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

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

Wh

ole

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Read

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Gen

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

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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 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 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

Reso

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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

arch/cscopebrowse/~/item/673124/viewdetail.ashx

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

/cscopebrowse/~/item/673124/viewdetail.ashx





Teacher Notes

http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.ashx











Whole Group Word Study


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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

EL

PS

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








Whole Group Writing


Wri

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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.


experiences(4.17A)

Students select a topic and plan for a personal narrative using a graphic organizer.

Write about important personal experiences(4.17A)

EL

PS

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 4B; Exemplar Lesson 1, Writing Day 1 http://www.mycscope.us/module/content/sear

ch/cscopebrowse/~/item/673124/viewdetail.ashx

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


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


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


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


Wh

ole

Gro

up

Read

ing

Gen

re Traditional or Classical Literary Text Traditional or Classical Literary Text Literary Nonfiction (biography or

autobiography) & Fictional Text Used in Daily Lesson 4

Drama & Previously Read Fiction/Literary Text

Fo

cu

s

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.

Make inferences about text and

use textual evidence to support

understanding (Fig 19D) R



order (Fig19E) S & 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

Summarize and sequence the plot’s main events in order to improve comprehension. 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



order (Fig 19E) S & R

Sequence and summarize the plot’s

main events and explain their

influence on future events (4.6A) R

Describe the interaction of characters

including their relationships and the

changes they undergo.(4.6B) R

Identify similarities and differences between the events and characters’ experiences in a fictional work and the actual events and experiences described in an author’s biography or autobiography.

Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. (Fig 19F)R

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

Describe the structural elements particular to drama. Make connections between literary texts with similar ideas and provide textual evidence.

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

Describe the structural elements particular to dramatic literature (4.5A)

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

Reso

urc

es

CS

CO

PE

Note: You will need to select a short traditional tale or portion of a classical literary text. 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 (class set). Please see the last page of this document for resources.

Note: You will need to have the class set of the fictional text used in daily lesson 4 & a grade-appropriate biography or autobiography that corresponds with the fictional story used in daily lesson 4 (class set). Please see the last page of this document for resources.

Note: You will need to select a grade-appropriate drama that corresponds with a fictional text to use for this lesson. Please see the last page of this document for resources.









Teacher Notes

*Performance Indicator














Wo

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Use context clues to determine the

meaning of unfamiliar 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

Determine the meaning and spell root/base

word with affixes.

Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (4.2A) R

Spell base words and roots with affixes (4.22B) S

EL

PS


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Unit 4B, Exemplar Lesson 1 Word Study, Day 5 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 7 http://www.mycscope.us/module/content/search


Teacher Notes


















Whole Group Writing


Wri

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Draft a personal narrative that shows the thoughts and feelings of the main character.

Develop drafts by categorizing ideas and organizing them into paragraphs (4.15B) R

Write about important personal experiences (4.17A) R

Recognize and use quotation marks (4.21Cii)

Draft a personal narrative that shows the thoughts and feelings of the main character. Revise for sentence variety.

Develop drafts by categorizing ideas

and organizing them into paragraphs

(4.15B) R

Revise drafts for coherence,

organization, use of simple and

compound sentences and audience

(4.15C) R

Recognize and use commas in

compound sentences (4.21Ci)

Generate ideas about an important personal experience and begin to develop a draft that is well-organized.


Write about an important personal experience.



EL

PS


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Unit 4B; Exemplar Lesson 1, Writing Day 5 http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.a

shx

Unit 4B; Exemplar Lesson 1, Writing Day 6 http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.ashx

Unit 4B: Exemplar Lesson 1, Writing Day 7 http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.ashx



Teacher Notes












Whole Group Reading


Wh

ole

Gro

up

Read

ing

Gen

re Poetry Literary Media Literary Texts from different genres Literary Texts from different genres

Fo

cu

s

Make connections between literary texts with similar ideas and provide textual evidence.

Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence (Fig 19F) R

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

Make connections between literary texts and media with similar ideas and provide textual evidence.

Make connections (e.g., thematic

links, author analysis) between literary



(Fig 19F) R

Explain how various design

techniques used in media influences

the message (4.14B)




understanding (Fig 19D) R Make connections (e.g., thematic




(Fig 19F) R




understanding (Fig 19D) R Make connections (e.g., thematic




(Fig 19F) R

ELPS 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

Reso

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CS

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Note: You will select two poems with similar central ideas/messages. Please see the last page of this document for resources.

Note: You will need select a grade-appropriate literary media clip(e.g., online story, comic strip, movie or television clip, song lyrics, documentary, etc.) that has a similar idea(s) to a piece of literary text used in this unit. Please see the last page of this document for resources.

Note: You will need to select 2 short grade-appropriate literary texts from different genres (fiction, poem, literary nonfiction, drama, and media) to be used for making connections. Please see the last page of this document for resources.

Note: This is a continuation of Day 11.




















Teacher Notes

*Performance Indicator *Performance Indicator





Wo

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Spell base words and root words with

affixes to enhance oral and written

communication.

Spell base words and roots with

affixes (e.g., -ion, -ment, -ly, dis-,

pre-) (4.22B) S

Edit drafts for spelling.

Edit drafts for ….spelling using a teacher-developed rubric(4.15D) R

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

EL

PS


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Unit 4B, Exemplar Lesson 1 Word Study, Day 9 http://www.mycscope.us/module/content/sear

ch/cscopebrowse/~/item/673124/viewdetail.ashx

Unit 4B, Exemplar Lesson 1 Word Study, Day 11 http://www.mycscope.us/module/content/search


Teacher Notes

*Performance Indicator *Performance Indicator


















Whole Group Writing


Wri

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Develop drafts of a research composition to report the gathered information.



Revise personal narratives for coherence, organization, use of simple and compound sentences, and audience.

Revise drafts for coherence,

organization, use of simple and

compound sentences, and audience

(4.15C) R


experiences (4.17A) R

Edit drafts for grammar, capitalization, and punctuation.

Edit drafts for grammar, mechanics

and spelling using a teacher

developed rubric (4.15D) R

Publish personal narratives and share with an audience.

Revise final draft in response to

feedback from peers and teacher and

publish written work for a specific

audience (4.15E)

EL

PS


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Unit 4B; Exemplar Lesson 1, Writing Day 9 http://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.a

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Teacher Notes

*Performance Indicator












Whole Group Reading

Day 13 Day 14 Day 15

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Gen

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This blank day may be placed

anywhere within the unit, as needed.. This blank day may be placed

anywhere within the unit, as needed.. Unit Assessment

EL

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anywhere within the unit, as

needed..


anywhere within the unit, as

needed..

Unit Assessment

EL

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C

SC

OP

E













Whole Group Writing


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This blank day may be placed anywhere within the unit, as needed..

This blank day may be placed anywhere within the unit, as needed..

Unit Assessment

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Ongoing TEKS for Reading: Fig 19A, Fig 19B, Fig 19C, 4.6C, 4.8A, 4.1A, 4.9A, 4.18C, 4.27A, 4.28A, 4.29A Ongoing TEKS for Word Study: 4.2E Ongoing TEKS for Writing: 4.15A, 4.15E, 4.18C, 4.20A, 4.20Ai, 4.20Aii, 4.20Aiii, 4.20Aiv, 4.20Av, 4.20Avi, 4.20Avii, 4.20Aviii, 4.20B, 4.20C, 4.21A, 4.21B, 4.21Bi, 4.21Bii, 4.22A, 4.22Ai, 4.22Aii, 4.22Aiii, 4.22Aiv, 4.22Av, 4.22C, 4.22D

Gu

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Guided Reading/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.

Ind

ep

en

de

nt

Read

ing

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://www.mycscope.us/module/content/search/cscopebrowse/~/item/673124/viewdetail.ashx




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

Daily Lessons 1-12. These are the resources from CSCOPE for Unit 4B Reader’s Theatre Scripts http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34\ http://www.timelessteacherstuff.com Poetry websites http://www.apples4theteacher.com/poetry.html http://www.poets.org/page.php/prmID/85 http://www.shelsilverstein.com/play.asp

An example of poetry with a repeating couplet is attached to the end of this document. It is part of a PowerPoint on poetry from this website Source:

www.madison.k12.al.us/meridianville/english/.../understanding.ppt Media fictional short stories and folktales http://www.eastoftheweb.com/short-stories/childrenindex.html Fictional short, stories and folktales

Tell Me a Story, by Amy Friedman

Just So Stories, by Rudyard Kipling

Thumbelina and other Classical Fairy Tales, by Hans Christian Anderson

Aesop fables for Children, by Milo Winter

Song and Dance Man, by Karen Ackerman

The Mud Flat Olympic, by James Stevenson

Fanny’s Dream, by Caralyn and Mark Buehner

My Great Aunt Arizona, by Gloria Houston

Rocks in His Head, by Carol Otis Hurst

Oliver Button is a Sissy, by Tomie dePaola

The Table Where Rich People Sit, by Byrd Baylor

My Great Aunt Arizona, by Gloria Houston

Just Plain Fancy, by Patricia Polacco

Amazing Grace, by Mary Hoffman Poetry

Poetry Speaks to Children, Editor Elise Pachen and Dominique Raccah

Hailstones and Halibut Bones, by Mary O’Neill

Bird Watch: A Book of Poetry, by Jane Yolen

Juggling with Gerbils, by Brian Patten

Where the Sidewalk Ends by Shel Silverstein

All the Small Poems and Fourteen More by Valerie Worth

One at a Time by David McCord

The Random House Book of Poetry for Children by Jack Prelutsky and Arnold Lobel

Button UPp!: Wrinkled Rhymes by Alic Shertle 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

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://www.apples4theteacher.com/poetry.html

http://www.poets.org/page.php/prmID/85

http://www.shelsilverstein.com/play.asp

http://www.madison.k12.al.us/meridianville/english/.../understanding.ppt





http://www.eastoftheweb.com/short-stories/childrenindex.html



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 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 Daily Lesson 1: Poetry HMH: CLLG pages 109 Journeys Literature” (Poetry) Daily Lesson 2: Traditional Tales/Classical Literature HMH: CLLG pages 104 Journeys Literature” (Traditional Tale) Daily Lesson 3: Fiction/Literary Text HMH: CLLG page 102 Journeys Literature” (Realistic Fiction) HMH: CLLG pages 103 “Journeys Literature” (Historical Fiction) HMH: CLLG pages 104 Journeys Literature” (Traditional Tale) HMH: CLLG pages 105 Journeys Literature” (Fantasy) HMH: CLLG pages 106 Journeys Literature” (Science Fiction) Daily Lesson 4: You will have to use a resource other than HMH Daily Lesson 5: Traditional Tales/Classical Literature HMH: CLLG pages 104 Journeys Literature” (Traditional Tale) Daily Lesson 6: Traditional Tales/Classical Literature HMH: CLLG pages 104 Journeys Literature” (Traditional Tale) Daily Lesson 7: Biography/Autobiography (which connects to fiction text in Lesson 4) HMH: CLLG pages 108 Journeys Literature” (Biography) You may have to use a resource other than HMH depending on the text you selected for lesson 4 Daily Lesson 8: Drama (that connects to a previously read Literary/Fiction text) HMH: CLLG pages 107 Journeys Literature” (Play) Daily Lesson 9: Poetry HMH: CLLG pages 109 Journeys Literature” (Poetry) Daily Lesson 10: Literary Media You will have to use a resource other than HMH



Daily Lesson 11 & 12: Fiction/Literary Text from 2 different genres HMH: CLLG page 102 Journeys Literature” (Realistic Fiction) HMH: CLLG pages 103 “Journeys Literature” (Historical Fiction) HMH: CLLG pages 104 Journeys Literature” (Traditional Tale) HMH: CLLG pages 105 Journeys Literature” (Fantasy) HMH: CLLG pages 106 Journeys Literature” (Science Fiction) HMH: CLLG pages 107 Journeys Literature” (Play) HMH: CLLG pages 108 Journeys Literature” (Biography) HMH: CLLG pages 109 Journeys Literature” (Poetry)



In the morning, very early, That’s the time I love to go

Barefoot where the fern grows curly And grass is cool between each toe,

On a summer morning-O!

On a summer morning! That is when the birds go by Up the sunny slopes of air,

And each rose has a butterfly Or a golden bee to wear;

And I am glad in every toe –

On a summer morning-O! On a summer morning!

Source: [PPT] Poetry Party - Madison County Schools www.madison.k12.al.us/meridianville/english/.../understanding.ppt

Barefoot Days by Rachel Field

http://www.google.com/url?sa=t&rct=j&q=poetry%20with%20repeating%20couplets%20for%20kids&source=web&cd=5&sqi=2&ved=0CEsQFjAE&url=http://www.madison.k12.al.us/meridianville/english/weeks/ppt/understanding.ppt&ei=TQ--UIW9AoPA8ASmtoGoAw&usg=AFQjCNHC62mztNxF_X5WDTGGfuGS17BpiA

http://www.google.com/url?sa=t&rct=j&q=poetry%20with%20repeating%20couplets%20for%20kids&source=web&cd=5&sqi=2&ved=0CEsQFjAE&url=http://www.madison.k12.al.us/meridianville/english/weeks/ppt/understanding.ppt&ei=TQ--UIW9AoPA8ASmtoGoAw&usg=AFQjCNHC62mztNxF_X5WDTGGfuGS17BpiA




