4th grade reading

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  • 4th Grade ELA Instructional Unit Guide 2014-2015

    1

    USD 259 Curriculum and Instructional Design October 2104

    Unit 3: November 6- December 19 (27 days, 2 flex days) The KCCRS Reading Standards: Foundational Skills are embedded in the decoding routines.

    Beyond this, teachers should study the standards, making sure students can demonstrate

    and apply their foundational, grade level skills.

    Decoding Block (30 minutes)

    30 m

    in.

    Decoding

    Routine

    PA/Phonics

    Skill

    Decodable/Connected Text

    from Treasures

    Off Grade Level Text

    from Treasures

    U3W1 Triple Blends/

    Clusters thr, shr, spr, scr, spl

    4U2W3 A Lump in the Throat

    4U2W3 Sprout 2U3W5 The Missing String Beans

    3U2W4 Pet for Brenda and Fred

    U3W2 Silent Letters kn, mb, h, wr, etc.

    4U3W2 Following an EMT

    4U3W2 Helping Pets

    2U5W4 What Gnu Knew

    3U2W5 Tony the Pilot

    U3W3 Vowel r

    er, ir, ur

    4U3W1 Meeting Kids

    4U3W1 The Lost Child 2U4W2 Shirl and her Turn

    3U3W3 What will Turn Up?

    U3W4 Vowel-r

    Phonogram air & ear

    2U6W2 The Caring Kings Fair Wish 3U3W2 Standing Up for RIghts

    U3W5 Vowel Team oo, ou, ew, ui, ue

    4U4W3 Getting Energy

    4U4W3 A Cool Mood 2U4W4 Soon the North Wind Blew

    3U3W4 The Lesson

    Flex Days Flex days can be used for reteaching as needed, extra practice days as needed or as a

    review (of the unit or cumulative review of all learned skills up to that point). For mobility

    purposes with decoding, please do not start units early. If reteaching and extra practice is

    not needed, use those days for review.

    Spelling Words U3W1: shred, shrink, shrimp, shriek, through, throb, threat, thrill, sprout, sprawl, sprang, screw,

    screech, script, strand, straps, splash, split

    U3W2: hours, heir, honor, honesty, lambs, thumbs, plumber, combs, wrinkle, answer, against,

    wriggle, wrapper, wrench, knew, kneel, known, knives, knead, doubt, listen, today

    U3W3: birthday, shirt, birds, purse, curve, return, during, ever, better, order, pattern, early,

    heard, covered, color U3W4: scare, spare, compare, airfare, stair, lair, fear, hear, rear, tear, spear, yearly, career,

    cheer, mere, toward, area, war

    U3W5: zoom, mood, look, wood, stoop, spool, stool, group, cookie, crook, food, grew, crew,

    suits, juicy, true

  • 4th Grade ELA Instructional Unit Guide 2014-2015

    2

    USD 259 Curriculum and Instructional Design October 2104

    Language Comprehension & Writing Block (90 min.) Big Idea: Ideas

    Enduring Understanding: Ideas lead to new learning, accomplishments, and inventions.

    Essential Question(s):

    How do ideas lead to

    change?

    What new learning can

    occur as a result of a new

    idea?

    How can an idea lead to an

    accomplishment or

    invention?

    *Required Culminating Writing Performance Demonstration:

    In your opinion, do the New England States or the Middle

    Atlantic States have more of an impact on our society

    today? Explain why.

    Be sure to: (W.4.1) Introduce the topic and state an opinion

    Provide reasons that are supported by facts and details

    Use description to develop experiences and events

    Link opinion and reasons using words and phrases

    Provide a concluding statement related to the opinion

    Unit Overview: In this unit, introduce students to the big idea through a variety of texts and

    genres. The texts are grouped by topic. *Required: Students should read text daily;

    experiencing a range of text types from different content areas throughout the unit. Teachers

    may determine the amount of time spent on each group of texts and may select additional

    texts as appropriate and as time allows. Read and respond through writing, listening and

    speaking.

    Time Frames:

    50-60 minutes In the Text time 30-40 minutes Process Writing time

    Getting Started:

    Quickly discuss the Big Idea and Enduring Understanding.

    Unit Focus Activity: Create anchor charts to document learning related to the Enduring

    Understanding and Essential Questions.

    Preview the Culminating Unit Performance Demonstration with students. (This might also

    be an anchor chart adding ideas that answer the question as students read/listen to texts.)

    When planning instruction, start with a standard(s) first to determine the focus for that

    particular text.

    After each text selection has been read and focused on with instruction, revisit the

    Essential Questions.

    Updates for Unit 3:

    Specific Text Groupings have been recommended because they will best help your

    students prepare for the Culminating Writing Performance Demonstration and meet

    standards as requested by teachers.

    Texts have been added from the McGraw Hill Health Resource.

    Texts that can be pulled off the website www.readworks.org have been added. This is a

    free website that teachers will have to register on the first time they go to the site.

    Social Studies text builds on each other; knowing that there may not be time to read

    every single text, how can we share the information and build background knowledge

    for students before the next Horizons text is read?

  • 4th Grade ELA Instructional Unit Guide 2014-2015

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    USD 259 Curriculum and Instructional Design October 2104

    Process Writing Learning to Write (30-40 min)

    30

    4

    0 m

    inu

    tes

    Process Writing learning to write: At this time, buildings are to use the Write Source (Writers Express) as a resource

    when teaching grammar and writing.

    A correlation document between the standards and the Write Source (Writers

    Express) was created to support teachers in using the resource. Find on the portal if

    needed.

    Language Standards to be explicitly introduced in Unit 2:

    L.4.1d

    L.4.1f will be ongoing through Units 1-6

    L.4.2d

    L.4.3a

    Writing Standards to be explicitly introduced in Unit 2:

    W.4.1

    W.4.4-5 review and ongoing

    W.4.6

    W.4.7-10 - will be ongoing through Units 1-6

    Planning Process Writing

    Knowing that students will be using the process writing time to write the Culminating

    Writing Performance Demonstration the final week of the unit, what mini lessons

    might need to be taught? Plan to practice building up to that bigger writing piece in

    the prior week.

    Teachers should help students learn to write using the standards as a guide.

    Language and Writing standards are paced for the purpose of introducing and

    explicitly teaching skills. It is the expectation that learning and instruction will continue

    as students reach mastery by the end of the year.

    Process Writing (learning how to write) includes:

    5-10 min. Explicitly teach and model (grammar and learning how to write).

    20-30 min. Students are demonstrating application of skill through writing while

    teacher is conferring and providing feedback.

  • 4th Grade ELA Instructional Unit Guide 2014-2015

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    USD 259 Curriculum and Instructional Design October 2104

    Text Menu: All Possible selections for Unit 2

    (Texts marked with a will be paired with other texts on the in the text page.)

    Horizons Social Studies (See Social Studies page for

    additional information when

    planning with these texts.)

    Treasures McGraw Hill Science/Health

    The Northeast

    *Close Read

    A River Ran Wild, pg. 94

    Chapter 3, lessons 1-3

    - *New England Through

    the Years, pg. 100

    - The New England Countryside, pg. 108

    - A New England Town, pg. 112

    Chapter 4, Lessons 1-3

    - Middle Atlantic Colonies, pg. 126

    - Transportation and Growth, pg. 134

    - Cities Grow and Change, pg. 142

    - The Immigrant Experience,

    pg. 148

    - He Made the World Brighter, pg. 222

    - How Ben Franklin Stole the Lightning, pg. 224

    - Let It Snow, pg. 376 - Snowflake Bentley,

    pg. 378

    - The Secondhand Art,

    pg. 606

    - Me and Uncle Romie, pg. 608

    - The Wild Ponies of Chincoteague, pg. 634

    - Diamonds for the Taking, pg. 784

    - The Frog Prince, pg. 564

    - Ranita, pg. 566

    - Presenting Puddlejump

    Players, pg. 586

    - The Country Mouse, City

    Mouse, pg. 690

    - The Cricket in Times Square, pg. 693

    - *Immigrants in the Northeast, pg. 202

    - Time for Kids, pg. 334 - Haiku, pg. 402

    McGraw Hill Science:

    - Flood!, pg. 416 - Water Please!, pg. 418

    McGraw Hill Health:

    www.readworks.org

    - Let It Snow - Electricity & Energy The

    Light Bulb

    - Coming to the U.S.A

    - American Government Mayflower Compact 1620

    - Colonization and the Revolutionary War:

    Introduction to the

    Revolutionary War & The

    Declaration of

    Independence

    - Immigrant Housi