29
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 min. 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 King’s 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 reading

Embed Size (px)

Citation preview

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 King’s 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

3

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 (Writer’s Express) as a resource

when teaching grammar and writing.

A correlation document between the standards and the Write Source (Writer’s

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

4

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 Housing – Lower

East Side Manhattan Tenants

Teachers have requested more direction for planning; the texts marked with a ♦ are the texts that are

recommended for this unit. These are the texts that the planning team felt have the strongest

connection to the unit and will best help teachers meet the standards.

www.readworks.org is a website with free passages. Passages from this site have been listed

as possible texts that tie to other texts and topics. The first time a teacher goes to the site,

they will have to sign up for a FREE account, after that you will login each time you go on.

4th Grade ELA Instructional Unit Guide 2014-2015

5

USD 259 Curriculum and Instructional Design October 2104

“In the Text” – reading, thinking and writing about the text (50-60 minutes)

Recommended Text Groupings (This section supports R.10)

Text Connected Writing to Learn (See attached documents)

Connection: Land Covered by Glacier

The New England Countryside, pg. 108 Horizons

Diamonds for the Taking, pg. 784 Treasures

What impact did Glaciers have on both the

New England Countryside and Herkimer

County New York? (RI.4.9, W.4.10))

Connection: New England Towns

A New England Town, pg. 112 Horizons

Let It Snow, pg. 376 Treasures

Snowflake Bentley, pg. 378 Treasures

Let It Snow, www.readworks.org

Haiku, pg. 402 Treasures

In what ways are Jericho, Vermont

(Snowflake Bentley) and Newfane, Vermont

(A New England Town) similar? (RI.4.1,

W.4.10)

Connection: Inventions & Ben Franklin

He Made the World Brighter, pg. 222 Treasures

Electricity & Energy – The Light Bulb,

www.readworks.org

How Ben Franklin Stole the Lightening,

pg. 224 Treasures

The Middle Atlantic Colonies,

pg. 126 Horizons

In your opinion, whose inventions are more

beneficial today? Tell Why. (RI.4.9, W.3.1)

Connection: Rivers and Waterways

The Wild Ponies of Chincoteague, pg. 634

Treasures

*A River Ran Wild, pg. 94 Horizons (close read)

Transportation and Growth, pg. 134 Horizons

Flood!, pg. 416 McGraw Hill

Water Please!, pg. 418 McGraw Hill

How are rivers and waterways important

when thinking about natural resources?

(include information you have read about

inventions, ideas and accomplishments that

have come about because of utilizing river

and waterways) (RI.4.9, W.4.7)

Connection: Immigration

*Immigrants in the Northeast, pg. 202 Treasures

Cities Grow and Change, pg. 142 Horizons

The Immigrant Experience, pg. 148 Horizons

Coming to the U.S.A, www.readworks.org

Compare and Contrast the firsthand and

secondhand account of immigrating to a

new country. (RI.4.6) Firsthand accounts:

primary sources in “Immigrants in the Northeast”

Secondhand accounts:

what you read from the texts about immigration

Connection: New York City

Cities Grow and Change, pg. 142 Horizons

Me and Uncle Romie, pg. 608 Treasures

Cricket in Time Square, pg. 693 Treasures

New York City is filled with many people

from many different backgrounds and

countries. How is this concept represented

in each of these texts about New York?

(RL.4.3, RI.4.8, W.4.10)

Use as a collaborative conversation or written

reflection. Required Close Reading Routine - “A River Ran Wild” Horizons

Required Culminating Unit Performance Demonstration -- to be completed final week(s)

* Required Text (you will have to read enough of chapter 3 and enough of chapter 4 from Horizons to answer

the Culminating Writing Performance Demonstration. Remember to build background knowledge if you choose

to skip a text.

4th Grade ELA Instructional Unit Guide 2014-2015

6

USD 259 Curriculum and Instructional Design October 2104

Social Studies Instruction Social Studies Text

(Supports R.10)

Planning Support –

HGSS, Possible Tasks and Discussion Questions

Big Idea: Ideas

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

Standard 3: Societies are shaped by beliefs, ideas and diversity. (main focus)

Region: Northeast

Anchor Chart for Northeast: As you read texts (from Horizons, Treasures, etc) from the Northeast region

add information you learn to the anchor chart.

Ch

ap

ter

3 H

orizo

ns

*New England Through the Years,

pg. 100 (parts are required for close reading)

American Government – Mayflower

Compact – 1620, www.readworks.org

Read, discuss and fill in Events Chart (RI.4.1-3)

Why did the people from England decide to

explore? (HGSS 3)

The New England Countryside, pg. 108

Read, discuss and fill in Events Chart (RI.4.1-3)

How does the physical environment influence

the way people live? (HGSS 5)

A New England Town, pg. 112 Read, discuss and fill in Events Chart (RI.4.1-3)

How was Newfane shaped by the early settlers?

(HGSS 3)

Ch

ap

ter

4 H

orizo

ns

Middle Atlantic Colonies, pg. 126

Colonization and the Revolutionary War:

Introduction to the Revolutionary War &

The Declaration of Independence, www.readworks.org

- Read, discuss and fill in Events Chart (RI.4.1-3)

- Consider taking students to the website: http://www.archives.gov/exhibits/charters/declaration.html To share the primary source document: The

Declaration of the United States

How have the ideas of Benjamin Franklin helped

to shape our current society (USA)? (HGSS 3)

Transportation and Growth, pg. 134 Read, discuss and fill in Events Chart (RI.4.1-3)

In what ways has transportation changed over

time? (HGSS 4)

What would our world be like today if

transportation had never been invented? (HGSS

3)

How did improved transportation in the early

1900’s lead to the development of the steel

industry in the Middle Atlantic region? (HGSS 3)

Cities Grow and Change, pg. 142

Immigrant Housing – Lower East Side

Manhattan Tenants, www.readworks.org

Read, discuss and fill in Events Chart (RI.4.1-3)

How has the diversity of people impacted New

York City? (HGSS 3) Overall Discussion Questions:

Why do people choose to leave their homeland to move to the United States? (HGSS 1)

Why is the population of the United States so diverse? (HGSS 3)

Why do the Northeastern states have a market economy (economy based on supply and

demand)? (HGSS 3)

4th Grade ELA Instructional Unit Guide 2014-2015

7

USD 259 Curriculum and Instructional Design October 2104

Writing Frame:

Glaciers had an impact on both the New England Countryside

and Herkimer County, New York. One of the impacts the glaciers

specifically had on New England Countryside was . . .

Another impact the glaciers had on New England was . . .

In Herkimer County, New York, the glaciers . . .

They are similar because . . .

The main difference between the two areas is . . .

Possible Example:

Glaciers had an impact on both the New England countryside and Herkimer County, New

York. One of the impacts the glaciers had on New England Countryside was that they shaped most

of New England’s landforms. Another impact the glaciers had on New England was that they left

behind rocky soil for building and farming. In Herkimer County, New York, the glaciers wore away the

top layer of rock, exposing hidden crystals. They are similar because glaciers caused erosion on the

land. The main difference between the two is that Herkimer County, NY is well known for its

diamonds, which are really crystals. New England has rocky soil that is great for growing cranberries,

blueberries, potatoes, corn, houseplants, shrubs and flowers.

What impact did Glaciers have on both the New England

Countryside and Herkimer County, New York?

4th Grade ELA Instructional Unit Guide 2014-2015

8

USD 259 Curriculum and Instructional Design October 2104

Writing Frame:

___________ and ___________ are similar in a number of ways.

First, they both . . .

Another similarity is . . .

Finally, both towns . . .

Possible Example:

Jericho, Vermont and Newfane, Vermont are similar in a number of ways. First, they

both have very snowy winters. Vermont is located in the snow belt and gets approximately

120 inches of snow per year. Snow in Vermont is as common as dirt.

Another similarity is that both towns have lots of farms. Farmers grow cranberries and

potatoes. They also raise dairy cows for milk and cheese because of all of the thick grass in

Vermont.

Finally, both towns are full of historical landmarks and buildings. Jericho has a

monument built in the center of the town just for Snowflake Bentley. They also have a

museum to honor this farmer-scientist. Newfane is also known for its historic buildings,

especially Newfane Village.

In what ways are Jericho, Vermont (Snowflake Bentley) and

Newfane, Vermont (A New England Town) similar?

4th Grade ELA Instructional Unit Guide 2014-2015

9

USD 259 Curriculum and Instructional Design October 2104

Consider having students generate a t-chart to organize information. (example)

Edison Franklin

Not everything he invented was a

success

Electric vote recorder failed

1880 burned a light bulb for more than

1500 hours

Invented an entire electric lighting

system

Swim paddles for hands and feet

Library chair

Long wooden arm to grab stuff

Odometer

1st clock with a second hand

Bifocal glasses

Franklin Stove

Glass harmonica

Electricity

Lightening rod

Writing Frame:

In my opinion, _______________________________________’s inventions are more

beneficial today than ______________________________________’s inventions because

______________________________________________________________________________________.

__________________________ also invented the ______________________________________. Most

importantly, __________________________________________________.

Possible Example:

In my opinion, Franklin’s inventions are more beneficial today than Edison’s inventions because

the odometer is a tool that we currently use to measure the distance traveled by a car. Franklin also

invented bifocal glasses, which helps many people today who have problems seeing both far away

and up-close at the same time. Most importantly, he discovered how electricity works, and without

electricity today our world could not survive.

Another possible example:

In my opinion Edison’s inventions are more beneficial today than Franklin’s inventions because

he invented the first long burning, working light bulb. Without the light bulb, we’d still be using candles

for light. Edison also invented the first electric vote recorder, although it was not a successful

invention. Most importantly, he invented an entire electric lighting system, which without the light

bulb would not have been possible.

In your opinion, whose inventions are more beneficial today,

Edison’s or Franklin’s? Tell why.

4th Grade ELA Instructional Unit Guide 2014-2015

10

USD 259 Curriculum and Instructional Design October 2104

Writing Frame:

Rivers and waterways are important to natural resource because . . .

Rivers . . .

Waterways . . .

They both . . .

Possible Example:

Rivers and waterways are important to natural resources because they assist people in

getting natural resources to other places where they are needed. Rivers have been used as

a resource for Native Americans to feed themselves. The Native Americans used the river as

a good place to settle down. The river allowed them to fish, farm, and plant. A waterway

was the preferred method of travel to transport natural resources to other places by farmers

and traders. The waterways allowed boats to bring people natural resources and goods

they needed. Canals were built to connect waterways so that more travel could happen.

Both rivers and other waterways are very important in making sure that people have natural

resources that they need.

How are rivers and waterways important when we are thinking about

natural resources?

Include information you have read about inventions, ideas and

accomplishments that have come about because of utilizing river and

waterways.

4th Grade ELA Instructional Unit Guide 2014-2015

11

USD 259 Curriculum and Instructional Design October 2104

Writing Frame:

Between 1890 and 1914, more than 12 million immigrants arrived on

America’s shores. According to the text, many immigrants . . .

After reading the firsthand accounts of some immigrants, I learned . . .

The firsthand accounts were . . .

The secondhand accounts are different because they. . .

Both share . . .

Possible Example:

Between 1890 and 1914, more than 12 million immigrants arrived on America’s shores.

According to the text, the boats were overcrowded and as many as 5,000 people could

arrive at Ellis Island in one day. After reading the firsthand accounts of some immigrants, I

learned some felt free and safe when they came to America. The firsthand accounts shared

more feelings and personal information about immigrations. The secondhand accounts are

different because they told more facts that happened in history, like immigrants having to

wait in line to see the doctor. Both share information about immigrants, but in different ways.

Compare and contrast the firsthand and secondhand account

of immigrating to a new country.

4th Grade ELA Instructional Unit Guide 2014-2015

12

USD 259 Curriculum and Instructional Design October 2104

Writing Frame:

In the text, __________________________, the author represents

people from different backgrounds and cultures by showing us . . .

The text ______________________, also shows this representation by . . .

Possible Example:

In the text, “Me and Uncle Romie,” the author represents people from different backgrounds

and cultures by showing us the people of Harlem and how they live. When James visits, he sees

murals, hears street musicians playing the saxophone, plays stickball with the kids in the street and

eats BBQ on a rooftop.

The text, “Cities Grow and Change,” also shows this representation by teaching us about early

immigrants to New York City and how they lived in crowded apartments called tenements. The

immigrants had to work long hours to be able to feed their families and many times made their own

clothes.

New York City is filled with many people from many different

backgrounds and countries. How is this concept represented in

each of these texts about New York?

4th Grade ELA Instructional Unit Guide 2014-2015

13

USD 259 Curriculum and Instructional Design October 2104

A Think Sheet organizer has been provided on the following page to guide

students in planning and organizing their writing.

Anchor Charts (Possible details added from texts):

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:

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

4th Grade ELA Instructional Unit Guide 2014-2015

14

USD 259 Curriculum and Instructional Design October 2104

Think Sheet

Writing Purpose: To convince (Opinion)

Topic: _______________________

Audience: ____________________

Organize

Introduction

Claim (thesis Statement):

_____________________________________________________________________________

_____________________________________________________________________________

Reason A Reason B Reason C

___________________ ___________________ ____________________

___________________ ___________________ ____________________

___________________ ___________________ ____________________

Supporting Details

Body A - Explain using facts Body B - Explain using facts Body C - Explain using facts

Conclusion:

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

New England Through the Years (Chapter 3, Lesson 1)

Event What Happened? When? Who? Where? Why?

John Smith is

exploring and

looking for land

with natural

resources.

The Pilgrims settle

and begin to build

Plymouth Colony.

Fighting broke out

between the

Indians and the

colonists.

Industries grow

and change.

Connection: What new ideas led to new learning, accomplishments and/or inventions that became important to the New

England States?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

The New England Countryside (Chapter 3, Lesson 2)

Event What Happened? When? Who? Where? Why?

Europeans begin

to settle the New

England

countryside.

Glaciers shaped

most of New

England’s

landforms.

New England

farmers grow

crops.

New Englanders

make a living

from the region’s

rocks.

New Englanders

make a living

using trees.

Connection: How did New Englanders continue to use new ideas and natural resources to grow?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

A New England Town (Chapter 3, Lesson 3)

Event What Happened? When? Who? Where? Why?

Settlers move to

Newfane, VT.

A government

began in

Newfane, VT.

Connection: What can we learn about other New England small towns from Newfane?

Write a summary about what you learned about the New England States in the Northeast Region.

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

The Middle Atlantic Colonies (Chapter 4, Lesson 1)

Event What Happened? When? Who? Where? Why?

Pilgrims began

settling the

middle Atlantic

Colonies.

Mid Atlantic

colonies became

the breadbasket

colonies.

Mid Atlantic cities

grew.

The American

Revolution took

place.

Connection: What major accomplishment in this chapter has had a lasting effect on our country?

How was the settlement of the New England colonies similar to the settlement of the Middle Atlantic Colonies?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

Transportation and Growth (Chapter 4, Lesson 2)

Event What Happened? When? Who? Where? Why?

Waterways began

to be linked.

New Industries are

needed.

Cities are

connected.

Connection: How did new ideas lead to growth in the Middle Atlantic States?

How is the growth of the Middle Atlantic Colonies similar and different to the growth of the New England Colonies?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

Cities Grow and Change (Chapter 4, Lesson 3)

Event What Happened? When? Who? Where? Why?

Immigrants move

to America.

Cities are

overcrowded

Connection: How would immigrants from other countries be able to bring new ideas to our country?

How is the life in a small town like Newfane, Vermont different from life in a city like New York City?

Write a summary about what you learned about the Middle Atlantic States in the Northeast Region.

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

New England Through the Years (Chapter 3, Lesson 1)

Event What Happened? When? Who? Where? Why?

John Smith is

exploring and

looking for land

with natural

resources.

The Pilgrims settle

and begin to build

Plymouth Colony.

Fighting broke out

between the

Indians and the

colonists.

Industries grow

and change.

Connection: What new ideas led to new learning, accomplishments and/or inventions that became important to the New

England States?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

The New England Countryside (Chapter 3, Lesson 2)

Event What Happened? When? Who? Where? Why?

Europeans begin

to settle the New

England

countryside.

Glaciers shaped

most of New

England’s

landforms.

New England

farmers grow

crops.

New Englanders

make a living

from the region’s

rocks.

New Englanders

make a living

using trees.

Connection: How did New Englanders continue to use new ideas and natural resources to grow?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

A New England Town (Chapter 3, Lesson 3)

Event What Happened? When? Who? Where? Why?

Settlers move to

Newfane, VT.

A government

began in

Newfane, VT.

Connection: What can we learn about other New England small towns from Newfane?

Write a summary about what you learned about the New England States in the Northeast Region.

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

The Middle Atlantic Colonies (Chapter 4, Lesson 1)

Event What Happened? When? Who? Where? Why?

Pilgrims began

settling the

middle Atlantic

Colonies.

Mid Atlantic

colonies became

the breadbasket

colonies.

Mid Atlantic cities

grew.

The American

Revolution took

place.

Connection: What major accomplishment in this chapter has had a lasting effect on our country?

How was the settlement of the New England colonies similar to the settlement of the Middle Atlantic Colonies?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

Transportation and Growth (Chapter 4, Lesson 2)

Event What Happened? When? Who? Where? Why?

Waterways began

to be linked.

New Industries are

needed.

Cities are

connected.

Connection: How did new ideas lead to growth in the Middle Atlantic States?

How is the growth of the Middle Atlantic Colonies similar and different to the growth of the New England Colonies?

4th Grade Unit 3 ELA Instructional Unit Guide

Events Chart

Region: Northeast

Cities Grow and Change (Chapter 4, Lesson 3)

Event What Happened? When? Who? Where? Why?

Immigrants move

to America.

Cities are

overcrowded

Connection: How would immigrants from other countries be able to bring new ideas to our country?

How is the life in a small town like Newfane, Vermont different from life in a city like New York City?

Write a summary about what you learned about the Middle Atlantic States in the Northeast Region.

4th Grade, Unit 3 Close Reading Routine Bold Text – Teacher Talk

USD 259 Curriculum and Instructional Design 10/1/2014 *Each Phase may take more than one instructional period. Plan accordingly.

Primary Text: “A River Ran Wild,” pg. 94 Horizons

Secondary Text: “New England Through the Years,” pg. 100 Horizons

*Phase 1:

Key Ideas and

Details – Read Full

Text or Selection

“What does the

text say?”– Tim

Shanahan

This serves as

guided practice, so

teachers need to

model and think

aloud throughout

the routine.

Refer to stems on

Backing Up with

evidence Anchor

Chart

Focus KCCRS -

RL.4.1, RL.4.2, RL.4.3,

SL.4.1, W.4.10

1. Today we will read the text, “A River Ran Wild”, and then answer

questions to help us understand what the text says.

2. Read the text (choral, echo, partner read) as indicated utilizing

the following routine:

a. Students read the text.

b. Teacher poses question.

c. Allow students think time and time to return to the text.

d. Students share answers with partner.

The following stem could be helpful:

__________, because the text said . . . Questions:

Describe the Native Americans in depth (including their

actions).

What details in the text support your answer?

Why are they important to this text?

Describe the setting of this text.

What details in the text support your answer?

Why is the setting important to this text?

Describe in depth the settlers that came to the area (including

their actions).

What details in the text support your answer?

Why are they important to this text?

3. Facilitate a class discussion retelling the important aspects for the

story (leading students to a summary). (check for understanding

and clarify misconceptions)

Writing to Learn Opportunity: In summary, first . . .

Next . . .

Finally . . .

4th Grade, Unit 3 Close Reading Routine Bold Text – Teacher Talk

USD 259 Curriculum and Instructional Design 10/1/2014 *Each Phase may take more than one instructional period. Plan accordingly.

*Phase 2:

Craft and

Structure – Partial

or full rereading

of the text or

selection

“How does the

text say it?” – Tim

Shanahan

Refer to stems on

Backing Up with

evidence Anchor

Chart as needed

Teachers will want

to refer students to

“Me and Uncle

Romie”, pg. 608

Treasures (or

another text

students have read

that is written in 1st

person narration)

Focus KCCRS -

RL.4.4, RL.4.6,

W.4.10, SL.4.2,

L.4.4a, L.4.5

1. Today we will reread and discuss parts of the text to better

understand it.

2. Reread (chorally/partner/independently) starting on page 95, 3rd

paragraph (“The Nashua people saw . . . ) to the end of the 1st

paragraph on page 96 (. . . a trading post was built.)

3. Ask the following questions using this routine:

a. Teacher poses question.

b. Students discuss answer with partner/small group using

evidence from the text or text features.

c. Repeat with the next question.

What does the author mean when using the word rhythm? (not

music but a consistent pattern that kept repeating day after

day; the text uses the seasons as an example and the prior text

explains what day to day living is like)

Why does the author mention “The Nashua had lived for

generations”? (to remind the reader that they had lived here

for a long time before settlers came and began to change

things; the text says they were the first to live on the land and

uses the word rhythm to describe their life)

Using the context clues in the sentence, what does the word

boatload mean? What words from the text help you to

determine the meaning? (a lot, many; the texts says full of and

gives examples)

Why would the item that the trader brought seem like magic to

the Native Americans? (The Native Americans had never seen

anything like these items before, because the text says the

river, land, and forest had provided everything they needed)

How might this story be different if it was told from 1st person

narration verses being narrated in 3rd person? (refer students to

“Me and Uncle Romie” in Treasures, pg 609 as a reference to

a story told in 1st person narration)

4. Facilitate a class discussion regarding the way the Native

Americans lived their life before the European settlers came.

(check for understanding and clarify misconceptions)

Writing to Learn Opportunity:

The Native Americans . . .

4th Grade, Unit 3 Close Reading Routine Bold Text – Teacher Talk

USD 259 Curriculum and Instructional Design 10/1/2014 *Each Phase may take more than one instructional period. Plan accordingly.

*Phase 3:

Integration of

Knowledge and

Ideas – Partial or

full rereading of

the text or

selection

“What does the

text mean? What

is its value? How

does the text

connect to other

texts?”

– Tim Shanahan

Additional Text:

“New England

Through The Years”,

pg. 100 Horizons

Refer to stems on

Backing Up with

evidence Anchor

Chart.

Focus KCCRS -

RL.4.9, RI.4.9, SL.4.2,

W.4.10, HGSS 4

1. We will reread parts of the text and discuss questions to help us

understand what the text means.

2. Students will partner read “Native American Ways,” pg. 101

Horizons.

3. Working with the same partner: Partner A will have the book open

to “A River Ran Wild” and partner B will have the book open to

“Native American Ways.”

How are the two texts similar?

How are the two texts different?

In what way are the texts two versions of the same story?

4. Students will partner read “Early Days in New England,” pg. 103

Horizons.

5. Working with the same partner: Partner B will have the book open

to “A River Ran Wild” and partner A will have the book open to

“Early Days in New England.”

What ways are the two texts similar?

What ways are the two texts different?

In what way are these texts two versions of the same story?

6. Facilitate partner (or small group) discussions using the following

questions: (check for understanding and clarify misconceptions)

How did the Native Americans’ lives change after the settlers

came? What evidence in the text support this?

What do you think were some of the long-lasting effects

Europeans had on society and the environment?

What were the positive impacts the settlers had on the Native

Americans?

What were the negative impacts the settlers had on the Native

Americans?

Writing to Learn Opportunity:

The settlers arriving had a (positive/negative) impact on the Native

Americans because . . .