Indicator/s / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Fourth Nine Weeks Row 1 / 4th Grade Fourth Nine Weeks Row 1
Fourth Grade – Fourth Nine Weeks / 4-1.5 Analyze the impact of characterization and conflict on plot.
4-1.8 Classify works of fiction(including fables, tall tales and folktales) and works of nonfiction (including nonfiction and personal essays) by characteristics. / 4-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes) as sources of information.
Social Studies
4-5.7 Civil War, Industrial North, Agricultural South
4-6.1 Abolitionist movement , Underground Railroad before and during the Civil War, Harriet Tubman, John Brown, Frederick Douglass, Harriet Beecher Stowe, Sojourner Truth, and William Lloyd Garrison
4-6.2 Election of 1860, secession
Science
(for the nine weeks)
Light & Electricity/Magnetism / All Major Comprehension Strategies.
(At this time of the year the teacher will select many different types of texts and have students interpret with all comprehension strategies)
4-3.3 Interpret meaning of idioms
4-6.3 Organize information by classifying or sequencing.
4-6.6 Use the Internet as a source of information.
Writing Workshop
Memoir / 4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. / · Locates information in a table of contents that uses Roman numerals.
· Identifies the characteristics of an encyclopedia and thesaurus
· Evaluates electronic informational sources (Internet)
· Describes how an index is organized
· Identifies and uses structures of glossaries in informational text.
· Identifies features of charts in informational text / Analyze: Break information into parts to determine motives, causes and make inferences. / Characterization
· Character Trait Web (Richardson, p. 230)
· Sociogram (Richardson p. 230)
· Action Character Trait Link (Richardson p. 229)
Test Preparation
· To access test prep materials, you can google “Released State Tests” to get test items. See www.edinformatics.com Massachusetts also has a lot of graphics.
· Also see Guiding Readers and Writers 3-6 , Fountas and Pinnell, “Testing as a Genre” chapter and Test Talk by Glennon Doyle and Amy H. Greene.
J Test Prep
Minilessons to Prepare for Testing
Minilesssons to prepare students for testing can encompass several comprehension strategies using a variety of texts. This would include fictional as well as informational and a variety of print sources (maps, charts, etc…)The purpose of these minilessons is to see if students have internalized the comprehension strategies that they have been taught throughout the year as well as to identify, practice, and review areas that may need additional instruction. If students have difficulty, it is recommended that teachers return to the reading minilessons in this curriculum guide or the handbooks and reteach needed steps. To prepare for these lessons, teachers can consult the curriculum map and guided reading handbooks for the specific indicator and the bulleted reading minilessons that accompany it. / Freedom! by: Bobby Katz Days to Celebrate Illustrated by Stephen Alcorn
Follow the Drinkin’ Gourd Selected by Wade and Cheryl Hudson How Sweet the Sound Illustrated by Floyd Cooper / · Henry’s Freedom Box
· Show Way
· Almost to Freedom, Nelson
· Barefoot Escape on the Underground Railroad, Edwards
· Good Night for Freedom, Morrow
· Brother Sister Eagle Sky, Jeffers
· The Earth Under Sky Bear’s Feet, Bruchac
· Cloud Dance, Locker
· Birches, Frost
· A Pioneer Woman Looks Back, Stahler
· It’s Raining Cats and Dogs
· Freedom Summer, Wiles
· Thunder Rose, Yolen
· Some Smug Slug, Edwards / · This story can best be classified as ….
· This story is an example of…
· The conflict in the passage is …
· These characters are similar because…
Literary Indicator / Informational Indicator / Complementary
Indicator/s / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Fourth Nine Weeks Row 2 / 4th Grade Fourth Nine Weeks Row 2
Fourth Grade – Fourth Nine Weeks / All Major Comprehension Strategies.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues. / 4-6.4 Paraphrase research information accurately and meaningfully.
4-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.
Social Studies
4-6.3 Battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the significance of the Gettysburg Address, and the surrender at Appomattox-and the role of African Americans in the War.
4-6.4 Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, and Robert E. Lee
Science
(for the nine weeks)
Light & Electricity/Magnetism / 4-6.5 Create a list of sources that contains information (including the author and title of a publication) necessary to properly credit and document the work of others.
4-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
4-6.8 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.
Writing Workshop
Memoir / 4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods. / · Identifies and uses bibliographies in informational text
· Locates information in informational text
· Summarizes informational text
· Locates and paraphrases information in an informational text / Explain, illustrate, translate, rephrase,
Will you state or interpret in your own words?
How would you rephrase?
Which is the best sentence? / · To review Main Idea/Central Idea
Show students a text source. (fiction, nonfiction, print source-graph, chart, map, etc… Direct students to think about the strategies they have learned to use to determine central/main idea and to use those strategies to determine the central/main idea of the text being displayed. Direct students to provide supporting details. Prompt- What kinds of information can we gather? What is the central idea? What is a supporting detail?
· To review Summarizing
After determining the central idea and supporting details, students will use those to write a summary. Prompt- Can you write a brief summary statement?
· To review Cause Effect
Direct students to think about the strategies they have learned to use to analyze cause effect relationships throughout the year and to use those strategies to analyze the text being displayed for a cause effect relationship.
· To review Drawing Conclusions/
Forming Inferences
Direct students to think about the strategies they have learned to use to draw conclusions and form inferences and to use those strategies with the print source being displayed. Students should be able to view the print source and form an inference using the text and background knowledge.
· To Review Compare and Contrast- Use two different print sources or a print source and written text.
Vocabulary
See Richardson pgs. 200-203 & 288 / O Captain! My Captain! by: Walt Whitman A Child’s Introduction to Poetry, Illustrated by Meredith Hamilton / · Long Road to Gettysburg
· Civil War Sub: The Mystery of the Hunley
☺Moses, Weatherford
· Follow the Drinking Gourd, Winter
· The Anti-Slavery Movement, National Geographic
· Civil War Leaders, Donklin
· Under the Quilt of the Night, Hopkinson / See testing notes from previous nine weeks.
Literary Indicator / Informational Indicator / Complementary
Indicator/s / Ongoing
Indicators / MAP
Mean 201-210 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
4th Grade Fourth Nine Weeks Row 3 / 4th Grade Fourth Nine Weeks Row 3
Fourth Grade – Fourth Nine Weeks / 4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). / 4-6.1 Clarify and refine a research topic.
4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
Social Studies
4-6.5 Explain the impact of the Civil War on the nation, including its effects on the physical environment and on the people-soldiers, women, African Americans, and the civilian population of the nation as a whole.
4-6.6(See Above)
Science
(for the nine weeks)
Light & Electricity/Magnetism / 4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.
4-2.3 Analyze informational texts to locate and identify facts and opinions.
Writing Workshop
Memoir / 4-1.11, 4-2. 9 Read
independently for extended periods of time for pleasure and to gain information.
4-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
4-3.2 Use base words and affixes to determine word meaning.
4-3.4 Spell correctly words with prefixes, suffixes, multi-syllabic words.
4-1.7, 4-2.4 Create responses to literary texts and informational texts through a variety of methods.
l / · Distinguish between fact and opinion in informational text.
· Distinguishes characteristics of informational sentences that are opinions versus sentences that are facts.
· Evaluate author’s style and its effects on literary text.
· Recognizes examples of alliteration.
· Analyzes the author’s use of onomatopoeia in literary text.
· Defines dialogue
· Defines simile and gives example in literary text.
· Identifies extended metaphors in poetry.
· Infers the meaning of metaphors in literary texts. / Create: Make , form, generate
design, build / Research Minilessons
· Accessing Information p. 72 T. Stead Good Choice
· Helping Children Locate Websites
(p. 73 -76 T. Stead, Good Choice)
· Authenticating the Accuracy of Websites
(p. 76 T. Stead ,Good Choice)
· Finding and Recording Specific Information (p. 77-78 T. Stead, Good Choice)
· Using the RAN
(p. 78-80 T. Stead, Good Choice)
· List of Websites p. 82-87 Good Choice
There are many options for creating responses to literary and informational texts. The following resource lists a number of ideas that students may choose from to share their learning including ideas such as :
· Creating brochures
· Constructing timelines
· Writing poetry
· Holding a debate
· Making a model
· Creating a portrait
See: Good Choice by T. Stead p. 170-194
See also Responding to Literary Texts- p. 462-499 Chapter 28 Teaching for Comprehending and Fluency Fountas and Pinnell / Share the Adventure
by Patricia and Frederick McKissack Wonderful Words Illustrated by Karen Barbour
Summer by Christina Rossetti A Year Full of Poems Illustrated by Harrison, Stuart-Clark / J Tales of a Gambling Grandma, Khalsa
· Henry’s Freedom Box, Levine
· Pink and Say, Polacco
· Teammates, Golenback
·
·
§
·
Richardson refers to the text The Next Step in Guided Reading, published 2009.