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Midland ISD ELAR Scope and Sequence Grade 4 Revised 11/28 ... · PDF file Grade 4 Unit 4B-Understanding Connections across Literary Texts 15 Days Unit Dates: 1/28/13 to 2/15/13 Unit

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  • Midland ISD ELAR Scope and Sequence Grade 4

    Unit 4B-Understanding Connections across Literary Texts 15 Days Unit Dates: 1/28/13 to 2/15/13 Unit Assessment: 2/15/13

    R=Readiness Standard S=Supporting Standard

    Whole Group Reading

    Day 1 Day 2 Day 3 Day 4

    W h

    o le

    G ro

    u p

    R e a d

    in g

    G e n

    re Poetry Traditional Tale or Classic Literary Text Fictional/Literary Texts Fictional/Literary Texts

    F o

    c u

    s

    Make inferences and provide textual evidence while explaining how the structural elements of poetry relate to form.

     Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions) Fig 19C

     Make inferences about text and use textual evidence to support understanding (Fig 19D) R&S

     Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form (e.g. lyrical poetry, free verse) (4.4A) S

    Describe interactions of characters including relationships and the changes they undergo. Compare and contrast the adventures and exploits of characters.

     Make inferences about text and use textual evidence to support understanding (Fig 19D) R&S

     Make connections between literary and informational texts with similar ideas and provide textual evidence (Fig 19F) R

     Compare and contrast the adventures

    or exploits of characters (e.g. the

    trickster) in traditional and classical

    literature (4.3B) S

     Describe the interaction of characters

    including their relationships and the

    changes they undergo (4.6B) R

    Describe interactions of characters

    including relationships and the changes

    they undergo.

     Make inferences about text and use textual evidence to support understanding (Fig 19D) R&S

     Make connections between literary and informational texts with similar ideas and provide textual evidence (Fig 19F) R

     Describe the interaction of characters including their relationships and the changes they undergo (4.6B) R

    Summarize and sequence the plot’s main

    events in order to improve comprehension.

    Determine how the events connect to one

    another and how the plot could affect future

    events.

     Summarize information in text,

    maintaining meaning and logical

    order(Fig 19E) S & R

     Make connections between literary

    and informational texts with similar

    ideas and provide textual evidence

    (Fig 19F) R

     Summarize and explain the lesson or

    message of a work of fiction as its

    theme (4.3A) S

     Sequence and summarize the plot’s

    main events and explain their

    influence on future events (4.6A) R

    E L P S 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G:

    Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

    R e s o

    u rc

    e s

    C S

    C O

    P E

    Note: You will need to select two grade-appropriate poems with similar ideas. Prepare to model making inferences with one of the poems. Please see the last page of this document for resources.

    Note: You will need to select a short traditional tale or portion of a classical literary text that has characters whose interactions, relationship and changes can be examined. Prepare a class set. Please see the last page of this document for resources.

    Note: Select a short fictional story or a portion of a fictional story. Prepare a class set of the text. Teachers could use a previously read text. Rereading texts helps readers consider deeper layers of meaning and see the story in a new light. Please see the last page of this document for resources.

    Note: You will need a grade-appropriate fictional text (class set) that can be compared to a biography or autobiography in Daily Lesson 7. Please see the last page of this document for resources.

    Revised 11/28/12

  • MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 4B-Understanding Connections across Literary Texts

    2 R=Readiness Standard S=Supporting Standard

    Unit 4B, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/se

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    Unit 4B, Exemplar Lesson 1 Shared Reading, Day 2 http://www.mycscope.us/module/content/search

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    Unit 4B, Exemplar Lesson 1 Shared Reading, Day 3 http://www.mycscope.us/module/content/search

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    Unit 4B, Exemplar Lesson 1 Shared Reading, Day 4 http://www.mycscope.us/module/content/search

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    Teacher Notes

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  • MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 4B-Understanding Connections across Literary Texts

    3 R=Readiness Standard S=Supporting Standard

    Whole Group Word Study

    Day 1 Day 2 Day 3 Day 4

    W o

    rd S

    tu d

    y

    F o

    c u

    s

    Complete analogies using synonyms and

    antonyms.

     Complete analogies using

    knowledge of antonyms and

    synonyms (e.g., boy :girl as

    male:____ or girl: woman as

    boy:____) (4.2C)

    Use context clues to determine the

    meaning of unknown words.

     Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words(4.2B) R

    E L

    P S

    2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing

    R e s o

    u rc

    e

    s

    C S

    C O

    P E

    Unit 4B, Exemplar Lesson 1 Word Study, Day 1 http://www.mycscope.us/module/content/sear ch/cscopebrowse/~/item/673124/viewdetail.a

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    Unit 4B, Exemplar Lesson 1 Word Study, Day 3 http://www.mycscope.us/module/content/search /cscopebrowse/~/item/673124/viewdetail.ashx

    Teacher Notes

    Direct teach Word Study lessons will occur in every other Daily Lesson during Unit 4A, 4B, Unit 5, and Unit 6. Based on the needs of the class, teachers should explicitly teach Word Study

    related standards in the context of reading and writing through whole or small group instruction.

    The following are suggestions for integrating Word Study into reading and writing:

     Discuss examples of the roots and affixes of words read in context

     Demonstrate how to use context clues to determine the meaning of unknown and multiple meaning words while reading or writing

     Create analogies to better understand words from texts

     Identify the meaning of idioms used in text

     Model how to appropriately use a dictionary of thesaurus while reading and writing

     Discuss and apply spelling rules and patterns while writing

     Word Study can also be incorporated into the other content areas as applicable.

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  • MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 4B-Understanding Connections across Literary Texts

    4 R=Readiness Standard S=Supporting Standard

    Whole Group Writing

    Day 1 Day 2 Day 3 Day 4

    W ri

    ti n

    g

    F o

    c u

    s

    Write about an important personal experience.

     Write about important personal experiences(4.17A)

    Students generate ideas for writing through a range of strategies.

     Write about important personal

    experiences(4.17A)

    Students generate ideas for writing through a range of strategies.

     Write about important personal

    experiences(4.17A)

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