Midland ISD ELAR Scope and Sequence Grade 4 Unit 2 ... · PDF fileBiography Fictional Story with Biographical ... between the events and characters’ ... the TEKS and form of writing

Midland ISD ELAR Scope and Sequence Grade 4

Unit 2-Understanding Literary Nonfiction and Drama 24 Days Unit Dates: 10/8/12 – 11/9/12 Unit Assessment: 11/5/12-11/9/12

R=Readiness Standard S=Supporting Standard

Revised 9/10/12

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Information Biography/Autobiography Fictional Story with Biographical

Information

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Students identify similarities and differences between a biography and fictional work about the same person.

Establish purposes for reading selected texts based upon own or others desired outcome (Fig 19A)

Make inferences about text and use textual evidence to support thinking (Fig 19D)

Identify similarities and differences

between the events and characters’

experiences described in a fictional

work and the actual

events/experiences in an author’s

biography/autobiography (4.7A)

Write responses to literary or

expository texts and provide evidence

from the text to demonstrate

understanding (4.18C)

Students identify similarities and differences between a biography and fictional work about the same character.


Make connections(Fig 19F)

Identify similarities and differences between

the events and characters’ experiences

described in a fictional work and the actual

events/experiences in an author’s

biography/autobiography (4.7A)



Make connections (Fig 19F)

Identify similarities and differences between the events and characters’ experiences described in a fictional work and the actual events/experiences in an author’s biography/autobiography (4.7A)

Focus: Students identify similarities and differences between a biography and fictional work about the same character. Make inferences about text and use textual

evidence to support thinking (Fig 19D)

Make Connections (Fig 19F)


EL

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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

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Note: You will need to select a biography and a fictional story (to be used in Lesson 2) about the same person for the read aloud. The fictional story will be read aloud in Daily Lesson 2. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate fictional story that corresponds with the biography used for modeling in Lesson 1. Please see the last page of this document for resources.

Note: You will need to select a grade

appropriate biography/autobiography with

literary elements and a fictional story (to be

used in Lesson 4) about the same person

for the read aloud. Please see the last

page of this document for resources.

Note: You will need to select a grade

appropriate fictional story that corresponds

with the biography used for modeling in

Lesson 3. Please see the last page of

this document for resources.

Unit 2, Exemplar Lesson 1 Shared Reading, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx




Teacher Notes

http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx








MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 2-Understanding Literary Nonfiction and Drama

2 R=Readiness Standard S=Supporting Standard

Whole Group Word Study


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Students determine the meaning of

words with Greek roots and affixes. Determine the meaning of grade-level

academic English words derived from

Latin, Greek, or other roots and affixes

(4.2A)

Use a dictionary or glossary to determine

the meanings, syllabication, and

pronunciation of unknown words (4.2E)

Students determine the meaning of words with Greek and Latin prefixes,

suffixes, and roots. Determine the meaning of grade-level

academic English words derived from Latin,

Greek, or other roots and affixes (4.2A)


















EL

PS

ELPS 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

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E Unit 2, Exemplar Lesson 1

Word Study, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx

Unit 2, Exemplar Lesson 1 Word Study, Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx



Teacher Notes











Whole Group Writing


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Students plan their biographies by writing interview questions.

Plan a first draft (4.15A)

Students interview a classmate to gather information for a biography.

Plan a first draft (4.15A)

Students use quotation marks when recording interview answers. Plan a first draft (4.15A)

Use quotation marks(4.21Cii)

Students develop drafts by categorizing ideas. Develop drafts by choosing an appropriate

organizational structure(4.15B)

EL

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ELPS 3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing

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Unit 2; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx


Unit 2: Exemplar Lesson 1, Writing Day 3 http://www.mycscope.us/module/content/search/~/item/671949/viewdetail.ashx


As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.

Teacher Notes











Whole Group Reading


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Make Connections (Fig 19F)


Students explain how design techniques in media influence the message Monitor and adjust comprehension (Fig

19C)

Explain how various design techniques used in media influence the message(4.14B)

Students explain how design techniques in media influence the message Monitor and adjust comprehension (Fig

19C)

Explain how various design techniques used in media influence the message(4.14B)

Students understand the structural elements of fictional text

Monitor/Adjust comprehension (Fig 19C)

Sequence and summarize the plot’s main events and explain their influence on future events (4.6A)

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

Identify whether the narrator or speaker of a story is first or third person (4.6C)

Summarize information in text, maintaining meaning and logical order(Fig 19E)

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Note: You will need to select a grade appropriate biographical piece of media. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate biographical piece of media. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate fiction story. This will also be used in Daily Lesson 9. Please see the last page of this document for resources.





Teacher Notes

*Performance Indicator













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Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots by playing a matching game.

Determine the meaning of grade-level

academic English words derived from

Latin, Greek, or other roots and affixes

(4.2A)




Students use guidewords in a dictionary to find definitions of unknown words.




Students spell words using plural rules including adding –s and –es to words ending with “y”. Spell words using plural rules

(e.g. words ending in f as in leaf, leaves;

add-es)(4.22Ai)

Students spell words that are irregular when plural.

Spell irregular plurals (e.g. man/men,

foot/feet, child/children) (4.22Aii)

EL

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ELPS 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

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Whole Group Writing


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Students develop drafts by organizing them into paragraphs.

Develop drafts by choosing an

appropriate organizational

structure(4.15B)

Students develop drafts by organizing them into paragraphs. Students write complete simple and compound sentences using subjects and predicates with proper commas if applicable Develop drafts by choosing an appropriate


Use the complete subject /predicate in the

complete sentence (4.20B)

Use complete simple and compound sentences

with correct subject-verb agreement (4.20C)

Recognize and use punctuation marks (4.21Ci)

Students develop and revise drafts by organizing them into paragraphs. Students use time-order transition words to create an introduction and conclusion to a biography Develop drafts by choosing an appropriate


Revise drafts for coherence, organization,

use of simple/compound sentences, and

audience(4.15C)

Use time order transition words and

transitions that indicate a

conclusion(4.20Aviii)

Students develop drafts and revise drafts by organizing them into paragraphs that include both simple and compound sentences. Develop drafts by choosing an appropriate


Revise drafts for coherence, organization,

use of simple/compound

Use complete simple and compound

sentences with correct subject-verb

agreement (4.20C)

Recognize and use punctuation marks

(4.21Ci)

EL

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ELPS 1G Use accessible language to learn new language 3C Speak using a variety of sentence structures 3G Express opinions, ideas, and feelings 5D Edit writing for standard grammar and usage 5E Employ complex grammatical structures 5G Narrate, describe, and explain in writing

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Whole Group Reading


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Students describe the structural

elements of dramatic literature.

Monitor and adjust comprehension (Fig19C)

Describe the structural elements particular

to dramatic literature (4.5A)

Write responses to literary or expository

texts and provide evidence from the text to

demonstrate understanding (4.18C)

EL

PS 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

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Note: You will need to use the same grade-appropriate fiction story used in Daily Lesson 8. Please see the last page of this document for resources.

Note: Select a grade-appropriate fictional story. This text will also be used in Daily Lesson 11. Please see the last page of this document for resources.

Note: You will need to use the same grade-appropriate fiction story used in Daily Lesson 10. Please see the last page of this document for resources

Note: You will need to select a grade-appropriate drama/play. Please see the last page of this document for resources





Teacher Notes













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Students spell words with double

consonants in the middle of words.

Spell words with double consonants in the middle of word (4.22Aiii)

Students spell words with other ways to

spell /sh/.

Other ways to spell sh(e.g. –sion, -tion, -cian)(4.22Aiv)

Students spell plural words ending in –f, -fe, and -ff correctly.

Plural rules (e.g. words ending in f and in

leaf, leaves; adding –es) (4.22Ai)

Students spell base words and suffixes

using other ways to spell /sh/.

Other ways to spell sh(e.g. –sion, -tion, -cian)(4.22Aiv)

Spell base words and roots with affixes(e.g. –ion, -ment, -ly, dis-, pre-) ( 4.22B)

EL

PS

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

vocabulary 4A: Learn relationships between sounds and letters

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Whole Group Writing


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Students edit for punctuation, capitalization, spelling, and grammar using a teacher-created editing checklist. Edit drafts for grammar, mechanics, and

spelling using a teacher created rubric

(4.15D)

Capitalize historical events and

documents(4.21Bi)

Capitalize titles of books, stories, and

essays(4.21Bii)

Capitalize languages, races, and

nationalities (4.21Biii)

Use commas in compound sentences

(4.21Ci)


Spell words using plural rules (4.22Ai)

Spell words with irregular plurals

(4.22Aii)

Spell words with double consonants in

the middle(4.22Aiii)

Spell base words and roots with

affixes(4.22B)

Use spelling patterns and rules and print

and electronic resources to determine

and check correct spellings(4.22D)

Students publish their biographies using appropriate handwriting Revise final draft in response to feedback

from peers and teacher and publish written

work for a specific audience (4.15E)

Students generate ideas for writing through a range of strategies Plan a first draft (4.15A)

Develop drafts (4.15B)

Write about important personal experiences

(4.17A)

Students generate ideas for writing through a range of strategies Plan a first draft (4.15A)

Develop drafts (4.15B)


(4.17A)

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3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing

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Teacher Notes












Whole Group Reading


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Monitor and adjust comprehension

(Fig19C)

Describe the structural elements

particular to dramatic literature (4.5A)







Students describe how dialogue

develops the characters in dramatic

literature.




Describe the interaction of characters

including their relationships and the

changes they undergo (4.6B)






Students describe how setting is

presented in dramatic literature.







Students describe the structural elements of dramatic literature. Students describe how the plot is presented in dramatic literature




Sequence and summarize the plot’s main

events and explain their influence on future

events (4.6A)




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Note: Select a grade-appropriate drama/play. Please see the last page of this document for resources.

Note: Select a grade-appropriate drama/play and fiction text. Please see the last page of this document for resources.

Note: Select a grade-appropriate drama/play. May use the same one from daily lesson 14 or select a new one. Please see the last page of this document for resources.






Teacher Notes













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Students use a dictionary to find the pronunciation and syllabication of unknown words. Use a dictionary or glossary to determine



Students use dictionaries as a resource to spell and edit. Use a dictionary or glossary to determine




and electronic resources to determine and

check correct spellings(4.22D)

Students use adjectives and adverbs to provide more detail in their writing Use adjectives (4.20Aiii)

Use adverbs (4.20Aiv)

Students spell commonly used homophones. Differentiate between commonly confused

terms (e.g. it’s , its; affect, effect) (4.22C)

EL

PS

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

5A: Learn relationships between sounds and letters when writing

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Whole Group Writing


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Students generate ideas and plan for a personal narrative. Plan a first draft (4.15A)

Write about important personal

experiences (4.17A)

Students develop and revise drafts including adding prepositions and prepositional phrases when applicable. Plan a first draft (4.15A)


(4.17A)

Use prepositions (4.20Av)

Students develop a personal narrative that has plot, characters, and setting while using quotation marks correctly. Develop drafts(4.15B)


(4.17A)


Students develop a personal narrative that has plot, characters, and setting. Develop drafts (4.15B)


(4.17A)

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Whole Group Reading


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Students describe the structural elements of dramatic literature. Students describe the theme in dramatic literature. Monitor/Adjust comprehension (Fig

19C)

Describe the structural elements

particular to dramatic literature (4.5A)





Students describe the structural elements of dramatic literature. Students describe how characters and setting is presented in dramatic literature Monitor/Adjust comprehension (Fig 19C)



Describe the interaction of characters

including their relationships and the

changes they undergo(4.6B)






Students describe the plot and theme in

dramatic literature.















EL

PS 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

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Note: Select a grade-appropriate drama/play for students to read independently. Please see the last page of this document for resources.



Unit 2, Exemplar Lesson 3 Shared Reading Day 19 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx

Unit 2, Exemplar Lesson 3 Shared Reading Day 20 http://www.mycscope.us/module/content/search/~/item/671948/viewdetail.ashx

Teacher Notes














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Students edit for spelling using a teacher-created editing checklist, their Word Study Notebooks, and other print and electronic resources Use a dictionary or glossary to determine

the meanings, syllabication, and pronunciation of unknown words (4.2E)

Use plural rules to spell words (4.22Ai)

Spell irregular plurals (4.22Aii)

Spell words with double consonants in the middle of words(4.22Aiii)

Other ways to spell sh (e.g. sion, tion, cian) (4.22Aiv)

Spell base words and roots with affixes (e.g. –ment, -ly, dis-, pre-) (4.22B)

Differentiate between commonly confused terms (e.g. it’s , its; affect, effect) (4.22C)


and electronic resources to determine and

check correct spellings(4.22D)

Students use patterns and rules to spell and decode words

Use plural rules to spell words (4.22Ai)

Spell irregular plurals (4.22Aii)

Spell words with double consonants in the middle of words(4.22Aiii)

Other ways to spell sh (e.g. sion, tion, cian) (4.22Aiv)

Spell base words and roots with affixes (e.g. –ment, -ly, dis-, pre-) (4.22B)

Differentiate between commonly confused terms (e.g. it’s , its; affect, effect) (4.22C)

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

EL

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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

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Whole Group Writing


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Students revise drafts based on

feedback from peers.

Revise Drafts(4.15C)

Revise final draft in response to

feedback from peers and publish written

work(4.15E)

Students edit for punctuation using a teacher-created editing checklist Edit drafts for grammar, mechanics and

spelling using a teacher-developed rubric

(4.15D)

Recognize and use commas in compound

sentences(4.21Ci)


Students edit for capitalization using a teacher-created editing checklist. Revise final drafts in response to feedback

from peers and teacher and publish written

work for a specific audience (4.15E)

Use capitalization for historical events and

documents (4.21Bi)

Use capitalization for titles of books, stories,

and essays(4.21Bii)

Use capitalization for languages, races, and

nationalities (4.21Biii)

Students share their personal narratives with an audience.

Revise final drafts in response to feedback from peers and teacher and publish written work for a specific audience (4.15E)

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Whole Group Reading


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These blank days may be placed anywhere within the unit, as needed

These blank days may be placed anywhere

within the unit, as needed


within the unit, as needed. Unit Assessment

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These blank days may be placed anywhere within the unit, as needed.


within the unit, as needed. These blank days may be placed anywhere

within the unit, as needed. Unit Assessment

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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

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Teacher Notes



Whole Group Writing


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These blank days may be placed anywhere within the unit, as needed


within the unit, as needed


within the unit, as needed.

Unit Assessment

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Teacher Notes



Ongoing TEKS for Reading: 4.1A, 4.9A, 4.27A, 4.28A, 4.29A Ongoing TEKS for Word Study: Ongoing TEKS for Writing: 4.20A, 4.20Ai, 4.20Aii, 4.21A

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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and sometimes their

preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (4.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://midland.nerdeveloper.net/index.cfm

http://midland.nerdeveloper.net/index.cfm



Text Resources: You may use these resources to select texts, or use additional campus resources / texts.

Grade-appropriate biographies and autobiographies Through My Eyes, by Ruby Bridges Snowflake Man: A Biography of Wilson A. Bentley, by Dunca C. Blanchard Amelia Bloomer: A Photo-Illustrated Biography, by Mary J. Lickteig Cesar Chavez: A Biography, by Roger A. Bruns The Unboxing of Henry Brown, by Jeffrey Ruggles Young Abe Lincoln: The Frontier Days:1809-1837, by Cheryl Harness Rosa Parks: My Story, by Rosa Parks Grade-appropriate fictional stories with biographical information Snowflake Bently, by Jacqueline Briggs Martinn You Forgot Your Skirt, Amelia Bloomer, by Shana Corey Harvesting Hope: The Story of Cesar Chavez, by Kathleen Krull Squanto’s Journey, by Joseph Bruchac Henry’s Freedom Box, by Ellen Levine Abe Lincoln Crosses a Creek, by Deborah Hopkinson If a Bus Could Talk, by Faith Ringgold Moses, by Carole Boston Weatherford Lewis and Clark and Me, by Laurie Myers = In Your CSCOPE Book Collection

You may use any of these texts with the CSCOPE lessons or other texts of your choice. Daily Lesson 1&2: You will need to select a biography and a fictional story (to be used in Lesson 2) about the same person for the read aloud. The fictional story will be read aloud in Daily Lesson 2 Use the biography about Cesar Chavez from this link http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx Harvesting Hope: The Story of Cesar Chavez, Unit 4, Lesson 19 or Harvesting Hope: The Story of Cesar Chavez, by Kathleen Krull or another biography of your choice that has a corresponding fictional book Daily Lesson 3&4: You will need to select a grade appropriate biography/autobiography with literary elements and a fictional story (to be used in Lesson 4) about the same person for the read aloud. Use the biography about Esther Hobart Morris from one of the following links http://www.spiritus-temporis.com/esther-hobart-morris/ or http://madeinwyoming.net/profiles/morris.php I Could Do That! Esther Morris Gets Women the Vote, Unit 5, Lesson 22 or another book of your choice that corresponds with a biography Daily Lesson 5: No Text Required Daily Lesson 6: You will need to select a grade appropriate biographical piece of media Use a biography clip from one the following website with the CSCOPE lesson http://www.biography.com http://www.biography.com/bio4kids/bio4kids_defining-video.jsp http://www.neok12.com/Biographies.htm http://www.5min.com/Video/Helen-Keller-Biography-119821650 http://www.biography.com/articles/Martin-Luther-King-Jr.-9365086 http://kids.learnoutloud.com/Kids-Catalog/Biography

Daily Lesson 7: You will need to select a grade appropriate biographical piece of media Use a biography clip from one the above websites with the CSCOPE lesson

http://chavez.cde.ca.gov/ModelCurriculum/Teachers/Lessons/Resources/Biographies/K-2_Bio.aspx

http://www.spiritus-temporis.com/esther-hobart-morris/

http://madeinwyoming.net/profiles/morris.php

http://www.biography.com/

http://www.biography.com/bio4kids/bio4kids_defining-video.jsp

http://www.neok12.com/Biographies.htm

http://www.5min.com/Video/Helen-Keller-Biography-119821650

http://www.biography.com/articles/Martin-Luther-King-Jr.-9365086

http://kids.learnoutloud.com/Kids-Catalog/Biography



Online resources for dramas/plays http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34 http://www.timelessteacherstuff.com/ http://pbskids.org/zoom/activities/playhouse/ http://www.teachingheart.net/readerstheater.htm Grade-appropriate dramas/plays Putting on a Play: Drama Activities for Kids by Paul DuBois Jacobs Hamlet for Kids by Lois Burdett Macbeth for Kids by Lois Burdett Roald Dahl’s the BFG: A Set of Plays adapted by David Wood You may use any of these texts with the CSCOPE lessons or other texts of your choice. Daily Lesson 8&9: You will need to select a grade appropriate fiction story. This will also be used in Daily Lesson 9.

HMH: Riding Freedom Unit 4, Lesson 16 Daily Lesson 10&11: Select a grade-appropriate fictional story. This text will also be used in Daily Lesson 11.

HMH: The World According to Humphrey Unit 5, Lesson 21 Daily Lesson 12: You will need to select a grade-appropriate drama/play.

HMH: Sidewalk Artists Unit 2, Lesson 8 Daily Lesson 13: Select a grade-appropriate drama/play.

HMH: In the Wild Unit 3, Lesson 11 Daily Lesson 14: Select a grade-appropriate drama/play and fiction text. HMH: Save Timber Woods Unit 6, LESSON 29 Daily Lesson 15: Select a grade-appropriate drama/play. May use the same one from daily lesson 14 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 16: Select a grade-appropriate drama/play. May use the same one from daily lesson 15 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 17: Select a grade-appropriate drama/play. May use the same one from daily lesson 16 or select a new one. HMH: The Power of WOW Unit 1, LESSON 4 Daily Lesson 18: Select a grade-appropriate drama/play.

HMH: Working for the Vote Unit 5, LESSON 22 Daily Lesson 19: Select a grade-appropriate drama/play.

HMH: Working for the Vote Unit 5, LESSON 22 Daily Lesson 20: Select a grade-appropriate drama/play for students to read independently. http://pbskids.org/zoom/activities/playhouse/thecaseofthemissings.html

http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34

http://www.timelessteacherstuff.com/

http://pbskids.org/zoom/activities/playhouse/

http://www.teachingheart.net/readerstheater.htm

http://pbskids.org/zoom/activities/playhouse/thecaseofthemissings.html

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Midland ISD ELAR Scope and Sequence Grade 4 Unit 2 ... · PDF fileBiography Fictional Story with Biographical ... between the events and characters’ ... the TEKS and form of writing