A
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.Comprehension Strategies p. 24
CCSLH: 1.1.B, 1.1.C
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text (e.g., a character’s thoughts, words, or
actions).
Reading with a Writer’s Eye pp. 27, 33
CCSLH: 1.1.D, 1.1.E, 1.1.F
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to signifi cant characters found in mythology (e.g.,
Herculean).
Guided Vocabulary Practice p. 20
CCSLH: 1.2.A, 1.2.B
RL.4.6 Compare and contrast the point of view from which diff erent stories are narrated, including the diff erence between fi rst- and third-person narrations.
Comprehension Skills pp. 25, 29, 31
Supporting the Reading p. 39A
CCSLH: 1.2.D
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band profi ciently,
with scaff olding as needed at the high end of the range.Reading Recommendation p. 22
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c
information in the text.
Science Inquiry p. 41
CCSLH: 2.1.D, 2.1.E, 2.1.F
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Science Inquiry p. 40
CCSLH: 2.3.A
RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5
text complexity band profi ciently, with scaff olding as needed at the high end of the range.Science Inquiry p. 40
RF.4.4.a. Read on-level text with purpose and understanding.Fluency p. 37B
CCSLH: 3.2.A
W.4.7 Conduct short research projects that build knowledge through investigation of diff erent aspects of a topic.Inquiry Process p. 41A
CCSLH: 4.3.A
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and
provide a list of sources.
Inquiry Process p. 41A
CCSLH: 4.3.A
W.4.9.a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details
in the text [e.g., a character’s thoughts, words, or actions].”).
Inquiry Process p. 41A
CCSLH: 4.3.B
W.4.10 Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specifi c tasks, purposes, and audiences.
Supporting the Reading p. 39A
CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A
SL.4.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
Discussing the Selection p. 37A
CCSLH: 5.1.A
SL.4.1.b. Follow agreed-upon rules for discussions and carry out assigned roles.Discussing the Selection p. 37A
CCSLH: 5.1.A
SL.4.1.c. Pose and respond to specifi c questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the
remarks of others.
Discussing the Selection p. 37A
CCSLH: 5.1.A
SL.4.1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.Discussing the Selection p. 37A
CCSLH: 5.1.A
W.4.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.Writing p. 41F
CCSLH: 4.1.C
W.4.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.Writing p. 41H
CCSLH: 4.1.C
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
Writing pp. 41E–41F
CCSLH: 4.2.A
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.Listening/Speaking/Viewing p. 41M
CCSLH: 5.1.B
L.4.2.d. Spell grade-appropriate words correctly, consulting references as needed.Spelling p. 41J
CCSLH: 6.1.J
C
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