Unit #1, 4th grade, English Language Arts, Building a Reading WTSD/Curriculum Maps/Eng2015-08-05Unit #1, 4th grade, English Language Arts, Building a Reading Community Content Area:

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  • Unit #1, 4th grade, English Language Arts, Building a Reading Community Content Area: Language Arts Literacy

    Course(s): Generic Course, ELA Time Period: September

    Length: 4 weeks Status: Published

    Enduring Understanding

    A structured, positive, safe environment is necessary for learning.

    A positive reading community promotes learning.

    Essential Questions

    Why do we have rules?

    What is needed to encourage a positive learning environment?

    How do we take responsibility for our own learning?

    Common Core Standards

    LA.4.CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. LA.4.CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,

    roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.4.CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LA.4.CCSS.ELA-Literacy.RF.4.4a Read on-level text with purpose and understanding. LA.4.CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. LA.4.CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

    partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. LA.4.CCSS.ELA-Literacy.SL.4.1a 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. LA.4.CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. LA.4.CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that

    contribute to the discussion and link to the remarks of others. LA.4.CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LA.4.CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of

    main ideas or themes. LA.4.CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where

    informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    Student Learning Objectives Students will:

    *use a variety of word analysis skills to read unfamiliar words

    *read, independently, appropriately leveled passages; self chosen and/or teacher chosen

    *organize materials in order to participate in discussions

  • *use formal vs. informal language at appropriate times

    *follow classroom rules for safety and procedures

    *contribute to and participate in classroom discussions/lessons

    Grammar Use of standard English conventions.

    Instructional Activities

    Model and practice procedures for:

    ~Learning centers

    ~Small group/whole group expectations

    ~Daily classroom tasks

    ~Choosing "Just Right" Books

    ~Read-Alouds

    Use strategies

    ~Turn to you Partner

    ~Think-Pair-Share

    ~Class meetings

    Generate classroom rules

    ~Review and discuss consequences

  • Texts and Resources

    A Bad Case of Stripes by David Shannon

    The Old Woman Who Named Things by Cynthia Rylant

    Song and Dance Man by Karen Ackerman

    www.tweentribune.com

    Assessment

    Participation

    Fluency assessments- DRA, Rigby

    Teacher observation

    "Exit Tickets"

    Unit #1, 4th grade English Language Arts, Building a Community of Writers Content Area: Language Arts Literacy

    Course(s): Generic Course, ELA Time Period: September

    Length: 4 weeks

    Status: Published

    Enduring Understanding

    Positive reactions will come from constructive criticism.

    Learning occurs when a community of writers is established.

    Essential Questions

    What does it take to create a positive learning environment?

    How can we share thoughts and ideas to help others?

    Common Core Standards

    LA.4.CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

    LA.4.CCSS.ELA-Literacy.SL.4.1a 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.

    http://www.tweentribune.com/

  • LA.4.CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. LA.4.CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that

    contribute to the discussion and link to the remarks of others. LA.4.CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. LA.4.CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where

    informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    LA.5.CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Student Learning Objectives

    Students will:

    *participate in discussions; pose/answer questions

    *complete assignments and organize materials to be prepared for meetings/lessons

    *demonstrate knowledge of classroom rules and procedures

    *use proper English when needed

    *take responsibility for their learning

    Grammar

    LA.4.CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.4.CCSS.ELA-Literacy.L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). LA.4.CCSS.ELA-Literacy.L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. LA.4.CCSS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions. LA.4.CCSS.ELA-Literacy.L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red

    small bag). LA.4.CCSS.ELA-Literacy.L.4.1e Form and use prepositional phrases. LA.4.CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. LA.4.CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their). LA.4.CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

    writing. LA.4.CCSS.ELA-Literacy.L.4.2a Use correct capitalization. LA.4.CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text. LA.4.CCSS.ELA-Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound sentence. LA.4.CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

    Instructional Activities

    *Think, pair, share to generate ideas for writing; think, pair, write

    *Journal responses or quick writes

    *Peers meet to share writing make positive comments

    *Model writing procedures, how to make positive comments, give constructive criticism

    *Model and use Heads Together strategy to discuss and share ideas

  • *Model how students should participate in read-alouds, practice

    Texts and Resources

    Saturdays and Teacakes by Lester Laminack

    www.tweentribune.com

    Assessment

    Teacher observation

    "Exit Tickets"

    Journaling

    Unit #2, 4th grade English Language Arts, Narrative Writing Content Area: Language Arts Literacy Course(s): Generic Course, ELA

    Time Period: September

    Length: 12 weeks Status: Published

    Enduring Understanding

    Narratives are carefully structured (real or imagined) depictions of diverse human experiences.

    A narrative writer conveys meaning through deliberate use of literary elements and narrative techniques.

    Essential Questions

    Why do people tell/write real or imagined stories?

    How do writers craft engaging, vivid narratives?

    Common Core Standards

    LA.4.CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

    http://www.tweentribune.com/

  • LA.4.CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

    LA.4.CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

    LA.4.CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events. LA.4.CCSS.ELA-Literacy.W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. LA.4.CCSS.ELA-Literacy.W.4.3e Provide a conclusio

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