Standard:_SL4.1

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.

  1. 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.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. 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.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
  • Taking notes (jot dots, note cards, etc.)
  • Know procedures/rules for collaborative discussions and follow them
  • Ask/answer questions to clarify understanding or get more information
  • Use sentence frames to make comments
  • Summarize key ideas from the discussion
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  • Note taking—jot dots, note cards, etc.
  • Teach procedures/rules for collaborative discussion and practice them one at a time
  • Fishbowl of collaborative conversations
  • Videos of collaborative conversations
  • Sentence frames to ask/answer questions (discussion cards)
  • Group writes of summaries of discussions
  • Start with whole group discussions
  • Pair-squared
  • Assigned roles in groups
  • Talking chips
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  • Discussion cards
  • The Teaching Channel videos
  • Summary writing packet

Standard:_SL 4.2

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Paraphrasing (jot dots)
Note taking from read alouds, powerpoints, oral reports, speeches, videos, etc. / Jot dots
Note cards
Highlighting / Videos from you-tube or other resources that give information or explanations
Videos of speeches
Read alouds of informational text
Powerpoints on diverse subjects

Standard:_SL 4.3

Identify the reasons and evidence a speaker or media source provides to support particular points.

(See related standard RI 4.8)

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Prerequisites:
Citing evidence
Support
Making inferences
Fact/Opinion
Skills:
-Format of argumentative speaking (proposition/support):
  1. Speaker makes a claim
  2. Supports with evidence
  3. Explains with reasons
-Connect to argumentative writing
Define:
Reasons
Evidence
Support
Speaker’s message/claim / Jot dots
Anchor charts with steps
Smart books
Thinking maps / Speeches (opinion/argumentative)
Digital resources such as videos of editorials from the news
Persuasive essays

Standard:_SL 4.4

  1. Reports on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  1. Plan and deliver a narrative presentation that relates ideas, observation, or recollections; provides a clear context, and includes clear insight into why the event or experience is memorable

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Use print and digital resources
Determine relevance to topic
Note taking strategies
Know how to paraphrase
Recount a narrative experience in sequence (retell)
Recount a narrative experience that includes context and why it is memorable
Define:
Relevance
Digital sources
Paraphrase / PUSD Graphic Organizers
Jot Dots or other note-taking strategy (highlighting)
Using the internet for resources—anchor charts
Categorizing notes
Oral retelling of personal experiences
Oral reports on short topics (once a week/month) / PUSD Graphic organizers
Anchor charts
Worm Book
Oral Presentation procedures/ideas for students to present weekly/monthly cycle on different topics (science, how-to, personal experience, etc.)

Standard:_RL 4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Main Idea/Details
Themes
Know how to record or download audio recordings from the computer/internet
Create visual displays in a visually pleasing way (organization, spacing, color, etc.) / Demonstrate how to download/record audio recordings
Anchor charts on how to download
Anchor visual displays
Lessons on spatial awareness when creating visual displays
Lessons on organizing, spacing, use of color in visual displays / Computer/internet access
Powerpoint or similar software
Speakers/CDs
Art supplies

Standard: SL 4.6

Differentiate between context 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. (See grade 4 Language standards 1 for specific expectations.)

Essential Skills/Concepts / Teaching Notes/Strategies / Resources
Distinguish between form and informal language/discourse
Awareness of situations in which formal or informal language is used
Formal/informal words to use (i.e. Sir, Madam, Greetings, hey!, what’s up?, etc.)
Proper use of grammar (See Language standard 4.1) / Sentence frames of formal/informal language
Mentor text of formal/informal language
Collaborative conversations/small group discussions
Formal oral presentations
Role playing
Turning informal into formal language and vice-versa / Oral Presentation procedures/ideas for students to present weekly/monthly cycle on different topics (science, how-to, personal experience, etc.)
Topics for discussion