grade 4 curriculum map: literacy & integrated content grade 2nd quarter 2014.pdf · grade 4...

GRADE 4 Curriculum Map: Literacy & Integrated Content

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition

LRSD Elementary Literacy Department & Curriculum Committee 4th Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small-group reading instruction. These skills & strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC4SL1 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. • CC4SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation

& other information known about the topic to explore ideas under discussion. • CC4SL1b Follow agreed-upon rules for discussions and carry out assigned roles. • CC4SL1c Pose & respond to specific questions to clarify or follow up on information, & make comments that contribute

to the discussion & link to the remarks of others. • CC4SL1d Review the key ideas expressed & explain their own ideas & understanding in light of the discussion. CC4SL2 Paraphrase portions of a text read aloud or info. presented in diverse media & formats including visually, quantitatively & orally. CC4SL3 Identify the reasons & evidence a speaker provides to support particular points. CC4SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task & situation. LANGUAGE CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC4L3c Differentiate between contexts that call for formal English (e.g., presenting ideas) & situations where informal

discourse is appropriate (e.g., small-group discussion). CC4L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 4 reading & content, choosing flexibly from a range of strategies. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. READING STANDARDS CC4RF4 Read with sufficient accuracy & fluency to support comprehension. • CC4RF4a Read grade-level text with purpose & understanding. • CC4RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate, & expression. • CC4RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI9 Integrate information from 2 texts on the same topic in order to write or speak about the subject knowledgeably. CC4RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC4RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Small Group Instructional Resources • CLLG pp. 4-5 & genre lessons for “Discussion Starters” pp.

101-108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit

1 Instructional Routines: o pp. C8, C22 “Supporting Your Answer” o pp. C9, C25 “Discussion Rules & Roles”

• EXT Unit 1 p. C16 “Formal & Informal Language” • EXT Unit 1 p. C17 “Participate in Group Discussions” • EXT Unit 1 pp. C12-C13 “Compare & Contrast Theme &

Point of View” • EXT Unit 3 pp. “Firsthand & Secondhand Accounts” • EXT Unit 1 pp. “Compare Structural Elements” • EXT Unit 4 pp. “Compare & Contrast Patterns of Events” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: • CLLG pp. 6 & 7 • Leveled readers’ teacher’s guides

GRADE 4 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 10

READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC4RL1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CC4RL2. Determine a theme of a story, drama, or poem from details in text; summarize the text.CC4RL3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).CC4RL5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

COMPREHENSION/FLUENCYSkill: Author’s PurposeStrategy: Analyze/Evaluate

Author’s Craft: MetaphorGenre: Biography/Poetry

CLLG p. 18 Suggested Weekly Focus

Jose! Born to Dance, CLLG p. 58

Dance to the Beat, CLLG p. 59

EXT U1 pp. C14-C15 Use “Compare Structural Elements” to compare Jose! Born to Dance & Dance to the Beat

Connect to Poetry T324

CLLG p. 59 Poets/create rhythm

Leveled Reader Critical Thinking Blackline Masters 10.7-10-10Grab-and-Go! pp. 9-12

WORD STUDYCC4L5.a. Explain the meaning of simple similes & metaphors in context.CC4L5.c. Demonstrate understanding of words by relating them to their opposites (antonyms) & to words with similar but not identical meanings (synonyms).CC4L6. Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

VOCABULARYSTRATEGY: AnalogiesWORD CARDS: #91-100ACADEMIC VOCAB: author’s purpose, implied, analogy

WSG pp. 120-121

Other Resources:

Intro. Vocabulary T306-T307Vocabulary Strategies T332-T333Projectable 10.5

Weekly Tests 10.2-10.3 T346-T347

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING Vowel +r Sound in Multiple Syllable WordsVowel +r sound

WSG 58-59Weekly Plan T336-T337Practice Book p.114 “Proofreading for Spelling”

D5= The Daily 5 CLLG= HMH Comprehensive Language & Literacy Guide HMH= Houghton Mifflin Harcourt WSG = Word Study Guide EXT=Extending the CCSS (Insert at front of TE) VR= Vocabulary Reader SUW= Step Up to Writing LRSD Elementary Literacy Department 3rd Grade Literacy & Integrated Content Revised 2014


WRITING WORKSHOP: WHOLE GROUP LESSONSCC4L5a. Explain the meaning of simple similes & metaphors in context.CC4L5c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).CC4L6. Acquire & use accurately grade-appropriate general academic & domain-specific words and phrases including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation

GRAMMARPronounsHelping Verbs

Weekly Plan T338-T341 Projectables 10.6 - 10.8

EXT Unit 2 p. C8-C9 “Helping Verbs”

Weekly Tests 10.8-10.10 T346-T347

CC4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CC4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because).CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4L3a Choose words & phrases to convey ideas precisely.

WRITING Topic Sentences & Introduction to Opinion Writing

Focus: Elements of Essays

SUW Lessons:3-18 Writing Headlines & Sentences 3-19 Purpose & Audience Considerations 5-1 Elements of Accordion Essays & Reports 5-2 Writing Essays & Reports Step by Step 5-3 Organizing & Writing, One Step at a TimeEXT Unit 2, pp. C10-C11, C13 &C14 Transition & Conclusions in Opinion WritingEXT Unit 2, pp. C6-C7 Precise Words & Phrases

Tool 5-3aTool 5-3b

STANDARDS Week (November) FOCUS Scott Foresman Leveled Readers NOTEBOOK PROMPTESS.9.4.1 Analyze changes to Earth’s surface:Erosion, glaciations, weathering, earthquakes, volcanic activityESS.8.4.10 Describe weather-related natural disastersESS.8.4.9 Demonstrate safety procedures related to severe weather

How the Earth’s surface is continually shaped & reshaped?Which combinations of factors cause different kinds of natural disasters?

Vocabulary:Analyze, erosion, weathering

Changes to the Earth’s Surface (Below Level)The Changing Surface of the Earth (on Level)Ice! (Advanced)

Hurricanes & Tornadoes (Below Level)Severe Storms (On Level)Hurricanes (Advanced)

List four causes of weathering & describe each cause.Pretend you are in severe weather conditions. Write about the weather, the safety procedures you use, and the results of the weather.



Social Studies Focus Materials/Links to LessonsUNIT: Northeast RegionEssential Question(s)1. What is unique about the Northeast Region?2. What characteristics make this a region?3. Why did the Northeast experience such large population growth over time?Guiding Question(s)1. How does the past affect this region and the U.S.?

Social Studies:C.5.4.4 Demonstrate the proper flag etiquette for the American flag.C.5.4.3 Explain the meaning of the Pledge of Allegiance

History of the Northeast Region.

Social Studies Content Flag Folding and Etiquette LessonFlag Folding: How ToAmerican Flag Etiquette InformationPledge of Allegiance PowerpointPledge of Allegiance History and Meaninghttp://www.anamericanvision.com/freedom_documents/pledge_of_allegiance.php

Reading ConnectionsCLLG LESSON p. 59 Author’s PurposeUse the biography and poem from lesson to teach Katherine Lee Bates’ purpose in her poetry writing.Lesson: Katherine Lee Bates “America the Beautiful”Lesson: Did Betsy Ross Actually Sew the First Flag?Kathy Lee Bates Background InformationBetsy Ross Story

SUW 1-13 (Highlighting and Underlining)SUW 1-39 (Levels of Questioning)

Writing ConnectionsWrite to Respond:

What do think makes America beautiful? How would you describe what makes America beautiful?Betsy Ross did/did not sew the first flag. Cite evidence to support your opinion.

AssessmentWriting Open Response: Explain how Katherine Lee Bates was inspired to write “America the Beautiful.” Give enough details for the story to support your answer.

VocabularyNortheast Regionsphysical map primary source secondary source cities towns climateregions riversmountains key legends physical geography


http://ssfourthgrade.wikispaces.com/file/view/Mini%20Lesson%20Flag%20Etiquette%20and%20Folding.pdf/444131498/Mini%20Lesson%20Flag%20Etiquette%20and%20Folding.pdf

http://ssfourthgrade.wikispaces.com/file/view/Betsy+Ross+Story.pdf

http://ssfourthgrade.wikispaces.com/file/view/Katharine+Lee+Bate+sBackground+Information.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+10+Did+Betsy+Ross+Sew+the+Flag.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+10+Katharine+Lee+Bates+Poem.pdf

http://www.anamericanvision.com/freedom_documents/pledge_of_allegiance.php

http://ssfourthgrade.wikispaces.com/file/view/PledgeofAllegiance.ppt/444132832/PledgeofAllegiance.ppt

http://ssfourthgrade.wikispaces.com/file/view/American%20Flag%20Etiquette.pdf/444131462/American%20Flag%20Etiquette.pdf

http://ssfourthgrade.wikispaces.com/file/view/Flag%20Folding.pdf/444131484/Flag%20Folding.pdf


READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALSReading Standards for LiteratureCC4RL1 Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text.CC4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).CC4RL7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text.

COMPREHENSION/FLUENCYSkill: Fact & Opinion Strategy: Infer/Predict

Author’s Craft: SimileGenre: Narrative, Nonfiction & Readers’ Theater

The Screech Owl Who Like Television, CLLG p.60In the Wild, CLLG p. 61

Fact & Opinion TE pp. T38-39

Language StandardsCC4L4.a. Use context (e.g., definitions, examples, or restatements in text)as a clue to the meaning of a word or phrase.CC4L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, Including those that signal preciseactions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation

VOCABULARYStrategy: Suffixes –ful,-less,- ness,-mentWord Cards: 101-110Presence, disbelief, tempted, biological, endeared, arrangement, pounced, utter, hastened, incidentADD ACADEMIC VOCAB: Fact, opinion, distinguish

WSG pp. 122-123

Other Resources:Introduce Vocabulary TE pp. T14-T15 SB 274-275Vocabulary Strategies: TE pp. T42-T43Projectable 11.5

Reading Standards: Foundational SkillsCC4L2.d. Spell grade-appropriate words correctly, consulting references asneededCC4RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.CC4RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SPELLING & DECODING:Compound Words:Somebody, anything, driveway, alarm clock, baby-sit, airport, forever, make-believe, twenty- two, fireplace, nearby, toothbrush, homesick, mailbox, haircut, all right, goodbye, forehead, classmate, flashlight

WSG pp. 60-61

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary ReaderCCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book

LRSD Elementary Literacy Department GRADE 4 Curriculum: Literacy & Integrated Content Revised 2014


WRITING WORKSHOP: WHOLE GROUPLESSONSStandards Language

CC4L3.a Choose words and phrases to convey ideas precisely.*CC4L4.a. Use context as a clue to the meaning of a word or phrase.

GRAMMARProper Nouns

Weekly Plan T48-T49Practice p. 127-129 (choose as needed)Projectables 11.6,11.7, 11.8

Writing StandardsCC4W1. Write opinion pieces on topics or texts, supporting a point of view with reasons & information.CC4W1a. Introduce a topic or text clearly, state an opinion, & create an organizational structure in whichrelated ideas are grouped to support the writer’s purpose.CC4W1b. Provide reasons that are supported by facts & detailsCC4W1c. Link opinion & reasons using words and phrasesCC4W4. Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)CC4W5. With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editingCC4W8. Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

WRITING: Persuasive

Focus: Organization

SUW – 9-1 Persuasive WritingSUW 5-5 Blocking outEssays & ReportsSUW 5-6 Informal Outline forEssays & ReportsSUW 5-14 Review Elaboration of Essays & Reports

Social Studies Focus Materials/Links to LessonsEssential Question(s) 1. What is unique about the Southeast Region? 2. What characteristics make this a region? Guiding Question: Who are the leaders & what are the responsibilities? Politics/government/civics? 2. What impact does the Southeast Region have on the Presidential Election?C.4.4.4 Describe how United State citizens apply fundamental principles of democracy.C.5.4.4 Examine characteristics needed for active citizenship.C.5.4.5 Analyze components of the election process: candidacy, primary, general.

Election Process in US/Southeast/Arkansaselection candidacy primary Electoral Votes general electoral college

Refer to Social Studies Map for additional lessons and contentReading ConnectionsBook pass on the Southeast RegionIntroduce Southeast by providing other books from the library on the SE or states in the SE. other printed related SE—brochures, advertisements, news articles, magazine articles, train schedules.Writing ConnectionsIdentify 5 facts & 5 opinions about the Presidential nominees.Assessment2012 Presidential Election: Using the link provided have the students label aUS map with the number of electoral votes for each state. Identify the statesthat the Democrats won and the states the Republicans won.




SS STRANDS FOCUS MATERIALS NOTEBOOK PROMPTSSCIENCE

ESS.9.4.1 Analyze changes to Earth’s surface: Erosion glaciation weathering earthquakes volcanic activityNO.1.4.6 Use the place value structure of the base ten number system & be able to represent & compare decimals to hundredthsNS.1.4.1 Communicate observations orally, in writing, & in graphic organizersNS.1.4.2 Refine questions that guide scientific inquiryNS.1.4.3 Conduct scientific investigations individually and in teams: lab activities, field studiesNS.1.4.5 Communicate the designs, procedures, & results of scientific investigations NS.1.4.6 Estimate and measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI)NS.1.4.7 Collect & interpret measurable empirical evidence in teams & as individualsNS.1.4.8 Develop a hypothesis based on prior knowledge & observationsNS.1.4.9 Identify variables that affect investigations NS.1.4.10 Identify patterns & trends in data NS.1.4.11 Generate conclusions based on evidenceNS.1.4.12 Evaluate the quality & feasibility of an idea or projectNS.1.4.13 Use simple equipment, age appropriate tools, technology, & mathematics in scientificinvestigations (e.g., balances, hand lenses, microscopes, rulers, thermometers, calculators, computers)NS.1.4.14 Apply lab safety rules as they relate to specific science lab activities (seeArkansas Lab Safety Guide)

Science Process: How is the Earth’s surface continually shaped & reshaped?

Which combinations of factorscause different kinds of natural disasters?

Vocabulary: Analyze, erosion,weathering

Scott Foresman Leveled Readers:

Changes to the Earth’s Surface (Below Level)The Changing Surface of the Earth (on Level)Ice! (Advanced)

Hurricanes and Tornadoes (Below Level) Severe Storms (On level)Hurricanes (Advanced)




D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book


READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RL3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC4RL6. Compare and contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RL7. Make connections between the text of a story or drama & a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI5 Describe overall structure of events, ideas, concepts, or information in a text CC4RI7 Interpret information presented visually, orally, or quantitatively & explain how the information contributes to an understanding of the text in which it appears.

COMPREHENSION/ FLUENCY Skill: Sequence of Events

Strategy: Visualize

Author’s Craft: Point of View, Firsthand & Secondhand Accounts

Genre: Historical Fiction & Informational Text

The Earth Dragon Awakes by Lawrence Yep, CLLG p. 62 Read to Connect TE p. T116 Texas Twisters CLLG p. 63

EXT Unit 3, pp. C6- C7 CLLG p. 103 (Historical Fiction)

Weekly Tests 12.4-12.5

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation

VOCABULARY Trembles, wreckage, slab, possessions, tenement, crushing rubble, debris, timbers, constructed WORD CARDS: Cards 111-120 ADD ACADEMIC VOCAB: Synonyms, possessive nouns, apostrophe

WSG pp. 124-125 Teacher Read Aloud: Safe from Harm TE pp. T86-T87 Introduce Vocabulary pp. T88-T89, SB 300-301 Keeping Safe in the Earthquake Vocabulary Strategies pp. T114-T115 Projectable 12.5

Weekly Test 12.2-12.3

CC4RF3.a. Use combined knowledge of letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in & out of context.

SPELLING Base words & endings Words with –ed, or-ing

WSG pp. 62-63




WRITING WORKSHOP: WHOLE GROUP LESSONS Standards Language CC4L2.a. Use correct capitalization. CC4L2.d. Spell grade-appropriate words correctly, consulting references as needed. CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

GRAMMAR: Possessive Nouns

Weekly Plan: T120-T121 Practice Pages: 139-141 (Choose as needed)

Weekly Tests 12.8-12.9

Writing Standards CC4W4. Produce clear and coherent writing in which the development & organization are appropriate to task, purpose, & audience. CC4W5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, & editing. CC4W8. Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information & provide a list of sources. CC4W10. Write routinely over extended time frames (for research, reflection, & revision) & shorter time frames for a range of discipline- specific tasks, purposes, & audiences

WRITING Persuasive Writing Focus: Problem/Solution

TE p. T124 Problem/Solution Composition TE p. T125 Giving Facts & Examples SUW 9-6 Writing to show Problem/Solutions

SCIENCE STANDARDS FOCUS MATERIALS Notebook Prompts ESS.9.4.1 Analyze changes to Earth’s surface: Erosion glaciation weathering earthquakes volcanic activity NO.1.4.6 Use the place value structure of the base ten number system & be able to represent & compare decimals to hundredths NS.1.4.1 Communicate observations orally, in writing, & in graphic organizers NS.1.4.2 Refine questions that guide scientific inquiry NS.1.4.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.4.5 Communicate the designs, procedures, & results of scientific investigations NS.1.4.6 Estimate & measure length, mass, temperature, capacity/volume, & elapsed time using International System of Units (SI) NS.1.4.7 Collect & interpret measurable empirical evidence in teams & as individuals NS.1.4.8 Develop a hypothesis based on prior knowledge & observations NS.1.4.9 Identify variables that affect investigations NS.1.4.10 Identify patterns & trends in data NS.1.4.11 Generate conclusions based on evidence NS.1.4.12 Evaluate the quality & feasibility of an idea or project NS.1.4.13 Use simple equipment, age appropriate tools, technology, & mathematics in scientific investigations (e.g., balances, hand lenses, microscopes, rulers, thermometers, calculators, computers) NS.1.4.14 Apply lab safety rules as they relate to specific science lab activities - see AR Lab Safety Guide

Science Process: How is the Earth’s surface continually shaped & reshaped? Which combinations of factors cause different kinds of natural disasters? Vocabulary: Analyze, erosion, weathering

Scott Foresman Leveled Readers: Changes to the Earth’s Surface (Below Level) The Changing Surface of the Earth (on Level) Ice! (Advanced) Hurricanes & Tornadoes (Below Level) Severe Storms (On level) Hurricanes (Advanced)

List four causes of weathering & describe each cause. Pretend you are in severe weather conditions; write about the weather, the safety procedures you use, & the results of the weather.




Social Studies Focus Materials/Links to Lessons Unit: Southeast Essential Question(s): 1. What is unique about the Southeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How does the past affect this region and the U.S.? 2. How does the past affect Arkansas and the United States? 3. How do geography, climate & natural resources affect the way people live & work in AR? 4. Why is Arkansas a unique state? H.6.4.1 Meaning of state motto of Arkansas H.6.4.2 History of State Seal of Arkansas and its components H.6.4.3 Historical Settlements in AR: Arkansas Post, Old Washington, Fort Smith H.6.4.6 Identify events that led to Arkansas’ involvement in the Civil War:: excise taxes, state’s rights, slavery H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic) H.6.4.9B Evaluate data presented on a timeline of Arkansas history H.6.4.10 Examine Artifacts relating to events in Arkansas History H.6.4.12 Analyze changes of Arkansas from past to present H.6.4.14 Identify Arkansas Indian Tribes: Osage, Quapaw, and Caddo H.6.4.15 Reasons for decline of Native Populations H.6.4.17 Identify areas in Arkansas that were explored by de Soto, LaSalle, and Joliet H.6.4.18 Identify European nations that claimed authority over territorial Arkansas: France & Spain

Southeast & Arkansas Geography History: • Civil War • Louisiana Purchase • Civil Rights

See Social Maps Reading Connections Providing other books from the library on the SE or states in the SE. Provide other printed related SE—brochures, advertisements, news articles, magazine articles, train schedules. Writing Connections Persuasive writing on geography of Southeast. Assessment Persuasion Essay: Based on Geography, Where Would You Prefer to Live in the Southeast?—State an opinion and give 2-3 facts and examples to support your opinion.

Vocabulary Southeast Region Words: Civil War Civil Rights Civil peninsula slavery wetland piedmont hurricane plantation abolish Union secede Confederacy Tourism Rights Movement




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC4I5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or info. in a text or part of a text. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. CC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears. CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Summarize Author’s Craft: Metaphor Genre: Narrative Nonfiction & Informational

Antarctic Journal: Four Months at the Bottom of the World by Jennifer Owings Dewey Read to Connect, TE p. 188 CLLG p. 64 The Coolest Marathon! CLLG p. 65 EXT U3, p. C3 “Integrate Information from Two Texts” (Cold, Cold Science is in the HMH Journeys: Paths to Discovery student magazine)

Weekly Test 13.2-13.5 T200- T201 Whole Group Tab- Open Response Prompt

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire and use accurately grade-appropriate general academic & domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic

VOCABULARY STRATEGY: Greek & Latin Word Parts spect, struct, tele, vis WORD CARDS: Cards 121-130 ADD ACADEMIC VOCAB: Cause & effect, infer

WSG 126-127 Other Resources: Keeping Safe in the Earthquake Vocabulary Reader TE:134-135 Vocabulary Strategies TE: T186-T187

Weekly Test 13.6 -13.7 T200- T201

CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context. CC4F4.a. Read on-level text with purpose & understanding. CC4F4.b. Read on-level prose & poetry orally with accuracy, appropriate rate, expression on successive readings. CC4F4.c. Use context to confirm or self-correct word recognition & understanding, rereading as necessary.

SPELLING & DECODING

Recognizing common word parts More words with –ed, or -ing

WSG pp. 64-65 Other Resources: Weekly Plan TE: 190-191

Spelling Test Page T191 Day 5




WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.b Form and use the progressive verb tenses. CC4L2.d. Spell grade-appropriate words correctly, consulting references as needed. CC4L3.a Choose words & phrases to convey ideas precisely.* CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

GRAMMAR Regular Verbs

See Weekly Plan 192-193

Weekly Test 13.12-13.13 T200-T201

CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. CC4W6 With some guidance & support from adults, use technology, including the Internet, to produce & publish writing as well as to interact & collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of 1 page in a single sitting.

WRITING Narrative Focus: Story

SUW Lessons: 6-6 Six Steps for Planning & Writing a Story Narrative 6-7 Quick Sketch & Quick Note Planning 6-8 Sequencing Events 6-9 Creating & Developing Characters

Tool 10-18a Story/Narratives Scoring Guide




Social Studies Focus/Vocabulary Materials/Links to Lessons Essential Question(s) 1. What is unique about the Southeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How does the past affect Arkansas and the United States? 2. Why is Arkansas a unique state? H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic) H.6.4.9 Evaluate data presented on a timeline of Arkansas history

Social Studies Focus • Civil Rights Amendments • Civil Rights Movement

Social Studies Content See social studies map Reading Connections Narrative Ruby Bridges Lesson—Teaching Empathy: The Story of Ruby Bridges Writing Connections Narrative: Tell the story of Ruby Bridges Assessment Narrative of the story of Ruby Bridges.

Vocabulary Civil Rights Civil Rights Movement segregation desegregation

integration separate-but-equal boycott

CONTENT AREA STANDARDS & LESSONS 4th Grade STANDARDS (November) FOCUS/ESSENTIAL QUESTIONS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS ESS.9.4.1 Analyze changes to Earth’s surface: Erosion glaciations Weathering earthquakes volcanic activity ESS.8.4.10 Describe weather-related natural disasters ESS.8.4.9 Demonstrate safety procedures related to severe weather

• How the Earth’s surface is continually shaped and reshaped? • Which combinations of factors cause

different kinds of natural disasters? Vocabulary: Analyze, erosion, weathering

Scott Foresman Leveled Readers: Changes to the Earth’s Surface (Below Level) The Changing Surface of the Earth (on level) Ice! (Advanced) Hurricanes and Tornadoes (Below Level) Severe Storms (On Level) Hurricanes (Advanced)

List four causes of weathering and describe each cause. Pretend you are in severe weather conditions. Write about the weather, the safety procedures you’re using, and the results of the weather.




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL2. Determine a theme of a story, drama, or poem from details in the text; summarize text. CC4RI1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RI4. Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC4RI5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CC4RI7. Interpret information presented visually, orally, or quantitatively & explain how the information contributes to an understanding of the text in which it appears CC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/ FLUENCY Skill: Text & Graphic Features Strategy: Question Author’s Craft: Imagery Genre: Informational Text & Fable/Traditional Tale

The Life & Times of the Ant by Charles Micucci CLLG p. 66 EXT Unit 3, p. C6 The Dove and the Ant CLLG p. 67, TE 252-255 Read to Connect TE p. 262

Weekly Tests 14.4-14.5 T274-T275 Whole Group Tab-Open Response Prompt

CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation

VOCABULARY & STRATEGIES STRATEGY: Suffixes –able, -ible WORD CARDS: Cards 131-140 Social, exchanges, excess, reinforce, storage, transport, chamber, scarce, obstacles, transfers ADD ACADEMIC VOCAB: Text Features, boldface print, Graphic features

WSG pp. 128-129 Other Resources: • Teacher Read Aloud,

Wicked Wind T230-T231 • Introduce Vocabulary T32-

T233 • Projectable 14.5 • Vocabulary Reader: Ants

of all Kinds


CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING Final long e

WSG pp. 66-67 Other Resources Weekly Plan: T264-T265 • Practice Book pg. 162 Proofreading for Spelling

Spelling Test Pg. T265 Day 5




WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1b Form & use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CC4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.

GRAMMAR Participles

See Weekly Plan 266-267

Weekly Test 14.8-14.9 T274-T275

CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W3e Provide a conclusion that follows from the narrated experiences or events. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or 2) for a range of discipline-specific tasks, purposes, & audiences. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, & audience. CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.

WRITING Narratives Focus: Story Writing

SUW Lessons: 6-10 Planning for Changes in Characters 6-11 Showing- Not Telling 6-12 Ways to Begin a Story 6-14 Writing a Dialogue 6-17 Options for Writing the End of a Story

Tool 6-9a Tool 10-18a Tool 10-19a

SCIENCE FOCUS Scott Foresman Leveled Readers PS.7.4.2 Classify electrical conductors and electrical insulators

*Conductors & Insulators STC Kit (con’t)* • Why is it important to know if a material is a conductor or insulator? • What is the relationship between force & motion? Vocabulary: Investigate, force, mass

Objects in Motion (Below Level) Motion (On Level) Newton and Gravity (Advanced)

SOCIAL STUDIES FOCUS Materials/Links to Lessons Essential Question(s) 1. What is unique about the Southeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How does the past affect Arkansas & the U.S.? 2. Why is Arkansas a unique state? H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic) H.6.4.9 Evaluate data presented on a timeline of AR history

Civil Rights Civil Rights Movement Little Rock Nine

Social Studies Content See the LRSD Social Studies Map for additional lessons, resources, and information Reading Connections Continuation of Lesson 13 Writing Connections Mock Facebook Page Assessment Students make a Mock Facebook Page of a person or an event in Civil Rights Movement in the Southeast.

Vocabulary Civil Rights segregation integration desegregation boycott separate-but-equal Civil Rights Movement




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4I1. Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4I2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC4I3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific info. in the text. CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text. CC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/ FLUENCY Skill: Main Ideas & Details Strategy: Monitor/Clarify Author’s Craft: Word Choice/Domain Specific Words & Phrases Genre: Informational Text & Poetry

Ecology for Kids by Charles Micucci, CLLG p. 68 TE:323 Explain using text TE: 310 Main Idea Wonderful Weather CLLG p. 69 EXT Unit 3 C8-C-9 Use EXT U3 p. C3, “Integrate Information from Two Texts on the same topic” with Wonderful Weather & Ecology for Kids

Weekly Tests 14.4-14.5 T346-T347 Whole Group Tab-Open Response Prompt

CC4L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on the grade 4 Reading and content, choosing flexibly from a range of strategies

VOCABULARY & STRATEGIES STRATEGY: Multiple-Meaning Words WORD CARDS: Cards 141-150 ADD ACADEMIC VOCAB: Main idea, supporting details

WSG pp. 130-131 Other Resources: Squash in the Schoolyard Vocabulary Reader TE: 356-357 Vocab. Strategies: T332-333 Projectable 15.5


CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Changing Final y to i Decoding: Three-Syllable Words

WSG pp. 68-69 Other Resources: Weekly Plan TE: 336-337 Practice Book pg. 174 Proofreading for Spelling

Spelling Test T337 Day 5




WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1B Form and use the progressive verb tenses

GRAMMAR Irregular Verbs & Progressive Verb Tenses

Weekly Plan T338-T339 EXT Unit 3 pp. C10-C11

Weekly Test 15.8-15.9 T346-T347

CC4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic.

WRITING Informational Focus: Essays & Reports & Topic Sentences

SUW Lessons: 4-1 Introduce 2 Kinds of Writing 4-17 Writing in 1st, 2nd, & 3rd Person 4-19 Topic Sentence Variety 4-21 Mastering Topic Sentences 4-22 Turning a Prompt into a Topic Sentence

CONTENT AREA STANDARDS & LESSONS STANDARDS FOCUS Scott Foresman Leveled Readers SCIENCE PS.7.4.2 Classify electrical conductors & electrical insulators *Conductors & Insulators STC Kit (con’t)*

• Why is it important to know if a material is a conductor or insulator? • What is the relationship between force & motion? Vocabulary: Investigate, force, mass

Objects in Motion (Below Level) Motion (On Level) Newton and Gravity (Advanced)




Social Studies Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the Southeast Region? 2. What characteristics make this a region? Guiding Question(s) 1. How do geography, climate and natural resources affect the way people live and work in this region? 2. What are the economics of this region? 3. How do geography, climate and natural resources affect the way people live and work Arkansas? 4. Why is Arkansas a unique state? Social Studies SLE’s: G.1.4.2 Locate the six natural regions in AR G.1.4.3 Locate each of the five regions of the United States and describe each region’s major physical features: Northeast, Southeast, Midwest, Southwest, West G.1.4.4 Determine absolute locations (latitude and longitude) of places studied using a grid map of the Southeast G.1.4.11 Explore weather changes in various regions. G.1.4.13 Utilize the map legend/key to interpret historical and political maps. G.1.4.15Identify and label political map features: boundaries, capitals, cities G.1.4.11 Explore weather changes in various regions G.2.4.1 Research elements of culture in a community, state, or nation (e.g., food, clothing, housing, language, sports/recreation, customs, traditions, art, music, religion). G.2.4.2 Describe the cultural characteristics of diverse population in the United States. G.2.4.3 Discuss the advantages and disadvantages of life in a suburban area. G.2.4.4 Compare & contrast the human characteristics of early settlements & contemporary communities in the five regions of the United States. G.3.4.2 Discuss the reasons for human settlement patterns (e.g., jobs, climate, family). G.3.4.3 Explain how communities share ideas and information with each other. G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion). G.3.4.5 Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornadoes, tsunamis), G.3.4.1 Different types of transportation and communication links between communities in Arkansas.

Environmental Issues Refer to the Social Studies Map for Additional Lessons & Social Studies Content Reading Connections SUW Identify Main Idea and Details Langston Hughes poem Daybreak in Alabama Writing Connections Report on Arkansas entrepreneurs. Assessment Short report on the different entrepreneurs in Arkansas.

Vocabulary peninsula wetland piedmont hurricane plantation entrepreneurs


D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book


READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC4RL1. Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. CC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/FLUENCY Skill: Compare and Contrast Strategy: Monitor/Clarify Author’s Craft: Personification Genre: Historical Fiction/Informational Text

Riding Freedom by Paul Munoz Ryan • CLLG p. 70 • TE p. T18 compare/contrast • CLLG p. 71 • Similarities/differences two texts • TE p. T36 • EXT Unit 4 pp. C2 - C3, Details

Weekly Tests 16.4-16.5 T54-T55 CLLG Writing About Reading Prompt pg. 24 ***Rubric SUW Tool 10-11a

CC4L3.a. Choose words and phrases to convey ideas precisely.* CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY Strategy: Using Context WORD CARDS: Cards 151 - 160 escorted swelled relied reputation worthy churning situation deserve defended satisfied Academic vocabulary: Compare, contrast, similarity

WSG pp. 132-133 Vocabulary Strategies: TE pp. T40-T41 Projectable 16.5


CC4RF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING Words with /k/, /ng/, and /kw/

WSG pp. 70-71 Other Resources: • Weekly Plan TE: 44 – 45 • Practice Book p. 184 • Practice Book p. 186, Proofreading

for Spelling

Spelling Test Day 5 p. T45




WRITING WORKSHOP: WHOLE GROUP LESSONS CC4L1.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

GRAMMAR Adjectives

Weekly Plan TE: 46 – 49

CC4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. CC4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information or explanation presented.

WRITING Informative Focus: Paragraph Elaboration

SUW Lessons: 4-20 Getting Caught in the Things Trap 4-23 Adding the Lead- the Blues- to a Paragraph 4-31 Paragraph Elaboration- the E’s/ the Reds 4-32 Learning More about Elaboration 4-33 Comparing Paragraphs & Report Elaboration

CONTENT AREA STANDARDS & LESSONS SCIENCE FOCUS MATERIALS NOTEBOOK PROMPT PS.7.4.2 Classify electrical conductors & electrical insulators *Conductors & Insulators STC Kit (con’t)*

Why is it important to know if a material is a conductor or insulator? What is the relationship between force and motion? Vocabulary: Investigate, Force, mass

Scott Foresman Leveled Readers: Objects in Motion (Below Level) Motion (On Level) Newton and Gravity (Advanced)

Select 3 objects that are conductors and 3 objects that are insulators and differentiate what makes each object a conductor or insulator.




Social Studies: Unit Southeast Focus Materials/Links to Lessons Essential Question(s) 1. What is unique about the state of Arkansas? 2. What characteristics make this a region? 3. What are the economic influences in Arkansas? Guiding Question(s) 1. How do geography, climate & natural resources affect the way people live & work in this region? 2. How does the past affect this region and the U.S.? 3. What are the economics of this region? 4. Who are the leaders and what are their responsibilities? Social Studies Social Studies SLE’s: E.8.4.5 Identify Arkansas Entrepreneurs. E..9.4.3 Research the productive resources that go into the production of a product. E.9.4.5 Explain why countries trade E.9.4.9 Indentify imported and exported goods E.9.4.10 List exported goods associated with Arkansas

Social Studies Focus Geography

See Social Studies Maps for Additional Lessons and Social Studies Content Writing Connections Write to Inform (See Assessment) Assessment Write an informative piece on the steps involved in making paper.

Vocabulary Timber Industry forests Economics entrepreneurs

grade 4 curriculum map: literacy & integrated content grade 2nd quarter 2014.pdf · grade 4...

Documents